Reviewing 15 Years

 

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One month ago we celebrated our 15th anniversary. As part of the festivities, we created a photo collection of some of our most memorable moments over the years. The process allowed us to reflect on how many students, faculty, community partners and staff have contributed to our success. The photos capture moments ranging from our students traveling to Bolivia and India with the Privett Global Service-Learning program, interning at senate offices with USF in D.C., to protesting at the Women’s March in multiple cities, to inviting some of the most influential leaders of the day. The slideshow highlights our commitment to preparing students for lives of ethical public service and the common good. Thanks to all of our generous sponsors who make our work possible!

 

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Planting Seeds of Change Together

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Melissa Tang, Director of Programs, CommunityGrows

As San Francisco is dealing with the consequences of unequal economic growth and gentrification, there is a greater need for communities to band together in solidarity.  

I work for CommunityGrows, a small grassroots youth development organization grown out of the needs of residents from the Western Addition.  Twenty-three years ago, residents came together to reclaim green spaces in the Western Addition. CommunityGrows cultivates gardens with over 1,300 youth each year in low-income diverse communities.  

 

What I love about working for CommunityGrows is our emphasis on collaboration and building bridges with partners.  Community development takes time, presence, persistence, active listening and patience.  Being a small organization, we understand we need to depend on the strengths on our partners in order to achieve our overall mission. It’s through the Mo’ Magic Collaborative that organizations create and develop programming that address the needs of children, youth and their families in the Fillmore District and Western Addition communities.

At the Mo’ Magic meetings, we developed long term relationship and I know I can ask McCarthy Center staff for resources or to collaborate on community-wide projects. McCarthy Center staff attends all our community meetings and listens to what partners need.  Here’s just a few ways how our impact is amplified through our partnership with McCarthy Center:

  • Environmental Studies students and staff worked with us to maintain a garden at New Liberation Church and to develop workshops for our teen program.    
  • We partnered on joint community events like the Mind, Body and Soul health pop-ups, where we led a healthy cooking demo and gave away veggies from our gardens to residents we normally wouldn’t reach.   
  • We are recipients of USF’s Retired Technology program!  For a the last two years, we were able to provide a workstation for each staff member and dedicated our funding towards programming.

 

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During my time as a graduate student at USF (Masters of Nonprofit Administration, ‘16), I heard USF’s motto: Change the world from here.  Through these partnerships, not only are students learning how to change the world in the neighborhood that surrounds the campus but they engage them in real problems that affect real people, people who happen to live directly next to the campus.  There are a lot of dedicated folks who are doing great work to make changes in the Western Addition but they can’t do it alone. USF partnerships will strengthen the work of these organizations and provide education to students that a book can’t teach you.  So when USF asks students to change the world from here, the change is not on USF’s campus, but right here in the neighborhood—in the Western Addition.     

 

Building Community Through Engage SF

For several years now, my Engage San Francisco colleagues and I have taken students, staff, faculty, supporters, and administrators on walks in the Western Addition. We intentionally don’t call them tours, as this is the neighborhood we work with, and community partners and community members join us on the walks. Most importantly, the word ‘tour’ rings of voyeurism and doesn’t challenge the ethical implications of looking at a community rather than working with a community.  We walk seeking connection and knowledge. Inevitably we see the things that we plan, and also inevitably something happens that is unplanned, which is part of the magic of being with community.

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We walk to learn about the history of the Western Addition, the Fillmore, Japantown, San Francisco, and the United States. We learn about and discuss how policies contribute to systematic injustices that impact residents in the Western Addition, particularly residents who struggle to make ends meet. We learn from and with community members and community partners and we discuss  connections between USF and the Western Addition. These walks are customized for the participants and they are intentional in their design. The community partners who join us before, during, or after the walks vary because we don’t want to take folks for granted or overburden our partners with the work of teaching USF-ers how to enter and exit community respectfully. A few of the partners who have joined us include: African American Art & Culture ComplexCommunity GrowsCollective ImpactAfrican American Shakespeare CompanyAfroSolo and the SuccessCenterSF.

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The guidance I provide folks on the walk typically includes an overview of where we will go and who we will visit with along with some historical context about redevelopment and outmigration, but the most important instructions I give are: 1) Stay curious. 2) Pay Attention. 3) Examine your assumptions. This is because flexibility is required to work with community, and curiosity is needed to learn as opportunities emerge. Some examples of how the magic of community knowledge appears (because despite our best attempts, we are always obviously walking through community as a majority group of strangers) include:

The time we were walking down Fillmore with Professor Stephanie Sears, Ms. Altheda Carrie,  Ms. Lynette White and the Esther Madriz Diversity Scholars and a man stopped us and said,

“If you are here to learn, one thing you need to know is that we (African Americans) all came here during the war (WWII) to build ships and then they tore our homes down. We worked here for the war and then there was no where to live. If you learn anything today, that needs to be the one thing you understand.”

The time we ran into Bicycle Bob at every turn, totaling four unplanned meetings during the course of a 2-hour walk. He was flyer-ing for an upcoming Sunday Streets event and we continued to cross paths, making the neighborhood seem small and familiar.

The time that we visited the garden at Rosa Parks elementary and Melissa Tang of

IMG_20170906_143241107_HDR (1)Community Grows offered the opportunity to hold one of the chickens from their chicken coop.

The time we saw Rico Hamilton of Street Violence Intervention Project (SVIP) outside McDonalds and he knew numerous USF-ers on the walk and generously stopped to talk with all of us about the ways his work has intersected with USF.

The first walk I went on was led by Rachel Brahinsky, Assistant Professor and Director of our Masters in Urban and Public Affairs. We ran into Reverend Al Townsend, who has been a community leader and activist for decades. Rachel knew him from interviews she had conducted with him for research and writing. He shared with Rachel’s graduate students a bit about his experience with community organizing that dates back to his days as a student at SFSU, and he joked that if he had picked a different path, perhaps he would have become as famous as his classmate, Danny Glover.

Many, many years ago a friend taught me that stories from our lives are gifts we have to give. So we take the walks to learn about the community organizations that host and teach our students, we take these walks to make history real and see the ongoing impacts of redevelopment and reflect on what is no longer there. We take walks to see the outcomes of our partnerships with the Western Addition. We also take these walks to hear stories and receive the gifts that the community has to offer. For this we are grateful because without the trust and teachings of community members we would not be able to do this work.   — Karin Cotterman, Director of Engage San Francisco

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Support ESF here. Visit the USF Western Addition resource page here.

Releasing our 2017 Annual Report

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Each year the Center strives to honor the legacy of Leo T. McCarthy through programs and scholarship that promote public service and the common good. This includes undergraduate community-engagement learning, faculty and university-wide development, graduate engagement, and community partnerships at both the local and global level. We are excited to share our 2017 annual report in advance of our 15th anniversary celebration on November 9th.

Some of this year’s highlighted achievements include:

  • 19 co-sponsored events
  • 11 advocates for community engagement placements
  • 3,000 service-learners
  • 541 faculty development hours
  • 10 global sustainable development projects
  • 8,400 graduate intern hours
  • 200% increase in public service and community engagement minors
  • 166 local community partners
  • 624 LTMC alumni

We thank all of you for your continued support and look forward to another great year!

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Beginning a Literacy Partnership with Dr. William L. Cobb Elementary School

Dr. Mary Murray Autry

Dr. Mary Murray Autry, Associate Director
Engage San Francisco Literacy Programs

 

When first visiting Dr. William L. Cobb Elementary School (Cobb) in October 2016, with hopes of beginning a literacy partnership, I vividly remember entering the office area and being pleasantly surprised to see a wall covered with banners. These were not just any banners but banners representing various universities throughout the United States and graduates from this very elementary school. I had no trouble identifying the principal’s office door that had been labeled with the name of his alma mater. The banners clearly sent a message to me about the mission of the school and the value of education. Because I really did not know what to expect from this meeting, I began with, “The University of San Francisco, through its Engage San Francisco initiative within the Leo T. McCarthy Center for Public Service and the Common Good would like to partner with you in creating a literacy program.”

We have made significant strides since our initial meeting. The literacy program began as a pilot with a shared vision to improve reading proficiency and support K-5 students to reach grade-level proficiency. We also agreed to place university students as volunteers in a first-second grade combination class and a third-fourth grade combination classroom to provide relevant literacy experiences for classroom students.

One freshman and four juniors comprise the pilot of cohorts and began as interns working with elementary students and our community partners in spring 2017. These interns are undergraduate candidates in the Dual Degree in Teacher Preparation Program at the University of San Francisco. Under the guidance of Engage San Francisco staff, the school’s literacy coach, and classroom teachers, interns work six to twelve hours a week to improve K-5 literacy proficiency while fostering competent communication while speaking, reading, writing, and listening. Interns, required to complete the entire semester must consistently demonstrate the same professional and ethical behaviors expected of teachers, and are enrolled in a 1-unit Directed Study course. The course, Literacy, Environments, and Assessments, emphasizes the basic history of the community, literacy instruction, social emotional development, trauma informed approaches, and effective use of the learning environment.

Several questions guide the development of the literacy program. These include: What would this literacy program look like? How do we define literacy? What are the literacy goals of the school? What is best practice for TK-5 students? What are worthy and reasonable goals for university interns? How do we involve teachers? How do we build a relationship of trust with the school in light of the fact that a previous partnership folded? From these inquiries, these key questions emerged:

  1. How do we create a literacy program for traditionally disenfranchised K-5 students who consistently perform lower than their white counterparts in spite of laws and policies designed to support their academic achievement?
  2. How do we create a literacy program for teacher candidates, that models effective teaching, embraces diversity, addresses biases, and focuses on community?
  3. How do we move the conversation from “volunteers” in the classroom to members of the school community?

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The initial launch of the pilot has been far from perfect, but we have learned as we face challenges, and we make changes and restate our commitment to moving from the pilot stage to executing the literacy program in the fall of the 2017-2018 academic year. Feedback from school administrators has led to discussions on expanding the program and including two prekindergarten classrooms. Initial findings thus far suggest that although only 20 percent of interns had any involvement with the school community prior to placement, 100 percent see themselves committed to continuing the internship during the 2017-2018 academic year. We have also learned that the school’s literacy needs were broader than the original plan. Instead of teaching in only two classrooms, interns work in classes across the grade span and have begun the process of seeing themselves as more than volunteers in the school but actually members of a community.

Learn more about Engage San Francisco’s literacy programs and other community partnerships by contacting Karin Cotterman, Director of Engage San Francisco <kmcotterman@usfca.edu>

A Day at Prince Hall Learning Center in the Western Addition

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The Prince Hall Computer Learning Center (PHLC), an Engage San Francisco community partner in the heart of the Western Addition, is a year-round learning enrichment program that provides structure and support in the form of emotional and academic enrichment programs. Through after-school and summer programming, Prince Hall develops individualized support for children based on their academic needs and family situation. The small scale of this program (up to 20 children) allows for customized, personal interventions that are sustained and based on a strong groundwork of trust.

 

As one enters Prince Hall you are welcomed by Ms. Miram Desmukes, who has 18 years of experience directing the Prince Hall Learning Center. Along with Ms. Andi Horde, who has been an Associate Director with the program for 10 years, one immediately sees the center as an intuitive, loving environment that is labor intensive and intimate.

An initial question comes to mind:  What kind of methods of teaching do they use in their program? Ms. Andi explains as one of the children leaned on her and she kissed her on the head and said, “We are a nurturing education-based program, lots of hugs around here.” While Ms. Andi and Ms. Miriam are extremely humble in how they describe their work, it is clear that it takes extraordinary expertise and time to understand and relate to the kids on a level much deeper than hugs.

“There is a certain amount of respect that we try to embody so that they don’t feel that they need to act out. We respect them. They respect us. Everything is pretty much communal around here. The older children look out for the younger ones and give them pointers.”

Prince Hall is an active partner with several USF literacy projects including America Reads, the Masters in Teaching Reading/reading specialist program, and the Xochitl Book Project and as such, ties into the values USF holds close to heart:  education, social justice and leading to succeed. Collaboration with families is essential, especially to the Prince Hall Learning Center.

The Center is a program of Bethel AME Church and the Allen Community Development Corporation, which is the for-profit arm of AME Church along with the parishioners who support the program by purchasing snack items of need that are listed in the church newsletter. Ms. Miriam and  Ms. Andi also contribute snack items as well as learning aides such as  flashcards, vocabulary cards and books. They provide transportation to the after-school program from some of schools on a daily basis.

When asked what items they needed, they said, “state of the art equipment, like learning tools, some technology, standing desks, writing materials, educational supplies, equipment, toys, materials.” Given additional resources, they would formalize their teen group; facilitate more conversations and mentorship with the Center’s graduates who return home from college and meet up to discuss the transition to higher education, and build out their technology program. It is clear this program is rich with vision, inspiration, deep intergenerational relationships, and succeeding despite many unmet resource needs.

Prince Hall reflects the values and vision of USF and Engage San Francisco, which is why it is great partnership site for USF students to learn. In addition to the teaching the Center does with Western Addition children, they also offer a supportive learning environment for USF undergraduate and graduate students who work with them.

If you woud like to support Prince Hall Computer Learning Center, or USF’s partnerships with them, visit http://www.princehallclc.org/ to see how you can support them or contact Karin Cotterman, Director of Engage San Francisco, kmcotterman@usfca.edu.

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