Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

The Urban University

Characteristics of an urban university environment and outcomes of education for these institutions.
by

Kristin Helms

on 4 December 2013

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The Urban University

the urban university
An Urban Area...
has a population of

or more people.
An Urban University
a campus located in a major urban area;
a substantial number of commuter students;
programs that are more accessible to students living in the urban area;
a range of professional schools and graduate programs;
urban-oriented education, research, and/or service strategies; and
a deep sense of responsibility to their urban constituencies and of urgency in the need to cope with their constituents’ problems.
Members of the Commission of Urban Serving Universities (USU)
http://www.usucoalition.org/members/
Just as our colleges and universities changed the future of our farms a century ago, so they can help change the future of our cities.
-Lyndon B. Johnson (UC Irvine)
The "New" Land Grant Institution
"The ideal of the urban university...is a tremendous opportunity to deal with real issues-crime, taxes, the economy, and education, the issues that are on people's minds every day of the year."
"The urban university connects its educational mission to the needs of its immediate surroundings, creating a communication linkage between school and city"
Urban areas in OH: Akron, Canton, Cincinnati, Cleveland, Columbus, Dayton, Lima, Lorain-Elyria, Mansfield, Middletown, Newark, Springfield, Toledo, Youngstown
("Federal," 2012)
Students and faculty want...
vital
and
vibrant
urban environment
intellectual
and
cultural
resources
fast-paced
,
exciting
city life
Kenney, Dumont, & Kenney, 2005
Edges and Boundaries
work with community to form physical boundaries
contribute to "the vitality of their towns and neighborhoods through commercial, residential, research, and cultural interfaces"
1.
2.
(Kenney, Dumont, & Kenney, 2005, p. 230).
Commuters
Non-traditional
Adults
First-time and returning
Supporting families
Working part-time or full-time
Dependent on financial aid
Diverse
Students who are...
Riposa, 2003
(Stuckel, 1994, p. 21)
(Riposa, 2003, p. 56)
Dillon, 1980, p. 37
References
50,000
Unique aspects of Organizational Structure
Continuing Education Units
Non-degree programs
Requirement for some professionals to maintain licensure
Contribute to the "intellectual life of the community"
Call for financial and academic commitment especially from faculty
(Dillon, 1980; Blizek & Simpson, 1978, p. 283)
Towards Stage 6
"Reflects the contributions and interests of diverse cultural and social groups in its mission, operations, and products or services"
"Acts on a commitment to eradicate social oppression in all forms within the system"
As a Multicultural Organization
"Policies and practices that distribute power among all of the diverse groups in the system"
"Searches for alternative modes of organizing that guarantee the inclusion, participation, and empowerment of all its members"
The Multicultural System
(Jackson, 2005, p. 10)
Illinois ResourceNet (IRN)
Families Learning at School and Home
(FLASH)
University of Louisville
University of Illinois at Chicago
Florida International University
Non-profit and local-government partnership
Provides technical assistance on federal and state grants or funding proposals
Six core training curricula:
Navigating Grants.gov
Gaining an Edge through Collaboration
Federal Grant Writing
Building Federal Budgets
A Step-by-Step Guide to the Federal Grants Process
Online course on federal grants
$113 million granted
between 2008-Jan. 2011
Sustainable Urban Neighborhoods
Mission:
"to explore all strategies that foster a sense of community while empowering individuals in the community and promoting neighborhood revitalization, individual self-sufficiency, and self-reliance" (Gilderbloom & Mullins, 2005, p. 60)
"Holistic approach to neighborhood revitalization addressing both its physical and human sides."
("History," n.d.)
resource center for neighborhoods
100-140 hours of intensive instruction for parents, caregivers, and children in ESL, literacy and school involvement
Increase in parent involvement (e.g., tutoring, PTA, teacher-parent conferences)
Gains in adult English language and literacy skills
Gains in children's performance on standardized testis in reading and math
Improvement in children's daily attendance rates
("Flash", n.d.; "Urban," 2010)
("Urban," 2010)
About Yale: University mission statement (n.d.). Retrieved from http://www.yale.edu/about/mission.html

Blizek, W. L. & Simpson, R. B. (1978). The urban university and urban culture. The urban review, 10(4). p. 278-286. Retrieved from www.simpson.com

Columbia University: Mission statement (2013). Retrieved from http://www.columbia.edu/content/mission-statement.html

Dillon, J. A. (1980). The evolution of the American urban university. Urban education, 15(1). p. 33-48. Retrieved from uex.sagepub.com/

Federal register. (2012). Department of Commerce. Bureau of the Census. Qualifying urban areas for the 2010 census, 77(59). Retrieved from http://www.census.gov/geo/reference/frn.htm

FLASH program milestones (n.d.) Retrieved from http://www2.fiu.edu/~flash/success.html

Gilderbloom, J. I. & Mullins, R. L. (2005). Promise and betrayal: Universities and the battle for sustainable urban neighborhoods. Albany, NY: SUNY Press.

Gonzaga University: Mission statement (n.d.). Retrieved from http://www.gonzaga.edu/About/Mission/MissionStatement.asp

History of SUN (n.d.). Retrieved from http://sun.louisville.edu/about/history.htm

Jackson, B. W. (2005). The theory and practice of multicultural organization development in education. In M. Ouellett, (Ed.), Teaching inclusively: Essays on course, department and institutional change initiatives (pp. 3-20). Stillwater, OK: New Forums Press.

Johnson, L. B. (1964 June 24). Remarks of the President [speech]. University of California Irvine, Irvine California. Retrieved from http://ucisca.wordpress.com/2010/07/13/president-johnsons-uci-speech/#

Kenney, D. R., Dumont, R., & Kenney, G. (2005). Mission and place: Strengthening learning and community through campus design. Westport, CT: Praeger.

P
ascarella, E. T. & Terenzini, P. T. (2005). How college affects students: A third decade of research, (Vol. 2). Indianapolis, IN: Jossey-Bass.

Riposa, G. (2003). Urban universities: Meeting the needs of students. Annals of the American academy of political and social science, 585. http:www.jstor.org/stable/1049750

Stukel, J. J. (1994). The urban university attacks real urban issues. Government finance review, 21. p. 19-21
.

University of Toledo: Mission statement (2013). Retrieved from http://www.utoledo.edu/campus/about/mission.html

Urban universities as anchor institutions: A report of national data and survey findings. (2010). Unpublished manuscript, Urban Serving Universities. Retrieved from http://www.usucoalition.org/downloads/part6/USU_Report_of_National_and_Survey_Data.pdf
A distinctive and distinguished learning environment for undergraduates and graduate students in many scholarly and professional fields.
The University recognizes the importance of its location in New York City and
seeks to link its research and teaching to the vast resources of a great metropolis
.
It seeks to
attract a diverse and international faculty and student body
, to
support research and teaching on global issues
, and to create academic relationships with many countries and regions.
It expects all areas of the university to advance knowledge and learning at the highest level and to convey the products of its efforts to the world.
To create, preserve, and disseminate knowledge
To carry out each part of its mission at the highest level of excellence, on par with the best institutions in the world.
To
attract a diverse group
of exceptionally talented men and women from across the nation and around the world
To educate them for leadership in scholarship, the professions, and society
Create an environment that
values and fosters diversity
;
Earn the trust and commitment of colleagues and
the communities served;
Provide
services that meet students' and regional needs
and where possible exceed expectations;
be a global resource and the
partner of choice for education, individual development and health care
, as well as a center of excellence for cultural, athletic and other events;
Fosters a mature
commitment to
dignity of the human person,
social justice, diversity
, intercultural competence, global engagement, solidarity with the poor and vulnerable, and care for the planet.
The community carries out this mission with responsible stewardship of our physical, financial, and human resources.
Educates students for lives of leadership and service
for the common good
.
Models and expects excellence in academic and professional pursuits and intentionally develops the whole person -- intellectually, spiritually, physically, and emotionally.
Cultivates in its students the capacities and dispositions for reflective and critical thought, lifelong learning, spiritual growth, ethical discernment, creativity, and innovation.
Mission Statements
Yale
Columbia
Gonzaga
Toledo
Assumptions
Learning Outcomes
urban city is part of the campus
students can succeed
not all students have the same goal
Of Service Learning
Increase commitment to activism
Increase in sense of responsibility and obligation to contribute to community
Increase in commitment to understanding community problems
Belief that one has a responsibility to help others
Shift in perceptions of the locus of social problems from individuals to systemic origins
Learning Outcomes
Of College Study
Increase likelihood that students will be a part of workforce
Decrease likelihood that student will be unemployed
Increase the development of career-related skills
Increase economic opportunity for student
Partnerships
Is this your fit?
By: Kristin Helms
(Pascarella & Terenzini, 2005)
(Pascarella & Terenzini, 2005)
Full transcript