SUNNYVALE UNIVERSITY-COMMUNITY SOLUTIONM. Corey Peacock, Andrea Ramos, Kari Tietjen

Iowa State University

INTRODUCTION

In this presentation, we: 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

History of Town-Gown Relationships Theoretical Framework

Governance Framework Human Ecology Theory Environmental Theory

Proposed Initiatives 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 RELATIONSInitial 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)

1914-1980s - Attempt to separate the institution from the urbanization of local communities, result

in "Ivory Tower" effect

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).

HISTORY OF TOWN-GOWN RELATIONS 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 university-community as an ecosystem—a system that can be analyzed and understood according to Bronfenbrenner’s model

UNIVERSITY-COMMUNITY AS AN ECOSYSTEM

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.  

Consonan

t Mesosyste

m

• 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.

PROPOSED INITIATIVES1. 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• 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• 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• Mandatory two-hour educational program for students moving off campus,

emphasis on creating "Sunnyvale Neighbors" and the impact of student actions on community.

O

HA

O

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)• If students elect to move

off campus, they will be required 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 RL education model

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

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

HA

O, HA

O

O

O

EXPANSION OF JUDICIAL AFFAIRS PROCEDURES

New mandate that all students involved in any grievances against the community (off-campus) will meet with and receive a sanction from the Office of Judicial Affairs (OJA)

Creative sanctions will be administered for said 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—providing training and forums to promote collaboration

O, HA

O, HA

O, HA

REGISTRATION OF PARTIES

In collaboration with the new Office of University-Community Relations, OJA, and the local police 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 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)

O, HA

O, HA

SOCIAL MEDIA: SUNNYVALE NEIGHBORS

• 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

C

C

SOCIAL MEDIA: SUNNYVALE NEIGHBORS

• 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

• 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.

C

C

O

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:

After the initial assessment of all students and town

residents, an annual audit will be done of all

constituents to reassess relations

Neighborhood Voice Committee meetings will

informally assess progress, changes, etc. monthly

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 university-

community relations, suggestions for

improvement, and opportunities to get

involved

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 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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REFERENCES