Transcript S UNNYVALE U NIVERSITY C OMMUNITY S OLUTION M. Corey Peacock, Andrea Ramos, Kari Tietjen Iowa State University.

S UNNYVALE U NIVERSITY C OMMUNITY S OLUTION
M. Corey Peacock, Andrea Ramos, Kari Tietjen
Iowa State University
INTRODUCTION
In this presentation, we:
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Outline a proposed solution to confront the relations issues
currently being experienced between Sunnyvale University
and its surrounding community (Sunnyvale).
Ground our proposal in relevant higher education and
outside literature.
Utilize a multitude of perspectives, in order to achieve the
highest level of success.
We invite you all to peruse the information
presented in the following slides. When
appropriate, further clarification is provided in the
notes below each slide.
PRESENTATION PREVIEW
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History of Town-Gown Relationships
Theoretical Framework
Governance Framework
 Human Ecology Theory
 Environmental Theory
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Proposed Initiatives
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Office of Community-University Relations
Collaboration with Residence Life, Student Activities,
Student Government
Judicial Affairs
Social Media
Assessment
Cost of Implementation
Conclusion
HISTORY OF TOWN-GOWN RELATIONS
Initial relationships "Hostility toward
universities were initially
born out of geographical
isolation” in which
universities were
considered elite and
remote from communities
(Martin, Smith, &
Phillips, 2003, p. 3)
Modern era - Expansion
within of higher education
required more space for
institutions, created
tenuous relationship with
the community believing
that property was the
"university's only interest
in the community"
(Mayfield, 2001, p. 235).
1914-1980s - Attempt to
separate the institution
from the urbanization of
local communities, result
in "Ivory Tower" effect
HISTORY OF TOWN-GOWN RELATIONS
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Mixed relationships since
1980s: "Although universities
bring great prestige to a
community, many citizens
perceive them solely as large,
powerful, non-taxpaying
entities that soak up city
services and provide little in
return" (Kysiak, 1986).
Many attempts by other
institutions to bridge
relationships, however there
is a dearth of literature about
town-gown relationships
Historically, the term "town-gown"
has implied separation of two
spheres and inherent conflict, thus
we utilize the rhetoric of
"university-community
partnerships"
to emphasize collaborative efforts
between all stakeholders.
FRAMEWORK OF GOVERNANCE
Government
Framework
• Implications
include authority,
rules, leaders
• Involvement of a
few key leaders,
not all
stakeholders
(one-sided)
• Cooperation is
not encouraged
• Often
unconstructive
Governance
Framework
• Emphasis of
collaboration
between University
and town
• Encouragement of
innovative
partnerships that
utilize strengths of
each member
• "Public problem
solving" interconnectedness
of each member
(Martin, Smith, & Phillips,
2003, p. 2).
UNIVERSITY-COMMUNITY AS AN
ECOSYSTEM
Human ecology theory concerned with
"interaction and interdependence of humans (as
individuals, groups, and societies) with the
environment" (Bubolz & Sontag, 1993, p. 421)
 Bronfenbrenner's (1993) developmental ecology
model serves as one of most cited ecological
theories, and most relevant to higher education
 We are choosing to view the universitycommunity as an ecosystem—a system that can
be analyzed and understood according to
Bronfenbrenner’s model
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UNIVERSITY-COMMUNITY AS AN
ECOSYSTEM
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Bronfenbrenner's
(1993) model has 4
components: process,
person, context, and
time. We chose to
focus on the context
component, which
has four levels
(shown in the
graphic to the right
and described in
depth below)
Image retrieved from Evans et al. (2010), p. 166
ECOLOGICAL PATHWAY TO COMMUNITY
ENGAGEMENT
Exosystem
• Evans et al. (2010) stated that "exosystems do not contain the individual but exert
an influence on his or her environment through interactions with the
microsystems" (p. 164). Given the reported information, it seems Sunnyvale
students are conceptualizing the greater community as an exosystem; that is, a
system with influence on their lives, but one of which they are not a part.
Microsystems
• Our plan intends to "pull" the greater community from the exosystem, closer to the
individual student, by promoting the development of microsystems which include
both the student and members of the community. We seek to have students view
themselves as intrinsically and purposefully linked to their surrounding
community.
Consonant
Mesosystem
• Next, with established microsystems involving students and community members,
we seek to have those microsystems interact with the students' other microsystems
in a consonant manner, representing a cohesive and respectful community. The
consonance of this mesosystem will be achieved through the application of
environmental theory (discussed next).
UNDERSTANDING AND SHAPING THE
ENVIRONMENT
Strange & Banning (2001) noted that there are four
elements which comprise environments: physical,
human aggregate, organizational, and constructed. In
order to achieve success in our attempt to create a
respectful environment characterized by a consonant
mesosystem, each element will require attention.
 Throughout the remainder of the presentation, each
component of our proposed solutions is marked with
bold red letters (P for physical; HA for human
aggregate; O for organizational; C for constructed).
 A brief description of each element is presented in the
notes below.
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PROPOSED INITIATIVES
1.
Office of University-Community Relations
2.
Collaborative Efforts with Residence Life, Student
Activities, and Student Government
3.
Expansion of Judicial Affairs Procedures
4.
Social Media Campaign - Sunnyvale Neighbors
5.
Assessment and Evaluation
OFFICE OF UNIVERSITY-COMMUNITY
RELATIONS
Neighborhood Voice Committee O
• A group of campus and community representatives who intend to create dialogue and find
solutions to university-community concerns. Committee is headed by Director of
University-Community Relations. The committee hosts monthly town-hall meetings open
to all that bridge communication between the Committee and stakeholders.
Innovative Collaboration Grants Program O
• Partnerships between institutional and community members are encouraged
through available grants to fund innovative programs. Examples of such programs
include service learning initiatives, long-term sustained projects targeted toward an
issue in the community, and applied research. Grants are given up to $10,000 (up to
$40,000 in grants available per year).
“Becoming Sunnyvale Neighbors” Transition Program HA
• Mandatory two-hour educational program for students moving off campus, emphasis on
creating "Sunnyvale Neighbors" and the impact of student actions on community.
EXPECTATIONS OF THE DIRECTOR
OFFICE OF
UNIVERSITY-COMMUNITY RELATIONS
Head Neighborhood Voice Committee and work with student
representatives
Oversee assessment initiatives
Serve as official liaison between Sunnyvale Mayor, Police
Department, and Sunnyvale University President
Attend yearly conference (International Town-Gown Association)
to gain insight from others
Oversee Innovative Collaboration Grants Program
Work collaboratively with Residence Life to implement
Transition Program ("Becoming Sunnyvale Neighbors")
Oversee social media campaign to promote good neighbors
COLLABORATIONS
Residence Life (RL)
O,
• If students elect to move off
campus, they will be required
HA to attend a mandatory 2-hour
educational program led by
OUCR & RL administrators.
Emphasis will be on creating
"Sunnyvale Neighbors" & the
impact of student actions on
community.
• Add neighbor component to
HA RL education model
Student Government
• Add and elect two student
government representatives
for students who live off
campus, who will also serve
as representatives on
Neighborhood Voice
Committee
Student Activities
• Student Activities will host at
least one event each month
focused on community (safe
trick-or-treat, etc.)
• Student Activities will
encourage service projects in
the Sunnyvale community
O
O
O
EXPANSION OF JUDICIAL AFFAIRS
PROCEDURES
New mandate that all students involved in any
grievances against the community (off-campus)
O, HA
will meet with and receive a sanction from the
Office of Judicial Affairs (OJA)
 Creative sanctions will be administered for said
O, HA
students (e.g. requiring students to work with
Neighborhood Voice Committee, planning events
with neighborhood focus, educational
programming, etc.)
 New mandate requiring OJA, campus police, and
the local police to work collaboratively—
O, HA
providing training and forums to promote
collaboration
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REGISTRATION OF PARTIES
In collaboration with the new Office of UniversityCommunity Relations, OJA, and the local police
O, HA
department, a new system will be put in place that
allows students to easily register their off-campus
parties
 This system will allow students to gain the police as
an ally. Their neighbors will also be notified, and O, HA
students will register their party with the agreement
that all attendees will be over the age of 21, and that
there will be a maximum capacity for the party based
upon the residential occupancy of the dwelling
(unless other such agreements are reached by a
particular neighborhood)
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SOCIAL MEDIA: SUNNYVALE
NEIGHBORS
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C
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•
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•
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C
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Sunnyvale Neighbors group created
“Neighbors of the Month” campaign
YouTube videos posted (described later)
Advertisement of Residence Life, Student
Activities events
Interactive posts with small promotions
Current “memes” created and posted on topics
of university-community relationships
Assessment initiatives advertised
@sunnyneighbors created
“Neighbors of the Month” tweeted
Small promotions to retweet Twitter posts
Retweeting of various Student Activities,
Residence Life, Student Government, or
Sunnyvale community tweets pertinent to both
university and community
SOCIAL MEDIA: SUNNYVALE
NEIGHBORS
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C
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O
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Series of videos about new OJA policies
(particularly off-campus party registration)
Short, informative videos regarding various
topics of university-community relations
Brief interviews with “Neighbors of the Month”
winners
Photos posted of relevant events—through
Student Activities, Residence Life, or the
Sunnyvale community itself C
Sunnyvale Neighbors LinkedIn group created
for members of university and community to
connect professionally
Discussion forums in group about issues of
relations, opportunities potentially of interest
to either party, etc.
HOW WILL WE KNOW IF IT'S WORKING?
Fitzpatrick, Sanders, and Worthen (2011) discuss various
methods of participatory evaluation. Several are applicable in
the development of a new program. Our solution requires the
strong participation of stakeholders, and participatory
evaluation methods encourage this participation. It is
imperative that all voices feel that they are being heard. The
following measures will be taken to ensure that:
An assessment will be sent to
every student at Sunnyvale
University as well as every
citizen of Sunnyvale, for equal
opportunity to provide input
on current universitycommunity relations,
suggestions for improvement,
and opportunities to get
involved
Neighborhood Voice
Committee meetings will
informally assess progress,
changes, etc. monthly
After the initial assessment of
all students and town
residents, an annual audit
will be done of all
constituents to reassess
relations
COST OF IMPLEMENTATION
Funding - start up costs will be pulled from President's
discretionary funds, as well as budget surplus from
last fiscal year.
Office of University-Community Relations (OUCR)
• Implementation for first year expected to cost around $125,000
(includes salary for Director, implementation costs for all
programs including grants).
Expansion of Judicial Affairs Policies
• Programs implemented are estimated to cost less than $5000 in
first year (to provide training between local PD and campus
constituents)
Social media: Sunnyvale Neighbors
• Cost is less than $1000 for posters, YouTube videos, etc.
CONCLUSION
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We have outlined a feasible and multifaceted solution for the concerns
regarding the relationship between Sunnyvale University and the
Sunnyvale community.
By establishing a formal Office of University-Community Relations,
collaborating with various on-campus program providers, expanding the
Judicial Affairs procedures and strengthening ties to local law
enforcement, implementing a comprehensive social media plan, and
developing a detailed plan for periodic assessment, we feel we have
successfully outlined a way to tangibly address the issues discussed in
the prompt.
Our plan is comprehensive in its attempt to create a respectful
community, as each of Strange and Banning’s (2001) four environmental
elements is clearly represented.
Should our proposed measures be financially supported and
implemented in full, we believe that Sunnyvale University students will
be able to effectively develop purposeful relationships (microsystems)
with members of the Sunnyvale community.
In the end, we hope that the resulting mesosystem will be a consonant
one, and that the combined community will see real change and have an
infrastructure in place to address issues that may arise in the future.
We thank each of you for your time in considering our solutions.
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