Linden NLA

Linden Neighborhood Studio Spring 2018 - Graduate and Undergraduate City and Regional Planning

City and Regional Planning

Greater Linden Neighborhood Leadership Academy City and Regional Planning

Presentation Outline ●

Meeting with Neighborhood Specific NLA Leaders

●

Focus Groups ○

Step 1: Pre Focus Group Work

○ ○

Step 2: Leading the Focus Groups Step 3: Summarizing the Findings

●

Curriculum Feedback

●

Bus Tour Stops

● ●

Social Media Tools Linden NLA Orientation Day

●

Reflections on Process

Meeting with Neighborhood Specific NLA Leaders ● Students met with United Way of Central Ohio, Community Development for all People, and PACT to discuss South Side & Near East Side Neighborhood Leadership Academies ● South Side NLA on their fourth class of graduates ● Near East Side NLA followed model of South Side to get started ● Recruitment often the most challenging part - Advised Linden NLA to be creative in advertising

Meeting with Other Neighborhood Specific NLA Leaders Cont. ● Goal of NLA’s should be to not only plug people into formal leadership structures, but to create leaders on the block, in an informal sense ● Important to be clear about intent of the NLA - to enhance the existing fabric of the community ● South Side: 50 applications, 35 to orientation, 20-25 as cohort; Near East Side: 35 applications, smaller cohort; Citywide: 30 applications, 20 as cohort ● Students to facilitate conversations in the community to help develop theme of Linden NLA

Focus Groups

Step 1: Pre Focus Group Work ●

Goal is to gather information to help focus Linden NLA ○

Engage with current leaders and previous NLA participants make Linden specific recommendations about the curriculum

●

Scoping the mechanics of Focus Group Work ○

Coordinating with Delena to find participants for both focus groups

○

Debate over whether to ‘silo’ or ‘combine’ community members and NLA graduates in order to maximize feedback benefits

○

Drafted questions for community members, NLA graduates, and both groups to cross pollinate desired outcome and feedback on questions and proposals for the Linden NLA

Step 2: Leading the Focus Groups ●

Invited community members to come to one of two focus groups at St. Stephens Community House

●

First focus group had around 12 attendees; no NLA graduates

●

Second focus group much smaller group of only 5 attendees; 2 of which were NLA graduates

●

Conversations were open, community members felt comfortable to be honest about the current conditions in Linden and the hopes and desires for Linden

●

NLA graduates shared their experience and gave advice for Linden specific NLA

Step 3: Summarizing the Findings ●

Distinct sense of pride for Linden- described as a melting pot of people that formed a supportive family like network

●

Linden residents want the NLA to help establish leaders that could instill a sense of hope in the community + continue fostering this sense of pride, especially in the youth

●

Residents pointed out a need for improved resiliency through proactive community involvement

●

Need for leaders to walk the community through upcoming changes as the neighborhood begins to revitalize per NDC’s Community Plan

Step 3: Summarizing the Findings cont. ●

Linden residents imagined graduates acting as a community resource, but also wanted the curriculum to emphasize character development

●

●

NLA Graduates noted that their program developed a deeper pride for their community ○

Engagement with community assets

○

Strengthened community partnerships

NLA Graduates spoke highly of the personal development they gained from their programs as well ○ ○

Confidence Communication skills with others of differing social and cultural backgrounds

○

Expanded social capital

Recommendations

Curriculum Feedback ●

Focus on personal development and self-evaluation ○

●

Inclusive leadership ○ ○

●

Kirwan Institute Linden was described as a “melting pot” of residents

Networking opportunities ○ ○

●

Leadership assessment + conversations about strengths and faults

“I can’t be what I can’t see” Value in interaction with relatable success stories

Political Advocacy ○ ○

Exploring the relationship between governmental entities and the general public How to effectively represent and advocate for your community

Curriculum Feedback cont. ●

●

Emphasis on empathy ○

Acquired through volunteer experience

○

Community service hours as a potential homework assignment ■ St. Stephens, Habitat for Humanity, beautification efforts, Mid Ohio Food Bank

Adult education ○ ○

●

Building a knowledge base that can be passed on to other residents Personal finance, credit, homeownership, renter resources, GED and other educational opportunities

Community assets ○

Interact with community members that utilize these assets

Curriculum Feedback cont. ●

Community members of both focus groups emphasize a need for youth related involvement ○

●

Could the NLA program somehow be related to a mentor program in the future?

NLA collaboration with NDC’s implementation of the community plan could continue the relationship with residents

Bus Tour Stops

Social Media Tools ●

Connecting with the Linden Community

●

Showing an active Community

●

Posts can include links to blog, photos, community events, and updates on the program

●

Actively using social media platforms is important to build and sustain social connection with the program and Linden

●

Suggestion: NLA Students manage the social media accounts as a project for the NLA program

Linden NLA Orientation Day ●

Orientation scheduled for May 19th, 2018

●

South Side NLA Orientation Day

●

○

Several group members attended the South Side NLA Orientation Day on April 14

○

Members participated in Orientation Day activities as interviewers to gain insight on the setup and execution of Orientation Day

Final Outcomes ○ ○

Drafted Orientation Day invitation letters for NLA candidate finalists Drafted Orientation Day invitation letters for Interviewers

○

Reviewed and tuned South Side NLA Orientation Day paperwork for Linden NLA Orientation Day

Reflections on the Process ●

Community engagement requires adaptability ○

● ●

Be ready to change plans and begin working on another project

Student timeline mismatched with project timeline ○

Hard to get deeply involved in a community in a short period of time

○

Allowed students to enhance communication skills, understanding of community development, and challenged idea

Bulk of work revolved around focus groups

that neighborhood story can be told through statistical analysis alone

●

Transformed understanding of marginalized communities ○

Community pride, hope, and determination is inspiring