“Success” in the Western Addition

Michael Anderson

Michael Anderson, Campus-Community Liaison / Engage San Francisco 

At any given moment we suffer the curse of being banished to the present. The totality of human beings on the planet right now are given no option other than right now. At no points in one’s life is an individual least cognizant of this fact than in their childhood and their early twenties. One appears to be the most alive and yet they are alive without context. Influences behind decisions go unanalyzed. Tomorrows go unplanned and yesterdays are quickly forgotten.

It is within this vortex of the “hyper-now-ness” that I reflect on my short time with the Leo T. McCarthy Center. The time lapse between my first day and today feels almost negligible in length. Still the value I extract from this time is more than invaluable. I don’t want to be cliché here. I have never experienced this much personal and professional growth in such a short span of time in my entire life, so valuable that I fear the threat of passively experiencing. I constantly take time out to reflect and write down everything.

I sit on staff at the McCarthy center as a member of the Engage San Francisco Initiative. I am the second AmeriCorps VISTA (Volunteer In Service To America) to assist at the McCarthy Center, and one more will follow once I leave. I spend most of my time working off-campus at the Success Center San Francisco. On the surface level my workplace helps people get back into the workforce and attain their G.E.D. Beyond the surface is a community-rooted family that not only strives to help the Fillmore community, but heal it simultaneously. The word “success” holds no empty, income-based, meaning. At the Center, there is a more holistic view of the word. This view includes life at work, home, school, and beyond. And the people carving out this road to “success” for the community are born of the same soil.

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I am not of San Francisco soil. My stomping grounds are a continent away in the heart of New Jersey. So this leaves me with the task of deciphering my role within a community based organization while having no direct roots to the community.

I can say that the day-to-day stories that walk through the doors of the Success Center are not far from a wider national story that I know on an intimate level. It is from this personal intimacy with the heartbreak that accompanies financial hardships that I am able to draw my empathy.

Still, there are wounds specific to the Fillmore area that I am still acquiring a sensitivity for. Whether it’s two redevelopments, displacement, or public housing mismanagement, the after-effects show themselves through the stress our clients carry into the Success Center. The heavy heartedness is complemented by the overarching optimism and will to change their circumstances that also accompanies our clients as they cross our threshold.  

The McCarthy Center has proved itself to be an extended family member of the Success Center. As I become a more active participant with the Engage San Francisco (ESF) Initiative, I learn what it takes to cultivate a productive, community-centered, partnership. The level of engagement– sad to say– is stunning. Whether it’s the entire ESF staff attending the bi-monthly community led meetings at the Hayes Valley Community Center, or McCarthy Center staff showing up to lead just one faculty with the same vigor they bring to crowds on their multiple walks around the Fillmore district—the commitment to hearing the community and acting on what’s heard  is evident.

In both spaces I’m still growing and observing. The staffs at both centers have embraced me and challenged my thinking. I’m looking forward to the remainder of this year of service and to further collaborations with the community.

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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>

Our 2016 Report Card — Community Partner Survey Summary of Results

In April 2016, the Leo T. McCarthy Center for Public Service and the Common Good administered its third biennial survey regarding community partners’ use of USF and McCarthy Center resources and their general perceptions of the University (including the institution as a whole, as well as students and faculty) and its role in the community. Our intent is to survey data to shape our work with community and make recommendations across campus about implementing best practices in community partnerships. More specifically, results of this survey will be used to inform the resources and services we provide, ensure that the community partner voice is reflected in our work, and advocate for more effective community-engaged programming at USF.

 

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Looking at how to make our outreach efforts and community partnerships more impactful we look to the feedback from our community partners to help guide us to improve in the years coming. Community-Engaged Learning Program Manager, Fernando Enciso-Márquez says,  “Our Community Partner survey helps us understand the reciprocal nature of our community partnerships, and allows us to identify additional ways we can shape our collaboration with local nonprofit agencies.” Participants shared feedback and perceptions of a variety of aspects from communication, completing special projects ,strengthening organizational relationships with USF, and student preparation to engage in the community.

Most community partners feel that students exhibit professionalism on-site (80% of respondents), demonstrate cultural humility (89% of respondents), and are motivated to engage with their host organization throughout the semester (80% of respondents). Community partners also expressed that students always or usually complete the tasks expected of them, with high agency satisfaction on student service deliverables.

Feedback of the attitudes our Community Partners have about working with students:

  • 100% find long-term student volunteers to be very or somewhat beneficial
  • 100% find short-term (6 months or less) interns to be very or somewhat beneficial

Community partners were also invited to share their perceptions of the University and the McCarthy Center based on their partnership experiences.

Respondents feel that the University at large supports organizational needs of community partners, acts as a member of the larger San Francisco community, and helps students to explore the social issues addressed by the host organization.  Focusing on the McCarthy Center specifically, respondents expressed that the Center is supportive in building faculty partnerships (74% of respondents), and provides helpful partnership information and resources (83% of respondents). Community partners also feel that the McCarthy Center cares about the outcomes of student engagement on the host community and clients, and consider our office to be an active member of the San Francisco community (88% of respondents).

Other Community Partner feedback:

  • “We greatly appreciate the opportunity to work closely with the McCarthy Center and value the work of our Advocates for Community Engagement; they play a vital role in supporting our work and mission!”
  • “We have been very impressed with the quality of students we have worked with (which is not always the case with students from other schools!)”

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Alumnus Sees the Future of the Booker T. Washington Community Service Center

 

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Jerry Trotter

Program Director, Booker T. Washington Community Service Center

Ayah Mouhktar, our Communications Assistant, interviewed Jerry Trotter at the construction site for the Booker T. Washington Community Service Center. Below is a reflection on her experience meeting Jerry, discussing the new facility and what it will mean for the families and children of San Francisco.

Putting on a hard hat and entering a construction site was not how I planned to spend my Thursday afternoon but what came out of it ended up being one of the most eye opening and inspirational experiences I have ever had.

Walking into what would soon become the Booker T. Washington Community Service Center left me with a sense of hope of a brighter future for the children and families of San Francisco.

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Jerry Trotter, Program Director of the facility, is a University of San Francisco alumni (’02) and was recruited by the Multicultural Retention and Recruitment program, which traveled to high schools and recruited students to USF to continue their studies in social justice and the Jesuit mission.

“USF brought me to San Francisco and San Francisco brought me to Booker T. Washington” said Trotter when describing what gave him the drive to want to help the local community.

The new facility is being built at 800 Presidio Avenue and will be made up of 5 floors compiled of 49 housing units, an NBA regulation size gym, a mind/body health center, computer and career lab and a community garden on the roof. It began as an idea as a place for families in the community to convene and organize and is a realistic way to meet the needs for food, education and secure housing. Trotter cares for the children of San Francisco and wants one simple thing to come out of all the great work he does, “we want to have them stay and live in the city they grew up in”

San Francisco and USF in particular played a large role in Trotter’s work and his passion for social justice and the mentality of leading to succeed, and not just to seeing himself succeed alone but taking rising with the community as a whole. The hard work of Jerry Trotter is one that is admirable and inspirational not for just the common citizen but especially USF students who look to actually change the world from here- less than a mile away from the center of campus.