March Summary

This past month we have had the opportunity to explore the community of Elkhart, Indiana to find out about the programs, projects and initiatives that were being offered. This allowed us to get a macro-level perspective but also to get an idea of the role that community educators play on a daily basis.

Our second project this month allowed us the opportunity to look at specific community problems and then figure out how specific groups (identifying the main stakeholders) have been able to collaborate and form partnerships to address these problems.

Scott Rafalski

What have I learned?

For me this was a good month. In our group Katrina and I work together but at two different locations but we sat down and had a nice conversation about this class and our group. I think it was good to really just talk and communicate face to face. I also had a chance to meet Jillian and speak to her face to face. Both of those interactions have honestly made me more accountable to the group because I feel like I have a better relationship with these people and don’t want to let them down. Our communication has greatly increased also and we work well before due dates and timelines now.

Another big part of this month for me was realizing the power of partnerships. We read, looked at case studies and learned so much about the true power of collaboration. The ability to make a true difference and invoke lasting change has a lot to do with the ability to create and foster relationships. Most great leaders of community education know they cannot do it alone and are only as great as the team that they are part of. The ability to communicate effectively is so critical. I thought job description of a community educator was interesting also because I felt like several of the requirements were outside of just being educated. They dealt with a lot of the things I previously mentioned in the paragraph.

Jillian Scholten

Our group is definitely coming together and learning how to work as a team. We had a rough start to the semester, but learned from that experience and have moved into a good place. I was able to meet Katrina and Scott (in the same day!) at Ivy Tech Community College. I can’t believe we have been working so close together and did not even know! As Scott mentioned, it is great to put a face with a name. That is my struggle with online courses – the interaction. I know we post discussions and work as a group, but to me, it just isn’t the same. I need the opportunity to get to know my peers and feel I meet those needs in the classroom setting.

I learned a lot about my hometown of Elkhart with our previous project. I remember in college going home to a depressed area with a 20+ % unemployment rate and wondering if my father’s business would last another week. It was nice to actually research the city and see what came from all of the bad times. I also enjoyed learning about community partnerships and the specific organizations we focused on in our last assignment.

John (Adam) Murray

Over the past month I feel our group has done a better job of communicating through email. Checking my email history, we haven't gone more than five days without communication between us, but we typically contact each other every three days. Delegation has been more succinct so that confusion is minimized. Unfortunately I am the only member of our team to not be able to meet my fellow group members in person due to being so far away.

Our community examination of Elkhart and community partnership projects have assisted in deepening my appreciation for the widespread necessities that come with community development. Speaking first to our research of Elkhart, it became clear that though there are numerous outlets, collaboration is typically a slow process. I have learned this first hand in my new position in Chicago trying to recruit schools and other non-profits to come onboard in regards to incorporating our life-skills curriculum. Often the response is that they are interested but need time to discuss logistics, or they require assistance to make it work in their budget.

The community partnership case study helped renew my faith in the positive outcomes that can come about from forming healthy partnerships. Reading my team member's case study helped to reinforce this optimism. It is good to gain a deeper understanding of other partnerships, and the structure surrounding them. This to me is the value of working as part of a group.

Katrina Owens

In the last month as Scott and Jillian has stated the three of us were able to connect in person.  This was very helpful for me to see and connect with those that I work with online however do not get to see on a weekly basis as we would in a face to face course.  Scott and I do however work together but mostly in different locations so therefore we do not see each other on a regular.  However Jillian and I meet by chance in which it was a pleasure meeting her.  

The assignment this past month that I enjoyed most and learned a lot from was the community programs paper.  I found Elkhart, Indiana to be very fascinating as I had never desired going there or looking to the area other than for this assignment.  After this assignment however I am intrigued and would even like to visit.  I was most impressed with the community school and continuing education programs that are offered to adults in order to develop skills and learn new hobbies.  The sheriff's department offers programs that educate the population on gun safety, marksmanship and respect for the law and officers.  Next there is the community college that I work for, Ivy Tech, offers a program called PULL (Potential Unlimited Learning Lab).  This program is constructed to help transition students into the college infrastructure. Lastly the Elkhart area career center along with the Tolson and Elkhart community and youth center provided many other services and programs to enhance the lives of those that live there.

Needless to say this month learning about Elkhart and all that is offered and available there was very enlightening and intriguing at the same time.  I would have never imagined that I would ever think to visit Elkhart, Indiana however that is why research is important to gain knowledge about things or places one never knew about prior. 

Community Partnership

           

Scott Rafalski commented on papers from groups #1 and #2 on 4/3/2014

Katrina Owens commented on blogs from groups 1 & 2 on 4/3/14
Jillian Scholten commented on groups 1 & 4

                                                                                                                                                                                                               

Community Partnership 

Scott Rafalski, Jillian Scholten, Katrina Owens and Adam Murray

Ball State University-EDAC 648

Introduction

It is important for community educators to know how to identify the community problems and the potential stakeholders.  Collaboration with those community stakeholders to develop engagement activities to solve the community’s problems is essential.  Community partnerships are thus critical in making this happen. 

Network Theory

Network theory focuses on the relationship between organizations and understanding that relationship.  The creation of inter-organizational networks as a means to stimulate collaborative action is vital in understanding this relationship. Inter-agency coordination and collaboration through networks has been called upon in the past to adopt a collaborative approach for the provision of programs, services and facilities.  (Barnes, Maclean and Cousens, p. 238).  This can be done through resource sharing, identifying the network structure (which organizations/sectors were dominant) and the types of linkages (information resources, marketing and fundraising (Barnes, Maclean and Cousens, p. 239).  “Considering the connectedness between and among organizations in the network provides insight into the overall patterns of interaction (Barnes, Maclean and Cousens, p. 239).” Cliques also play an important role within networks.  Cliques can and will emerge within networks and the effectiveness of that network may be determined by how these clusters function or operate together.   Network theory is best used when looking at multiple organizations that may span geographically. 

Critical Social Theory

            “Critical social theory is a worldview that holds power inequities, which influence the health and well-being of groups, need to be identified and approached through cooperative methods (Crist and Escandon-Dominguez, p. 267).” What this really means is asking the tough questions.  Many times the community knows of the problems within it.  However, why isn’t something being done about it.  Sometimes resources and services may be reallocated to meet this demand or issue.  This is a very empowering experience for the community. 

“The term partnership describes reciprocal and interactional collaboration between the researcher and the community (Crist and Escandon-Dominguez, p. 266).”  The collaborative efforts and partnerships result in mutually identified goals.  Involving the community in every phase is critical in getting participation.  Different methods may be used to make this happen.  For example, community advisory councils have proven to be effective.  Change can and will occur if people can come together. 

Engaged Outreach

                        Engaged outreach allows for individuals from low socio-economic backgrounds to receive support and education.  At the foundation of engaged outreach is the belief that this will and can take time.   Relationships will need to be built and established prior to running the program.  This can be difficult at first due to the power differential and other issues.  Innovative programs need to be developed that that involve students, families, universities and stakeholders all working collectively and collaboratively (Scull and Cuthill, p. 4). 

Engaged outreach is comprised of three parts Engaged outreach needs to begin and start from an informed position.  This means getting to know the community and studying it.  Collecting data is very important to understanding the needs of the community and how to address them.  This awareness in turn allows stakeholders/individuals to respond to the needs of the community in a variety of different ways but also those that will be most important.

Why did we select these case studies?

            The case studies that were selected reflect an amazing amount of collaboration and partnership.  The First Tee of Greater Chicago and Boys and Girls Club Partnership is a great example of applying critical social theory because it is supporting and helping the underprivileged.  This theory is best applied and used with groups that possibly have been oppressed and where power struggles and inequities exist. 

            The United Way case study reflects network theory because it looks at multiple organizations that span geographically.  The United Way of central Indiana provided a look into an organization that spans 6 different counties with multiple offices.   A collaborative approach is critical in the success of this organization.  The needs of each county are also very unique and different based upon the ethnic makeup and socioeconomic status.  For example, according to 2012 census data the average family income in Marion County was $41,586 while in Hamilton County the average is $71,026.  That is a substantial difference and helps the network to put more resources in Marion County based on this information. 

Case Study: Community Unites Around Early Childhood Education

United Way is a nationally renowned not for profit organization. The United Way of Central Indiana’s (UWCI) mission is to help people learn more, earn more and live safe and healthy lives as they serve residents of: Boone, Hamilton, Hancock, Hendricks, Marion and Morgan counties.  UWCI has managed to bring together volunteers, government, business, community organizations, and private foundations along with many other non-profit organizations.

In a recent Indiana General Assembly the House Enrolled Acts 1004 and 1036 were rolled out to increase the quantity and quality of early childhood education opportunities for the underprivileged children of Indiana. Some statistics have proven that low-income children whom do not receive a quality early childhood education are more likely to need special education, drop out of high school, become teen parents or commit violent crimes.

With the Early Education Voucher Program along with the Child Care and Development Fund reform bill nearly 25,000 children of Indiana will be saved from the lack of tools and resources that once existed in many communities.  Due to the vision of many leaders such as Governor Mike Pence, Speaker Brian Bosma and Senate Minority Leader Tim Lanane along with many others within the Indiana business community the recognition of the return on investing in early childhood education has surfaced. 

UWCI has partnered with many leaders from PNC Bank, Indiana and Indianapolis Chamber of Commerce, Eli Lilly and Company, Glick Family Foundation and more to be devoted towards bringing attention and efforts towards early childhood education. With this UWCI has embraced the shared compassion and resources of the Central Indiana communities to improve lives.

Case Study:  The First Tee of Greater Chicago and Boys and Girls Club Partnership

Main Stakeholders:    

• TFTGC Staff and Board of Directors/BGC Staff and Board of Directors
• BGC Youth Participants
• TFTGC Donors/BGC Donors
• TFTGC Volunteers/BGC Volunteers
• Altria Group Inc.
• Harborside International Golf Center
• Chicago Parks District

Made possible through a $75,000 grant from Altria Group Incorporation to The First Tee of Greater Chicago, a partnership between The First Tee of Greater Chicago and the Boys and Girls Club of Lake County and BGC Union League Chicago was formulated.  The purpose of this partnership was for The First Tee of Greater Chicago to implement their DRIVE (Develops Rewarding Inspiring Values for Everyone) curriculum.  This is a golf-skills and life-skills curriculum created to be utilized primarily in an after-school or extracurricular environment.  In creating this partnership, grant money was utilized to provide equipment, staff training, transportation, programming, and special opportunities for the youth participants of the four primary Boys and Girls Club locations.  The First Tee of Greater Chicago staff initially facilitates programming, while staff and volunteers for the Boys and Girls Club receive formal training and simulated evaluation, leading to a gradual handoff of the curriculum.  The main objectives are to grow upon the value system inherent to the Boys and Girls Club, introduce under-privileged children to the game of golf, and ultimately create opportunities for a better communal future.

Identification of the Boys and Girls Club as a potential partner with The First Tee came about as staff looked to increase their span of outreach to include children with little exposure to the game of golf.  The Boys and Girls Club shared a similar mission with The First Tee in their goals for youth development and creation of future citizens.  Many of the BGC members from the chapters identified came from very impoverished backgrounds, and had limited exposure to developmental opportunities and the game of golf itself.  The chapters identified did however share relatively close proximity to local golf courses. 

Once the grant was finalized, negotiations began with local for-profit golf courses in close proximity to the various Boys and Girls Club locations.  Locations identified included Harborside International Golf Center, and two golf courses affiliated with the Chicago Parks District, Bonnie Brook G.C. and Foss Park G.C.  These community establishments recognized the benefits inherent in youth development, and the creation of potential life-long golfers familiar with their golf courses.  Scheduling was formatted to allow for reserving parts of these facilities during non-peak hours.  Transportation was also scheduled in order to maximize the number of participants and reduce parental stress due to basic logistics.  Additionally, selling points included invitations for both youth participants and staff to attend high-profile events, such as professional golf tournaments taking place in the Chicago-land area.  These golf courses were made aware that the staffing for programming would be fulfilled by The First Tee of Greater Chicago staff and volunteers, thus minimizing their potential overhead costs.

Marketing Tools:

• Continual Facebook updates including registration information, programming schedules, and pictures
• Website updates including registration information, programming schedules, pictures, fundraising/donating information, and volunteer registration
• Local radio ads promoting spring/summer programming at the various sites
• Pamphlets and literature regarding the principles of our golf and life-skills curriculum disseminated to parents/guardians, schools, and alternative golf courses throughout the area
• Discounts given by participating golf courses to enrolled participants of the affiliated Boys and Girls Club
• Open-houses where any youth is welcome to attend to be involved in a one-day programming session for free in order to better understand both organizations, The First Tee and the Boys and Girls Club
• Mass emails to schools, parents, and both organizations volunteer bases

Conclusion

Both of the case studies examined provide support for the underprivileged youth population. They both create bonds and partnerships with leaders in their region and provide outlets and opportunities this group would not have without them. The United Way strives to create a better life, while working with big companies in the Central Indiana region. The efforts put on by this organization provide support for 25,000 children. The First Tee of Greater Chicago is a program designed to keep youth active and provide developmental opportunities. While the participants usually live within close proximity to the golf course, it is still able to provide a firm understanding of the game and benefits that many children do not receive. Community educators take away an understanding of educational resources provided for those in need, as well as the joy of helping a child. The learning theories are applicable with the two case studies based on the idea that engaged outreach and network theory can play a huge role in recruitment and design, as well as marketing of organizations. Strong leadership and support is a must when developing initiatives to help our underserved population.

Table 1. Summary of the Community Partnership

	United Way	First Tee
Main stakeholders and purpose	Leaders from PNC Bank, Indiana and Indianapolis Chamber of Commerce, Eli Lilly and Company, Glick Family Foundation Purpose to Enhance programs and opportunities for underprivileged youth in Indiana	Staff and Board of Directors, Youth Participants, Donors, Volunteers, Altria Group Inc., Harborside International Golf Center, Chicago Parks District Purpose is to implement golf and life-skills curriculum in afterschool programs
Strategies/tools/methods used for identifying and establishing partnerships and collaborating with partners	Finding leaders that are interested in the well-being of underprivileged students and their success	Many marketing tools were used to hunt out volunteers and community partners – including various media formats
Strategies/tools used for engaging participants	Quality and quantity of educational opportunities enhanced, allows students a better chance of succeeding and avoiding obstacles that hold them back from an education	Opportunity to attend high-profile events, transportation provided
Main ideas you have learned	Engaged outreach is used to provide support for underprivileged students – research must be done to determine the 25,000 kids that will be in the program	Network theory can be used in a variety of situations – in this case it was used to partner an organization with the BGC and provide support to those underprivileged
Suggestions for practitioners	Find more support to keep these initiatives going throughout the years	Continue to use marketing approaches to attract participants and partnerships

Resources

Barnes, Martha, Maclean, Joanne & Cousens, Laura.  Understanding the structure of

community collaboration: the case of one Canadian health promotion network.  Health Promotion International, Vol. 25 No. 2 pgs 238-247 February 2010. 

Crist, Janice D. & Escandon-Dominguez, Socorro.  Identifying and recruiting Mexican American

partners and sustaining community partnerships.  Journal of Transcultural Nursing, July 2003 pgs. 266-271. 

Governor pence signs into law. (2014, Mar 27). Retrieved from http://www.uwci.org/

Scull, Sue and Cuthill, Michael.  Engaged outreach: using community engagement to facilitate

access to higher education for people from low socio-economic backgrounds. Higher Education research and Devlopment Vol. 29, No. 1, Februrary 2010, 59-74.