Hillary Kane

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					Hillary Kane
Anchor Institutions: Learning to Mobilize Our Intellectual, Financial, and
Institutional Assets Within Our Community”

Building the University's Capacity for Community Engagement
Spring 2011 Speaker Series

February 7, 2010
[Compiled by K. Buchner and P. Clayton]

Biographical Sketch
Hillary Kane is the Director for the Philadelphia Higher Education
Network for Neighborhood Development (PHENND). PHENND is a
consortium of 32 institutions of higher education in the Greater
Philadelphia region that seeks to help campuses connect to their
communities through mutually beneficial service and service-
learning partnerships. Since Ms. Kane joined PHENND in 1999, the
organization has increased its membership, developed new multi-
university programs and partnerships, and become a leader in the
field of service-learning.

Ms. Kane is a graduate of the University of Pennsylvania where she received a Bachelor of
Arts in Urban Studies. Ms. Kane serves as a Co-Chair of the Pennsylvania K-12 Learn &
Serve Advisory Board and Executive Board of the Penn State Cooperative Extension for
Philadelphia County. She is also on the Local Advisory Board of LIFT’s Philadelphia office.

                                                   Schedule of Events
8:30am-10:00am        Keynote Address: “Anchor Institutions: Learning to Mobilize Our
                      Intellectual, Financial, and Institutional Assets Within Our Community”

10:30am-12:00pm       Economic Development Breakout Session

12:15pm-1:45pm        K-12 Education Breakout Session

2:00pm-3:30pm         Intercultural Dialogue Breakout Session

3:45pm-5:15pm         Nuts & Bolts Breakout Session

[Compiled by K. Buchner and P. Clayton]

Breakout Session Attendance
10:30am-12:00pm Economic Development Breakout Session

                      Bob Wineburg                              Tom May
                      Rick Bunch                                Kristin Buchner
                      Emily Janke                               Dan Nonte
                      Patti Clayton                             Selena Hilemon
                      Ruth DeHoog                               Cathy Hamilton

12:15pm-1:45pm K-12 Education Breakout Session

                      Sam Miller                                Selena Hilemon
                      Carol Mullen                              Cathy Hamilton
                      Emily Janke                               Barry Miller
                      Patti Clayton                             Rick Reitzug
                      Kristin Buchner

2:00pm-3:30pm         Intercultural Dialogue Breakout Session

                      Dan Beerman                               Selena Hilemon
                      Raleigh Bailey                            Penelope Pynes
                      Emily Janke                               Audrey Daniel
                      Patti Clayton                             Denise Bellamy
                      Kristin Buchner                           Mark Villacorta

3:45pm-5:15pm         Nuts & Bolts Breakout Session

                      Jim Settle                                Selena Hilemon
                      Emily Janke                               Alan Boyette
                      Patti Clayton                             Steve Roberson
                      Kristin Buchner                           John Sopper

[Compiled by K. Buchner and P. Clayton]

Keynote Address

 “Anchor Institutions: Learning to mobilize our intellectual, financial, and institutional assets
                                    within our community”

Background of PHENND
   - Consortium of 40 HE institutions, network for CE and educational reform
   - Kane joined PHENND in 1999
   - Network of 35-40 institutions (large research  small liberal arts, etc.)

   - Deindustrialization
   - Jobs moved south
   - Outsourced, wages declined, poverty in our cities and rural areas
   - This drives our CE conversations
   - Structural adjustment policies – retreat of govt programs that developed over the last 30-40
       years; left communities/families struggling

What is an anchor?
  - Not likely to relocate (has “place”)
          o Eds and Meds! (on every top ten list of private employers for 20 largest cities)
  - Major economic engine
          o Purchasing
          o Employment
          o Real estate
  - Case in point, no chocolate made in Hershey, PA! no jobs 
  - “City on the hill” – large, visible
  - Greensboro top five:
          o Moses cone health system
          o USPS
          o High point regional health system
          o Bank of America
          o American express
  - If you have to chase your job around, that’s not community

Why engage?
  - Good business
  - Socio-economic health of surrounding community
         o From “bad part of town” to “this is a nice/unique place to be”
  - Attracts/retains employees, students
  - Neighborhood effects the campus

[Compiled by K. Buchner and P. Clayton]

   -   Academic opportunities for faculty and students
   -   Recognition
   -   “Enlightened self-interest” – good for both institution and community

Ways to engage
  - Academic
          o Community service
                Student volunteer program typically organized by student life
                Key is to intentionally focus efforts on local community (PARTNERSHIPS)
                Anchor Inst. Lens: Think more about “what is going on in GSO? What
                    agencies need our support? How can we subtly direct student energies to
                    these communities and this issue?”
                Town gown issues (Glenwood?)
          o Service-learning
                Community engagement through courses
                Key is to intentionally focus efforts on local community
          o Community-based research
                Community needs drive research agenda
                Data is co-owned with community
                Community involved in data collection and analysis
                University assisted community schools
                         School is the center of the community (“mini anchor”)
                         University provides multiple layers of support
          o Faculty expertise and technology transfer
                Faculty making themselves available to community groups and
                Traditional research driven by local concerns and problems
  - Non-Academic
          o Human resources
                Hire locally
                Facilitate workforce development
                Penn Case study – Lucien E. Blackwell Apprenticeship Program
                         2007-2009, 40 individuals, W/SW Philly
                         Participants assigned to unions working on construction projects –
                            some at Penn (“get Philadelphians working”)
                Penn Case study – Skills Development Center (SDC)
                         Focus on incumbent workers in health system
                         Begins in 2006-2007 with 211 enrolled workers
                         As incumbent workers move up, vacancies allow for local hiring into
                            entry-level positions
                         HS “summer health academy” also a component
                         Now housed at University City District as “West Philadelphia Skills

[Compiled by K. Buchner and P. Clayton]

           o   Economic development
                    Special services district (aka “business improvement district”)
                            NPO that does improvements that city should be doing (augment)
                            Clean, Safe, “Hip” initiatives
                            Interesting issue – huge parts of real estate tax exempt b/c of NPO’s
                    Neighborhood lighting and greening
                    Attracting and retaining students to the region
           o   Real estate
           o   Investments
           o   Purchasing
           o   Business incubation
           o   Facilitator/convener

   -   Campus Integration
          o Orientation of buildings outward versus inward
          o Appropriation of existing facilities for new purposes rather than new construction
   -   Campus expansion
          o Dialogue with community residents about expansion projects
          o Penn’s new commitment to eastward expansion
          o Gentrification
          o This is not democratic – can’t vote the president out


Question: Anchor institutions at the state level?
   - “stewards of place” – hard to do at the state level
   - May not be as locally based, but how do we engage other state institutions to make that
   - What happens if a community has no universities? (i.e., South Philly)

Question: Community College involvement in this?

Question: the budget is $10m, how is PHENND sustaining this? (ED – SSD)
   - Originally out of Penn’s budget/large donors
   - After 10 years, they can get donations from other small businesses/institutions

Question: is there a value added to a level of coordination/centralization? What does Penn bring to
the scene?

[Compiled by K. Buchner and P. Clayton]

    -   Efficiency
    -   Coordination is not necessarily centralization
    -   Can appropriately direct resources/partners to their best uses
    -   Synergies that are missed if we’re not talking together (ORED!!!)

Question: what if people don’t know what they’re doing is ED? Has been reframed by the university?
We haven’t put any ‘value’ on the unknown aid by faculty to ED (study of faculty across 17 CE
    - Reframe, have the conversation
    - Reframe and then ARTICULATE it as such

Question: any incubators? ED multipliers?
   - Science Center: Businesses co-located, learning from one another, technology hub,
       conglomeration like wall street
   - “Graduated” 360 businesses since 1943? Remember slum clearances of the 60’s
   - Still a sense of anger/frustration TODAY from community that was kicked out

Comment: need to hold on to the “telling the story;” this is often the first thing to go. Perception of
what tells a good story; we need to reframe the way we think about telling our story (not necessarily
taxes, facts and figures)

[Compiled by K. Buchner and P. Clayton]

Economic Development Breakout Session

Hillary’s opening comments:
Small businesses and small non-profits have many of the same needs (websites, logos, marketing
plans, etc.)
What can students do to support small businesses?

Temple’s Certificate Program for NP Management
    3 part series on leadership
    Organizational self-assessment
    Social media
    Fundraising and grant-writing

Temple also has a center for social policy and community development, and a small business
development center, focusing on many of the same issues.

Adding on a component of student internship – workshop series participants can apply to have an
intern to take on a project (participating in the workshops does not mean that can or have the time
to do the projects) … approx 10 hours / week, can be course-based or volunteer etc.

Workshops facilitated by faculty, staff across Temple … how can students assist with the facilitation
of the workshops?

Comment: UNCG has a NP certificate program and there is a Guilford Nonprofit Consortium …
students in this program are learning content that would enable them to facilitate such workshops
… what is the next step in making these connections? Where are the gaps? Students are learning
skills that can help community organizations, but they aren’t aware of their existence.

Comment: Can’t step on toes, there are existing organizations that are doing a good job in these
areas … try to work with existing community agencies, advertising availability of students to do
projects for the NP agencies … don’t have grant to fund bringing community members into training

    We in the university think we have a lot to offer to the community and less frequently think
     about what they have to offer us so that everyone gets better … need to change our mindset
    We don’t have a system inside the university to really honor community engagement (did
     just re-work P&T guidelines to promote CE but when it really comes down to it we value
     pubs, etc) – we need paradigm shift … we are just one institution in the community with a
     set of skills
    Example of his work with Habitat, using their expertise in fund-raising (co-roles)

[Compiled by K. Buchner and P. Clayton]

Comment: Sometimes the language we use is very off-putting … we need examples of how to engage
with the community, not just offer what we have to offer … we need examples of institutions that
have been transformed by these relationships … it is about cultivating a community of learners that
will have an impact on policy

     Not all the expertise is on the campus – university might facilitate the opportunity for the
         community members to share their expertise … pay them, to indicate the value of their
         expertise (this is a shift for the university – we do not build this into our budgets – need to
         treat people professionally)
     Difference between formalized structures (e.g., Certificate Program) and informal (in her
         case, it is very informal, not in the context of a degree program)
     Are their community organizations that can serve as intermediaries, host workshops
     What is it you need vs. what we assume you need?

Comment: Hearing themes re: mutual respect, relevance of what we do … we need a framework to
help compartmentalize some of these pieces

Hillary: Temple and Netter Center at Penn have developed similar programs with different foci –
Penn is about starting up a non-profit/basic questions about NPs while Temple is more for staff at
NPs … As another example, NP Exec Lead Inst (BrynMaer) is executive level, very formal … United
Way has emerging leaders program for younger leaders …. SO maybe we need a framework to help
sort through various niches, who is targeting which audiences and purposes – there is such variety
in the NP / small business / agency sector

Comment: Conversation is still about what we have to offer them … struggle to find examples of
institutions having been transformed to be more a part of the community … ‘We’re always going to
be this thing if we don’t become something different”

Comment: Tulane in response to Katrina is an example of completely re-tooling around public
purposes … short of having a natural disaster what can help encourage such transformation?

Comment: Often grassroots community people see us as more the problem than the solution –
institution of experts hasn’t done much for us lately – attitude that needs to be changed (humility)

Comment: It is also structural – reference recent article on how community based researchers do
not put their research into the community and part of the reason being the 6-year timeline for
tenure compared to the longer time frames for community engagement, for venture capital projects
… we have to develop relationships with the community which may mean it takes several years to
get articles out … norm is for new faculty to come to campus and in 6 months to have a very
productive lab output because they came into set-up to enable quick start (including graduate

[Compiled by K. Buchner and P. Clayton]

students) – we are judged with regard to progress within 6 years, and great minds were lost
because their scholarship did not fit within the P&T traditional structure.

Hillary: Sometimes just need to be present and not focused on what we can do in communities … be
there authentically, offering support as needed, vs going out with “here are the 20 things we can do
for you” … story of Drexel University understanding and wanting to focus on the 3 leading
community health issues (e.g., cancer, etc) but the community identifying their main concern as

Comment: But you don’t get tenure doing work on dog-bites

Hillary: Revised guidelines have to be translated into practice and culture … culture can change but
it changes very slowly

Comment: We have to teach our students what the university is about, what community issues are,
how to access the community (including by bringing community members into our classes) … if we
can continue relationships over time with alumni they can help with some of this translation, they
know what the university can offer, they can help connect community with university … issue of
how to keep young professionals in Greensboro community, getting them embedded into the Triad
community, and then they will call upon us for our contacts and expertise … alumni often feel more
comfortable accessing our resources and are good to have on Boards, etc.

Comment: Entrepreneurship initiative is one of UNCGs key responses to economic development in
Greensboro – we are going to be creating majors/minors etc. in addition to providing service

Comment: Students in degree programs work with NPs and NPs also come to the Center directly

Comment: Business students want to be entrepreneurs …. We need to work with Bryan School

Comment: There are good anchors and bad anchors … anchors can fail … if we don’t change we will
fail … the customers are the students and the community – if we lose focus on the customer we
don’t stay in business – focus on the customer includes focus on what they need and meeting these
needs being the metric … if you don’t get a job when you graduate then why go into debt getting an
education? … Students’ objective for college education is to get a job and we have to get them into
the community to help this happen

Hillary: More and more new faculty are being hired into positions that include emphasis on CE …
more and more young faculty had CE experience and they will be the future tenure committees –
the change will come but it comes slowly within the academy

[Compiled by K. Buchner and P. Clayton]

Hillary: Don’t like the language of customers and clients but the underlying point is are we relevant
… the way to understand the world is to try to change it … what we are teaching needs to be directly
relevant and coming from the needs of the community

Comment: It might be more than walking humbly in the community and changing RPT structures –
concerned with the idea that we can work as individuals and solve all problems – these are the
community needs and we can each work on part of them --- so what are changes in RPT that can
allow reward faculty for working together rather than as individuals

Hillary: To a large extent the problems of Greensboro are not in Greensboro – West Philly’s
problems are not because Penn wasn’t doing whatever but because of much larger public policy

Comment: But we do change public policy through educating future voters
Hillary: Or through community organizing … different approaches … focus on neighborhoods is
often better and fancier Band-Aids

Comment: We (particularly social sciences) strip-mine, we go out and take and come back in and
publish … but there is a whole part of the university that the business world really likes:
engineering, agriculture, biochemical sciences, etc where the community can see products – the
largest centers on campuses are engineering centers, people line up waiting for the work of
engineers, etc … we need to show the economic value of the social good … we have to change a little
bit of this in terms of how we count it and how we sell ourselves

Hillary: But be careful because if we increase efforts to start counting this work then it looks like we
are trying to take credit

Comment: We have to sell ourselves … the community has to buy it and sell us as well … its not
rocket science we just need to do it

Comment: Another problem is that if you present yourself as doing this work you get all kinds of
requests, all of which cannot be served … complaints re: they didn’t give me their expertise when I
called … there are unrealistic expectations that can be associated with marketing

Hillary: Also need to be clear re: what we cannot do and to know who can do it and help make

Comment: There is strong work around biotech, engineering, etc. because the connections are very
clear and concrete … there are lots of additional needs out there but neither the community nor the
university knows what the university doesn’t know … the workforce is going to change
demographically in very significant ways (trough behind the baby boomers) and a smaller
workforce is going to have to support a larger pool …. Efficiency and effectiveness of each individual
worker in our country is going to be of paramount importance, so it isn’t about productivity of

[Compiled by K. Buchner and P. Clayton]

making widgets but about productivity of making knowledge – we have to know how to learn not
how to make stuff in order to be efficient and effective and if that doesn’t happen in the university
then where does it happen … reading from online source (The Ill-Prepared Workforce) re:
difficulties with developing critical thinking once you get into the job … upshot: universities need to
focus on the “soft” stuff now and forward (given post-industrial age) – not ill-prepared because they
don’t know technical content but because don’t have “softer” abilities that are increasingly
important for them to have ---- so what do we need to shift in terms of our processes

Comment: How do we make them efficient and effective workers AND efficient and effective
citizens who can have a real impact on their immediate communities while touching broader
economic issues … we need to model this better as a university … we keep running after something
but do we know what that something is, we respond to stimuli and may not always connect our
reactivity to the real issues of communities … story of her students not wanting to engage with the

Comment: language of “needs” ( and “problems”) in a context trying to be asset-based … how do we
start from the assets without ignoring or denying the reality of needs?

Hillary: It is a rhetorical dance … the important language shift is less away from “needs” and more
from “they” to “we” / our community with our collective needs and assets / problems are

Comment: UNCG has the largest endowment in the community but invests none of it in Greensboro
.Hillary: Harvard as an example of doing this (small % of assets directed toward local re-
      Comment: Wanting univ. to become more responsible in its investing choices and directing
         some % of our financial assets to the community

Comment: Connecting this conversation to other conversation about change through the next
generation … work here to get graduate students more involved … Bob: Volunteered to work on this
with the graduate students

Comment: There are many folks (within and beyond campus) who would love to work with
students to help them develop the skills etc. they need … volunteer mentors to work with students
as they work on community problems … “you’ve got an army, use it – people on the outside will
come in and help, often for free”

[Compiled by K. Buchner and P. Clayton]

K-12 Education Breakout Session

Hillary’s opening comments:
Discussion of CNCS (3 branches: Americorps, SeniorCorps, Learn & Serve – focused on SL: K-12 $ is
parceled out by state)

PA has senior project requirement, unfunded, no guidance … some districts have done more with it
than others …. It is met/un-met requirement, not graded … too many were very weak SL projects …
Philly’s district got character ed grant $ to focus on SL in senior projects  piloted with 10 high
schools, including faculty development, guidelines for projects (PHENND was brought in to help
high schools identify community partners and gave mini-grants to HE for SL students to work with
high school students on their projects) – was a big culture shift for many of these schools – RMC did
the project evaluation (results: increased critical thinking skills, even moreso for the high school
students who work with college students) – funding ended and the program is no longer running

Comment: UNCG part of a character education initiative with Guilford County Schools – they want
teachers to learn how to improve SL pedagogy … Rick Bunch has done some work re: mapping
Greensboro in terms of who is doing youth development, info that teachers can use as a resource

Hillary: Other big issue in Philly re: K-12 is college access … students are not by and large prepared
to go to college … HE both produces K-12 teachers and receives students from high schools, so we
are key in dealing with this issue from both sides …. discussion re: integrating SL into teacher
education programs (as a pedagogical strategy they need to learn) rather than doing SL-related in-
service training

Hillary: SL at K-12 level in Philly is very weak now … it was originally conceived as a workforce
development initiative, framed as student-driven approach (like Science Fair – their responsibility
to do a project at some point in high school) rather than as pedagogy (used to teach content area) –
Hillary (leading consortium of PHENND and local NPs – but very little teacher involvement) is now
helping to re-frame and develop materials and sample projects in support of this (no faculty
training yet)

Hillary: In many ways K-12 SL and HE SL are the same thing but the institutional settings are very
different, with much less support (e.g., in establishing partnerships) and a different set of
roles/behaviors for teachers (who also have little time to prep courses and no time during the day
to interact with community partners) … key role for HE students to support K-12 teachers with the
logistical pieces

Comment: Project in Guilford County has included some professional development for K-12

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[Compiled by K. Buchner and P. Clayton]

Comment: Working with a school system with significant change in student demographics … pre-
service teachers now required to do 1000 hours in classrooms before becoming teachers … several
examples of projects that involve pre-service teachers in communities … Guilford County has
adopted a “value added” system in which pre-service teachers cannot be in classrooms unless
tenured teachers are there – but some of their partner schools do not have licensed teachers so they
have had to pull out of some of their partnerships even though the need there is high

Hillary: She has new funds to convene HE people into common conversation re: K-12 and HE and
hopes to form a community that will be closely linked to the districts and be involved in policy
conversations … and hoping that this will support better collaboration in determining what the
relationship between K-12 and HE should be

Comment: on role of policy makers in ELC’s national associations (NCPA, NCEA) … our greatest
resources are not those for which we receive funding but are people who step up and do something
… in ELC there is state-mandated internship requirement (example project: student started a
refugee high school ???) … what are the boundaries between internships and CE / what is not CE?

Hillary: Tend not to get hung up on the language – there are differences but for the most part it is a
way of thinking and how you approach partnership and reflection and social justice – it is more a
philosophical approach than a set of requirements … what matters is the bigger picture / the
broader public / whether public dimension is front and center

Comment: What SL/CE brings to these relationships is the emphasis on doing “with” not “for” …
pre-service teacher training has often been focused on the development of the students and on
doing for schools … like about ELC that it isn’t just “for” but exploring the interests of the schools
and parents … relationship development piece and difference between pre-service teacher “helping
out” and learning about … not enough to be in communities and/or working for communities but
need to work with communities

Comment: Challenge to the presumed impermeable boundaries between university and
communities … take aways from this morning: there are so many ways in which we are already
doing it and so many opportunities but what we need is intentionality and integration (e.g., why is
Guilford County school system undertaking massive CE initiative without collaborating with UNCG’s
School of Education and other parts of campus that send students into schools)

Hillary: Right hand not knowing what left hand is doing …

Comment: There are disconnects but also many examples of the partnerships working well … much
integration in principal preparation (reference Piedmont Leadership Academcy, EDS statewide
cohort – in which the community sought out the university – PTEC ?) … community needs to think
in terms of “with” as well … perhaps the disconnect is more at the level of the individual classrooms

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[Compiled by K. Buchner and P. Clayton]

Hillary: Leadership in K-12 schools changes so frequently, the schools feel brand new every fall …
new effort after the character education in senior projects program ended involves GearUp, which
starts with 7th grade students on college readiness and includes college student tutors (so PHENND
is trying to set up partnerships, e.g., course at Temple that will include this as SL project) runs into
problems when the matching with colleges falls through as the schools period schedules change …
lots of issues around different academic calendars, including the constant change

Comment: Interested in university-assisted schools (Netter Center’s work/model) and the role of
HE students with K-12 schools …

Comment: We need to focus on the positive – there are extraordinary examples – reference 12 year
partnership with a school and being asked “have you fixed it yet”? – it is about relationships, which
takes a long time

Comment: The work has to be mutually-beneficial and these are 2 systems that are very different,
including in terms of how we are held accountable … most successful projects are when everyone is
satisfied …

Comment: on reciprocity as co-construction as well as mutual benefit, with co-construction helping
to ensure mutual benefit but being even more counter-normative

Comment: Integrating SL into pre-service teacher education (as one of the strategies they need to

Comment: Where is the School of Education on RPT re: CE? Recall Bob W this morning on the mis-
match between tenure timeline and relationship-building timeline

Comment: School of Education has been more tolerant of time in community than other
departments but you still have to publish / do research

Comment: UNCG wants to ramp up its research activity … have to find ways to integrate R, T, S and
shouldn’t enter into projects that tip you too far into any one of these directions … need supports
for keeping a foot in each campus (e.g., graduate students) … need to identity projects that involve
you in doing good work in the schools and function as research

Comment: Broader context of all of these efforts is that Greensboro and NC are getting poor-er …
there are huge societal ills and we as an institution need to get our economic development efforts
and our K-12 efforts and etc etc in order

Comment: Clinical faculty don’t earn tenure and do a lot of the integrating of service … when we talk
about P&T who are we focused on?

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[Compiled by K. Buchner and P. Clayton]

Hillary: What is really exciting about K-12 SL in particular is that it isn’t teaching kids to do service
to others but teaching them about community development / empowering them while at the same
time teaching in content areas … the idea of students solving community problems with parents
and neighbors etc as part of their learning … tacking economic development problems through
education and producing a citizenry that can address these issues

Comment: 4 year civic literacy project with a high school, involving relationships on many levels

Comment: Also cannot ignore what SL does for our students – they are getting more aware – we are
getting more than community is – kids see things they never anticipated and they are better as a
result … we may not be doing anything about community problems but these activities are doing
great things for us in HE

Hillary: This is a good question

Comment: Breaking down students’ tendency to not see commonalities between themselves and

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[Compiled by K. Buchner and P. Clayton]

Intercultural Dialogue Breakout Session

Hillary’s opening comments:
If you are doing CE work you are doing intercultural work …. Professional development for faculty
wanting to work abroad or to work down the street

Comment: Wouldn’t go to an office on campus to prepare to work locally, would go to offices in the
community. The CNNC does well in the community, but not in the university.

Hillary: Widen approaches SL through a faculty cohort each year who take a seminar with their CE
director about SL – the first thing they do is a community tour led by a community member (getting
to know the place, listening to community members, learning about historical relationships) …
often an assumption that when people who are different from each other work together they can
magically make things work without preparation

Comment: Unlike Dan, most faculty / depts are not in and of the community and do not understand
the range of community organizations (e.g., Community Foundation of Greensboro) … we are in the
south and so the legacy of racism is an unspoken issue, NC A&T “might as well be on Mars” as far as
UNCG is concerned – many in Greensboro and UNCG would be afraid to go to A&T

Hillary: Certain disciplines lend themselves to think about this work in different ways … for many
disciplines their interest in SL is not related to IC, so the idea that we need to deal with IC capacity
building is not front and center … doing so takes a lot of time (e.g., first step as providing a thorough
introduction to the community) … importance of sense of long-term commitment … OMA at UNCG
probably could offer much in the way of professional development but there aren’t often good
linkages between such offices and SL programs … SL people too inclined to reinvent rather than to
tap campus resources (e.g., using SL for career prep without working with Career Services, ditto for
ICC and OMA)

Comment: How do we prepare faculty to introduce students into the community given differences
in age and community culture (e.g., size of the city) and etc. etc. etc. and the associated steep
learning curve … to have successful SL experiences we need to help students become
uncomfortable (they often translate their discomfort with unfamiliar people and places into feeling

Hillary: Semester structure is not a lot of time to do relationship building, transformation, etc that
are part of ICC … need to look at the long term, adopt institutional perspective not just individual
courses – what do we expect students to know and do and how will they evolve over time … Cabrini
College as an example of a campus that has completely reworked their curriculum around
developmental approach to CE/SL
     http://www.cabrini.edu/Academics/Core-Curriculum-Justice-Matters.aspx

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Comment: Developmental approach to ICC – how can we do this as an institution – push back from
some faculty re: is it our job to push students beyond where they are

Hillary: It isn’t just a question of whether I want to do engage with the other but how do I do that
well … road to hell paved with good intentions – good intentions are not enough
Mark: OMA has tried to partner with OLSO and IPC (?) but seem to be lacking organizational
structure to facilitate those partnerships in an in-depth way … what can be done structurally to
institutionalize such partnerships?

Hillary: Short of hiring someone to do it!

Comment: Students have different levels of readiness

Hillary: A good thing about local engagement is that they are here with you all the time (vs, having
to prep them before they go abroad) and you can continue to work on these issues throughout the
experience … Miles Horton at Highlander: “You only learn from the experiences you learn from” (we
often keep making the same mistakes over and over again)

Comment re: structures to support integration across units
Hillary: Everyone knowing what the others are doing (e.g., database) … what training is each doing
already and can this training be integrated into what is already happening … rhetoric far outstrips
the reality – its not going to happen just because we all will it

Comment: One approach is through faculty development that integrates the topic and points faculty
to resources but then faculty feel that this is yet another thing they need to do (in addition to
writing and CT and teamwork and etc) … another approach is to train students as resources to
faculty and peer-to-peer support but this is very resource intensive … part of her wants Mark to go
into each SL course but another part wants to invest in faculty development

Comment: We tend to assume that faculty want this development … multiplier effect of having
faculty who learn in this area and bring their peers in

Hillary: St. Joseph’s University (Jesuit, Philly) has a faculty peer-mentor program in SL (new-to-SL
faculty partnered with veteran SL faculty, given $150 to cover meals together throughout the year)
… they also have cohort of student Reflection Leaders who are trained by SL staff to lead reflection
in courses (faculty don’t have much role in facilitating reflection)

Comment: Linking student leadership roles like this to earlier discussion of developmental

Comment: Do schools that do student peer mentoring well have academic structures like minors in

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Hillary: CE minors/majors issues – is it an academic field, should it be defined as an academic field
that can then be compartmentalized rather than infused (like writing …. Although there are
English/rhetoric degree programs) … also a sense that there may be a way of looking at the world
that is at the heart of SL/CE that would make it a legit area of study?

Comment: Should we have an intercultural committee of people / programs who share this interest
and help legitimize it as an area of scholarship and best practice …

Comment: You can’t understand another culture into you understand how you fit into power
structures, including those the university is embedded within

Hillary: Doing a session at PACE on Wed that likens SL partnership to relationships / marriage ….
univ as a man, community as a woman, they come together to produce a project (baby) – power
dynamics between univ and comm are similar to that between husband and wife historically, on
some of the same dimensions (e.g., control of financial resources) … we often don’t want this named

Comment: Story re: United Way resisting giving his community collaborations money because of
the impression that it was a university project and therefore had a lot of resources

Comment: Difficulties facing his staff as they become more involved in issues around abuse, etc and
realizing that they need to learn about ethical reasoning etc – hoped a Philosophy professor would
come in and do some of this but it turned out that this was too threatening

Comment: “Many faculty are in total denial about power”
Steve: “That is their privilege”
Raleigh: “They stand in front of the class and don’t have to worry about it”

Comment: Whether in private or public sector it is often intimidating but also very important to
connect with power centers

Hillary: Conversation earlier re: convincing science faculty to do SL, framing it as not only or
perhaps primarily about teaching them cutting edge chemistry but developing capacities for
communicating science to lay people

Comment: Science education program (GK-12 ?) at UNCG that involves students in schools to help
them learn how to communicate about science

Comment: Part of this is going to people in power and ask them what science they use in their work
and how they use it … those folks often think we in the academy are too busy to provide
information and we don’t know whose door to knock on even though they would welcome us …
story of faculty being afraid to talk with legislators

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Hillary: Global environmental issues can help us all make connections across cultures etc whether
we go abroad or not … how do we help students connect the local and global

Comment: International education has to move students beyond being tourists abroad and can help
them become more aware of what is under their own noses … Often it is less threatening to talk
about race etc issues in the context of another country than in their local context

Hillary: Nothing like looking at your own house from someone else’s perspective

Comment: SL field is facing the question of how, as we do a better job of creating more diverse
campuses, we can deal with the issue of students having struggled to get out of limiting
communities and not wanting to go back into them

Comment: Case in the advance reading about this, with some students wanting to go back to help
and others not – it is not monolithic

Comment: The diversity in her class is such that multiple socio-economic statuses etc are
Selena: Goes to how we are preparing students and faculty … whether the short time period makes
it too problematic to do this

Comment: Related to issues of re-entry … unpacking these issues through reflection … disciplines
like Dan’s do this naturally

Comment: How do we equip students to reflect on their experiences while they are in the midst of

Hillary: What is UNCG doing to include international students in SL/service here?

Comment: Working with OLSL to learn more about reflection processes they can use in Study
Abroad and Exchange

Comment: International students come wanting to be engaged

Comment: Likes the article Hillary provided … teaches diversity course for Social Work students,
which includes some things not addressed in the article, for example starting off with students
examining their own cultures and their own comfort zones

Hillary: Want to push students beyond their boundaries but not too far … this is going to be
different for each person … it takes a lifetime, there is always work to be done, there is always
unpacking of privilege to be done (for some students the fact that they are on a college campus is
huge) … you cannot teach them to get it in one semester but you can teach them that there are more
things to get and help them become reflective about their own lives

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Comment: We have been talking about students but thinking about faculty as well – reference Dan
earlier on faculty being afraid to talk to legislators

Hillary: Politics is messy and politicians make decisions based on politics more than on science, so
often faculty don’t see the point of engaging with them

Comment: Part of our business is to understand how power works

Hillary: Also a way to avoid complicity – we gave them the data and it’s not our fault if they don’t
use it.

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Nuts & Bolts Breakout Session
3:45pm – 5:15pm

Hillary’s opening comments:
Per Cathy and Selena there have been partnerships with other local HE institutions that have ebbed
and flowed

Comment: Not really an ongoing relationship – history of local and regional competition

Comment: Very informal, for example at NCCC events … sometimes UNCG sends a faculty member
to work with a CP who is already working with another university … Guilford County consortium of
NPOs – mtg to explore collaborations … the Directors of this work on campuses recognize the need
for this but have not made it happen

Hillary: Background article on PHENND as an example was written 3 years ago … in a better
position now … PHENND began as support gathering (convened by a GA – Amy Cohen) of Ira and
his peers who were trying to move the work forward on their own campuses (1987 – 1992 ?) … in
1997 Amy wrote a proposal to Learn & Serve to support a consortium of 30 campuses (1997 –
2000) focused on Philly area, that included annual conferences, mini-grants to faculty on any of the
regions campuses to do community partnership work and SL courses, newsletter that pushed out
info on opportunities of interest … created a network of people interested in this kind of work …
     It is a loose consortium (pros and cons) – PHENND has a Board with reps from 7
        institutions but otherwise there is not an official rep from each (now 40ish institutions) –
        PHENND does not want to have only one point of contact on a campus (Temple, for
        example, she works with 15 different people, who do not always know one another until she
        introduces them)
     Institutional dues in 1999 = $100 / year (Ira’s desire to have everyone on board quickly) …
        Hillary supported the work of PHENND through grant funds for 10 years
     Issue of building something new on external funds – need to think about how to support the
        work down the road
     Got a sizeable grant and a big donor gift last year, that allowed her to bring on a staff person
        … without this $ PHENND might have shut down
     Hillary told the Board that they needed to be more strategic and intentional re: programs
        and funding … process engaged people but didn’t really create a plan
     PHENND is located at Penn in the Netter Center, and people assumes that it is supported by
        them financially (but Penn just gives PHENND office space) … otherwise paid the same $200
        (went up 5 years ago) as everyone else
     Now members will pay $1000, institutions on Board will pay $5000, and maybe Penn will
        pay $10,000
     Lesson: You will never get consistent consortia activity without having someone whose job
        this is

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    Lesson: Different levels of membership … don’t have to do only what all the members want
       to do (can support what only a few want to do)
Now a 2-fold mission:
    Support member campuses in doing SL/CE/partnership work
    Tap list of 2500 people doing interesting work in the area to mobilize HE in the Philly
       region on particular issues to produce synergistic impact …
           o 2002: Greater Philly Coalition Against Hunger (soup kitchens) got grant to work on
               access to food stamps issue and PHENND’s rolodex was instrumental in mobilizing
               campus (in various roles) in this project (100 students on 7 campuses) … Coalition
               now has relationships with these other campuses and does not need to go through
               Penn … PHENDD as mediator that helped to negotiate the relationships/help de-
               mystify working with HE institutions for community organizations

Comment: Pressure to focus on essentials in this economic climate? Value this work or we wouldn’t
be doing it but cannot keep doing everything we value.

Hillary: PHENND put out an overview of what they have done the last few years – value added to
the member campuses (grant funds, professional development for faculty, etc.) – now need to
convince them to pay more than they have been – less participation from smaller campuses and
from those further away from Penn … convincing them that they need to be doing more of this work
and that PHENND has the resources to help with that

Comment: Have gotten push-back re: collaborating with other campuses that UNCG only cares
about Greensboro … new initiatives tend to get started in Greensboro through wealthy foundations,
which require campus matches

Hillary: Not saying don’t start something until you know how you are going to continue / finish it …
institutions not all equally committed (issue of whether they should all pay at the same level)

Comment: UNCG was the sponsor for Senior Projects statewide but didn’t sustain it

Comment: There is a lot of friendly support and desire to work together across campuses –
relationships of individuals have been good and are really more important than formalized
institutional connections … CE improving the economic well-being of Greensboro, e.g., through job
retraining, but difficult to calculate how much in $ terms is being contributed

Comment: What is the form of the rolodex with 2500 names?

Hillary: More a list than a database … get business card and put info into spreadsheet (contact info,
issue areas of interest, etc.) … can therefore produce list of everyone interested in issue x, export
email addresses, and send out info to them as a group … PHENND is not the clearinghouse of
everything happening in the city but does know a lot of what is going on … newsletter now has 40 –
50 things in it each week (PHENND events, local events, speaker at one of the universities,

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volunteer opportunities, conferences, grant opportunities, job opportunities, webinars, awards,
etc.) … “master of the weak relational tie” (2500 weak relationships that are enough to get people
returning calls, etc)

Comment: Might it work for an institution to begin with itself, make available its database of what it
is doing to other campuses and allow a consortium to form from that sharing?

Comment: UNCG now has database of about 200 CPs – as we expand database if we make it public /
open to other campuses that might violate the intent of those who are in it (e.g., community
organization getting contacts from more campuses than desired)

Hillary: PHENND database is not public and does not have the range of data we are talking about
gathering at UNCG … will need to move in that direction as part of producing reports on what is
going on in the region … looking at online platforms for this (e.g., SL Pro) but there are financial
barriers (campuses supporting it) and database is only as good as our keeping it updated … found
SweatMonkey (free) but this is really focused on counting hours …. Member campuses want
something systematized to gather data on activities (e.g., student hours in community) but believe
that neither faculty nor students are interested in doing this

Comment: Back to the point re: this stuff doesn’t just happen

Comment: Working with VP for Planning and Assessment re: tapping reports already being
produced (faculty activity report, for example) and combining that with a space for people to go in
and provide more in-depth information if they want

Hillary: Director of Evaluation at the Netter Center (Dr. Seuss) – her job is to figure out both what
the Center is doing and its impact – not interested in a tool that only does the former …. thinking
about building their own (proprietary) database that will do both

Comment: What universities have done the best job in linking economic impact, learning, and
faculty research/pubs (3 major concerns of the university) in telling the story of this work?

Hillary: Portland State, Penn … difficult for institutions to do all of these well … Miami Dade in the
community college world

Comment: In tough economic times you need to pull together a lot of rationales

Hillary: The $ is there, there must be a willingness to make this a priority … for example, athletics
programs on campus spend a lot of $ on student insurance, travel, etc and have norms about
students spending time outside of campus but this does not carry over into other arenas that we say
are important

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Comment: Issue of university being member of multiple consortiums, PHENND vs Campus Compact,

Hillary: Look to Campus Compact when want best and latest info on best practices, etc and look to
consortium like PHENND when want info on local issues/opportunities … some stepping on toes
when it comes to grants … PACC got a grant in last LSA cycle that gave mini-grants for regional
consortia … issue of how these regional consortia work with Campus Compact …. More than enough
work to go around

Comment: Concerns about stepping on Campus Compact’s toes

Hillary: Can imagine a scenario through which through Campus Compact there comes to be a staff
person who is based in Greensboro

Comment: On flip side of issue Jim raised about stepping on Compact’s toes

Hillary: Issues re: going for same grants as consortia that individual campuses also go for …
PHENND is not a 501C(3) but is part of Penn so cannot compete with Penn for grants and looks like
she is going for $ as Penn

Comment: Challenge here might be the perception that the university is muscle-ing out the
community organizations doing this work … how not to be perceived as competing with or over-
running community organizations’ efforts …

Comment: Why did PHENND decide not to become a 501c(3)? Could then be on recipient list of
United Way, serve as its own fiscal agent, etc?

Hillary: Inertia from original set-up and time that would be required to deal with travel, insurance,
reimbursement, grants, etc and the $ for renting facility space etc … have done cost-benefit analysis
on this as part of strategic planning and at this point it isn’t worth it

Comment: Greensboro would benefit from a neutral non-profit consortium of institutions, parallel
to the Guilford community organization consortium … can we have a NP within UNCG?

Hillary: Tells people that Penn is PHENND’s fiscal sponsor … there are NPs whose mission is to be
the fiscal sponsor for other NPs … as far as Penn is concerned PHENND is a grant-funded program
like any other research program although it functions more like an independent NP … tension
between best practice of NPs of having reserve funds for a few years out and practices of HE that
don’t allow roll-over of funds from year to year (has to find work-arounds)

Comment: HE institutions in Greensboro are very silo-ized, and a NP consortium could help address
this and build more connections

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