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
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Focus Groups ○
Step 1: Pre Focus Group Work
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Step 2: Leading the Focus Groups Step 3: Summarizing the Findings
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Curriculum Feedback
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Bus Tour Stops
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Social Media Tools Linden NLA Orientation Day
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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
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Scoping the mechanics of Focus Group Work ○
Coordinating with Delena to find participants for both focus groups
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Debate over whether to ‘silo’ or ‘combine’ community members and NLA graduates in order to maximize feedback benefits
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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
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First focus group had around 12 attendees; no NLA graduates
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Second focus group much smaller group of only 5 attendees; 2 of which were NLA graduates
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Conversations were open, community members felt comfortable to be honest about the current conditions in Linden and the hopes and desires for Linden
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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
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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
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Residents pointed out a need for improved resiliency through proactive community involvement
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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
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NLA Graduates noted that their program developed a deeper pride for their community ○
Engagement with community assets
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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
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Expanded social capital
Recommendations
Curriculum Feedback ●
Focus on personal development and self-evaluation ○
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Inclusive leadership ○ ○
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Kirwan Institute Linden was described as a “melting pot” of residents
Networking opportunities ○ ○
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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. ●
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Emphasis on empathy ○
Acquired through volunteer experience
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Community service hours as a potential homework assignment ■ St. Stephens, Habitat for Humanity, beautification efforts, Mid Ohio Food Bank
Adult education ○ ○
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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 ○
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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
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Showing an active Community
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Posts can include links to blog, photos, community events, and updates on the program
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Actively using social media platforms is important to build and sustain social connection with the program and Linden
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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
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South Side NLA Orientation Day
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Several group members attended the South Side NLA Orientation Day on April 14
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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
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Reviewed and tuned South Side NLA Orientation Day paperwork for Linden NLA Orientation Day
Reflections on the Process ●
Community engagement requires adaptability ○
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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
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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
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Transformed understanding of marginalized communities ○
Community pride, hope, and determination is inspiring