326 20 10383 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/87e94b04eb68aaac73bec082a07b887f.pdf 4d3f1071783765469835ccae33dffb75 Scripto Transcription A written representation of a document. - - - - - --- -- - - �-- - _? r-y _ -- ________ y _ f _ __ ·-be_; ~ tAJd/tw~J - -~ _-___G_.;~ _----~~:--~ ___,_ - - . --- - -- - - - - ~-- - - - � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document a wanted : ——_——4 in tonnedion wrth We be Caps Pence Ne Cudgeh Sette an rela por Liove p—__ kaetatlena- Plant oy in are a ao nm Wigrty arf le artis a2 ; Avie eee GA ie Pe ES neg unsed b bind # th hanes sae Atoteasa a Se wnrrery lee carr f Conglasrts and at pitt, ur find, in | onten Ieee tonsa Sth aiaiia- Bass Ah eh mn etlerr “he Gi naquuud tes Racr  feet ae Aepionk Y Aowd 4 epee = Ti — at Bay _ANL 0. ais ee —— We propose _/| ; TR ee ae —_ J eae mprclleer fe ee ee es on Ge re a he Drondark ely nahi. We _prsgeeas Cac ung ; So eh a Acgned _ptohenunt_ centigcis) peg he ipa, 2 Se wr 0 eo Corps brrmnenm prs = oo eee ates wnt ANL0OM"” Atgllt! tft /0A, the —arnourks ui be. aelat nely amall Lith in dice at i re te tal, be ut) A accouat 6-25-62: 770U. Pee ih —tehien that Ai wilt the at yet | erm ae be: Mim Wbhams eae  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 34 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/29d2e7b22e8219da7a1c33938a2389ce.pdf 4d8793322652f2cd38442e707f494f6a Scripto Transcription A written representation of a document. b ee: DM!'. George Berry Mr. Sam Williams June 25., 1969 M r~. Ch rles L . Davi Dir ctor of Finance City of tlanta .A tlant , Georgia De r Charle : Ao. unanticipat d · x n e i m baa r! n ill connection ith th Urban Corpe Project. No bud et provi ion s m d for travel expens in coAnection ith any of th nrolle • o t of them r ngag din duties hich do not r wr trav ·l. How . v r . r l tively amall numb r v hich do requir th u o! their p r on b n a ign d to or v hicle. Ex mpl are those in the Mayor 1 a Offic assign d s Community Servlc Coordi.n tor in th EOA Cent r and , 1 o, tho on the Urban Corps at ff t r r quired to tr 1 to th variou or tions to in rvic s upervisors,. t k c re of compl t , nd p rfo . the v uation functioll., ho, ther i a probl m,, · find , in tr nsportin.g th payroll record from the v riou ork station• to d from the c ntzal p yroll unit 1n City H I. b praetical to llo a.nee Uyinv 0 t t ther r ir car to • cur a •i ed Corpe bu.•ln••• l mle cellaneous di 1 Uy ho u e t • inc r ly -yo • fy r • � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document bee: Mir. George Berry Mr, Sam Williams June 25, 1969 Mr. Charles L. Davis Director of Finance City of Atlanta Atlanta, Georgia Dear Charles: Ao unanticipated expense item has arisen in connection with the Urban Corps Project. No budget provision was made for travel expenses in connection with any of the enrollees. Most of them are engaged in duties which do not require travel. However, a relatively small number have been assigned to work which does require the use of their personal vehicle. Examples are those in the Mayor's Office assigned as Community Service Coordinators in the EOA Centers and, also, those on the Urban Corps staff that are required to travel to the various work stations to interview supervisors, take care of complaints, and perform _ the evaluation function. Also, there is a problem, we find, in transporting the payroll records from the various work stations to and from the central payroll unit in City Hall. It is, of course, not right for the enrollees to be required to use their private vehicles in the performance of their assigned duties without reimbursement. I am well aware, however, it would not be practical to request the Board of Aldermen to establish temporary auto allowances for such a program as this, especially in view of the fact that there are no established numbered positions, \ We propose, therefore, to reimburse those enrollees who use their car on the basis of the standard city rate. We propose to secure a signed statement certifying as to the miles driven on Urban Corps business within 2a given month and forward to your office for payment along with a miscellaneous requisition. Because the amounts will be relatively small both individually and in total, we will charge account G-25-62-770U. We believe that this will be the moet expeditious way to handle this matter. Sincerely yours, Dan Sweat  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 33 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8e1aa6a9d96c761181ce150e484d52d8.pdf c8f177d51f82808f9bab48a515864abf Scripto Transcription A written representation of a document. - - - - -- - ---·- -- ATI..ANTA UR.BAN CORPS STAFF Sumner, 1969 1. Executive Director ...••...••......• Sam Williams ..•••.•.•. 233-3652 2. Executive Assistant .•••••••••.•••.• Sue Zander ••.•••..••.• 876-0915 3. Director of Development •...••...••. David Whelan .••••••..• 378-3850 4~ Fiscal Director ••••• ; •••••••••..•.• Inmonl Deen •••••• ~ •••. 261-1192 5. Director f or Special Projects .•••.. Dianne Wilson •..•••.•. 521-3827 6. Payroll Coordinator •.•.••••.....•.• Steve Mwamba •••••.•••• 627-8837 7. Payroll Coordinator •••••••.•.•••.•• Mac Rabb •••••••••••••• 875-1848 8. Education & Evaluation Director •••• Resna namme r •••••••••. 872-6576 9. Evaluation Staff ••••••••••••••••••• Maggie Gerber ••••••••• 522-7029 10. Evaluation Staff •••••••••••••.•••.. Dawn White •••••••••••• 522-2464 11. Evaluation Staff •••••••••.••••••••• Tim Rogers •.••• •• ••••• 876-7779 12. Public Relations Director ••..••.••. Ken Millwood •.•..••••• 428-4668 13. Public Relations Staff ••••••••••••• Tara Swartsel ••••••••• 634-6864 14. Secretary •••••••••••••••••••••••••• Bettye Underwood •••••• 15. Secretary ••••••••••••••.••••••••.•• Patty Harwell ••••••••• 758-2477 16. Receptionist ••••••••••.•.•••••••••• Diane Lo·--1ejoy •••.•.••• 758-7741 Interns Assigned to the Urban Corps Staff 17. Atlanta Service Learning Conference ••••••••••• .•••••• Babs Kalvelage •••• 634-g957 or 634;,,8069 18. Atlanta Service Learning Conference ••••••••••.•••••• Melinda Lawrence •. 523-4597 19. Atlanta Service Learning Conference •••••••.•••••••••• Kytle Frye ••••••.. 636-3877 20. Atlanta Service Learning Conference(at SREB) •••••••• Sally Cantor •••••• 876-2927 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Il. 12 13. 14. 15) 16. 17. 18. 19. 20. hee Not baw Cai ATLANTA URBAN CORPS STAFF Sumner, 1969 Executive: Directories occic tesserae Sam Williams..........23373652 Executive Assistant. occ sieve bees see SUG LANIELs ss sicicd 020s sO O-09L9 Director of Development............David Whelan..........378=-3850 Fiscal Director.....s.sseeeeseeees ~Inmond Deen......2....261-1192 SG Director for Special Projects......Dianne Wilson.........521-3827 Payroll, Coordinator... faccssasccnes -Steve Mwamba..........627-8837 Payroll (Coordinators. :cccisre ss ejeisie,s ee MAC RAD Diareatelelsis & eieleisie OT OC LOAG Education & Evaluation Director....Resna Hammer..........872-6576 Evaluation Staff... cscsescscoceeseMappie Gerber....e20e 232271029 Evaluation Staff.......eeeeeeeeee+-Dawn White.......66..-522-2464 Evaluation (Statistic. sce ss/ejessslas ooo LAM ROPELSs c\cis.c cle-ccice KOTO= TADS Public Relations Director..........Ken Millwood.........-428-4668 Public Relations Staff.............lara Swartsel.........634-6864 SECTELATY ec cevccccscossececsasscseeebettye Underwood. .... : Secretary..ccccccccccceccccccceeee sPatty Harwell........./58=2477 Receptionist.......ceseeeeeeeseees Diane Lovejoy........./58=7741 Interns Assigned to the Urban Corps Staff Atlanta Service Learning Conference......eeseescee++babs Kalvelage....63429957 634=8069 Atlanta Service Learning Conference........ee++e+++++Melinda Lawrence. .523-4597 Atlanta Service Learning Conferencé.....cccccececcechkytle Fryé....+2--63673877 Atlanta Service Learning Conference(at SREB)......-.Sally Cantor......876=2927  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 32 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/ca0e34f9d6a1d1b3f9eb6a77b1e9293c.pdf 72246a7ac86f9ad709c7dcdb5d132af5 Scripto Transcription A written representation of a document. Mr. Charle s L. D9 vis Direct or of Finance City o f Atl.'3. na, Atlanta, Ge orgia Dear Charles: Prior t o the time that the city took over sponsorshio of the -Urbnn Corpi&s Project, the Urban Corps Pr o ject Director reached a verj!>al agreement with four students t o pay them eAch $2~0.00 f or their services in setting up the Ymmtkxgm~mK Urban Corps Project. They were not to receive any other compensation for their work such as the uther enrollees are. These four students were: Mr. Bill Adams Mr. Dave Whelan Mr. Marcus Dash Mr. Rich Speer Bec :>t.J.se of this spE'lcial circumstance re g grdin ~ the con,nensition of these four indi viduals, I advised Mr. Sam Williams to have them execute some written memoranda certifyin g that they did work du r i n~ this period and for Mr. Willi am s to compleee a miscell an eou s requi s ition for the four checks. These do cume nts rel a tin ~ to Mr. ~ H Ad ams and Mr . Whelan have been forwarden to your of f ic e . Those f or Mr . Das h a nd Mr. Spe e r will follow sho r tly. I am ~ompl e e e ly awa re th a t thi s arra n~ment iKKWW does not ~onform to ge neral l y ao c ep tad wa ys of d oi ni? t hi n~s f or t he c ity . ~ o ~ a 1-e 1..,-v;, ~a->-> 12 Ill "', 'tie came upon t h e sc e ne after t he f ac t and these a~~eement.s were ' a\u "4.'1. ?'("o"·' c!e J already made and the se i ndividuals h a ve oon t rlbnted their services Fo r on the basis of the agreement that was reached . /1 ""h'4-te\lu i + i 5 wo...--\ h It is my feelin,z .,, that we can properly conqider these payments as comin~ from the fo~e~J5 trt~ �pr iva te / contributions that have been made to the Ur ban Go-rp s . awi.txiran: It is our feelin g that, under the circumst a nces , t hese in v oi~ e s should be honored a nd p a id and you are reque 9 t ed to do so. rJ'e have advised the Ur ;~a n Corp s Proj e ct Director that any f ut u re commi t me nt s o c' this nature must be made through proper city pro c ed u re with the prescribed authori zation. VTY Da n Swe a t Dep ut y 8hi ef Admi ni s t r 8 ti 11a orr t c~r c c : Mr . S am Wi l l iamsm � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Fann - PLD woud len Ue Mee AWN: De Mr. Charles L. Devis Director of Financs City of Atlana, Atlanta, Georgia Dear Charles: Prior to the time that the city took over sponsorshin of the ‘YUrb.n Corpgs Project, the Urban Corps Project Director reached a verpal agreement with four students to pay them esch 4250.00 for their services in setting up the ¥suthx€srpesg Urban Corps Project. They were not to receive any other compensation “or their work such as the other enrollees are. These four students were: Mr. Bill Adams Mr, Dave Whelan Mr. Marcus Dash Mr. Rich Speer Bec use of this spacial circumstance regarding the comnensation of these four individuals, I advised Mr, Sam Williams to have them execute some written memoranda certifying that they did work during this period and for Mr. Williams to compleée a miscellaneous requisition for the four checks. These documents relating to Mr. Ba Adams and Mr. Whelan have been forwarded to your office. Those for Mr. Dash and Mr. Speer will follow shortly. I am complegely aware that this arrargment xaxne does not conform to generally accepted ways of doing thines for the city. Peécetunataly, quleve”, We came upon the scene after the fact, and these arreemants were alee ad Prov ded already made and these individuals have eoneelbuted their services For whatever it 15 worth on the basis of the agreement that was reached. /| It is my feeling e that we can properly consider these payments as coming from the peceed 5 of the  private / Contributions that have been made to the Urban Corps. MREXEan ABSUKeKaK exe kaAkaxkbakx It is our feeling that, under the circumstances, these invoices should be honored and paid and you are requested to do sp. Wehave advised the Urian Corps Project Director that any future commitments o this nature must be made through proper city procedure with the prescribed authorization. VTY Dan Sweat Deputy thief Administrative Officar ec: Mr. Sam Williamsm  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 31 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8ee28d136517ceaa9b568f86536670b6.pdf 7c8294261e273e486c4d332136ec027a Scripto Transcription A written representation of a document. June 26, 1969 Mr. Charles L . Davi Dlrector of Finance City of Atlanta Atlanta, Georgi. Dear Charles : Prior to the time that th City took over sponsor hip of th U r ban Corps Proj ct, the Urb n Corps Project D i J'ector r ach d a verbal agreement with four students to pay them each $250 . 00 for th ir services in setting up th Urban Corps Proj ct. They weee not to receiv any oth r compens tlon for their work such as the other enrollee re .. These four tudents w r : Mr. Bill A dams Mr. Dave Whelan Mr. M rcua D sh Mr. Rich Speer B c u e of thi · pedal cbeumstanc r g rdi.ng the comp n ation of th ae four individual , I dvi d Mr. S m ·uuam to h v th m ex cut som..e writt n memor nda c rtUying th t th y did work durin thi riod and for Mr. illiams to complete mlscell neou r quisitio.n for th .four ch cka. The docwnente relating to Mr. Adams and Mr. Whel n h ve been Lor ard d to your office . Thos for r. Dash nd Mr. Sp r ill follow hortly. 1 m c:ompletely aw r th t thi agrangement do • not conform to cc pted w ys ot doing thing• for the City. W came upon the c ne th !act, ho ev r. d th ee gr emenh er lr dy m d and tble lndlvlduals h v already provided their a rvicee on th b d ol the gr m nt th t wa• r ched. Fol' wh t v r lt is worth, it is my fttling that can properly cOJ1aider thes p ym nt• s coming lrom th proc ds of th prlvat contribution th t hav en mad4!t to th Urb n Corpe,. It i ouY f eling that, u.o.d r the cbcumstancee, the• lnvolc s hould be honor and pald nd you ar requ st to do o. W _ h v dvbed t _[ �M r. Davis Page Two June 26, 1969 Urban Corps Project Director that any future commitments of this nature must be made through proper City procedure with the prescribed authorization. Sincerel y your , Dan Sweat Deputy Chief Administrator DS :fy cc: M r . Sam 7 illiams � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document June 26, 1969 Mr. Charles L. Davis Director of Finance City of Atlanta Atlanta, Georgia Dear Charles: Prior to the time that the City took over sponsorship of the Urban Corps Project, the Urban Corps Project Director reached a verbal agreement with four students to pay them each $250.00 for their services in setting up the Urban Corps Project. They wee not to receive any other compen- sation for their work such as the other enrollees are. These four students were: Mr. Bill Adams Mr, Dave Whelan Mr. Marcus Dash Mr. Rich Speer Because of this special circumstance regarding the compensation of these four individuals, I advised Mr. Sam Williams to have them execute some written memoranda certifying that they did work during this period and for Mr. Williams to complete a miscellaneous requisition for the four checks. These documents relating to Mr. Adams and Mr. Whelan have been forwarded to your office. Those for Mr. Dash and Mr. Speer will follow shortly. I am completely aware that this agrangement does not conform to generally accepted ways of doing things for the City. We came upon the scene after the fact, however, and these agreements were already made and thése individuals have already provided their services on the basis of the agreement that was reached, For whatever it is worth, it is my feeling that we can properly consider these payments as coming from the proceeds of the private contributions that have been made to the Urban Corps. It is our feeling that, under the circumstances, these invoices should be honored and paid and you are requested to do so, We have advised the Mr. Davis Page Two June 26, 1969 Urban Corps Project Director that any future commitments of this nature must be made through proper City procedure with the prescribed authorization. Sincerely yours, Dan Sweat Deputy Chief Administrator DS :fy ce: Mr. Sam Williams  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 30 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/4b94752ad130d3d1cd7cc0a6640b0e5b.pdf e164989b2cf77b6b39a87c8d48dcfa4c Scripto Transcription A written representation of a document. COLLEGE NAME AGENCY RATE 80% 20% 100% L. D. Ale;x:ander Clark College NeKalb/Decatu.r YMCA $1. 80 CWSP Agency Melvin Almond DeKalb College City-Traffic Engineering $1. 80 CWSP Agency Phyllis Atkins Georgia State Wheat Street $2.20 CWSP ~one-,(?) Franklin Benefield Emory University City -Sanitation $2.50 Agency Edwin M. Barrett Morehous e College Ga. State Employ Ser $2 .20 VISTA Maria..YJ.ne · T. Boder Georgia Tech City-Finance Dept $2.20 AGENCY Jane Bridges Georg9a State City - Public Library $2, 50 James M. Bruce ~ Emory University City -Mayor ' s Office $2 .50 Vista Steve Chandler Florida Presby. Fulton Connty Health $1. 80 Vi sta . Clark College City -Planning Dept . $2. 20 CWSP Agency Georgia Tech City-Mayor's Office $2 ,50 CWSP Agency Walter Collier Geergia State City -Aviation $1.80 Agency Nancy Corcoran Emory University Emroy-Legal Aid $2 ,50 Vista . Inmond Deen Tulane University Atlanta Urban Corps $2 ,50 Urban Corps Daniel Dragalin (G)eorgia Tech . City-Water Dept $2.20 CWSP Agency Walter Driver Clark College Community Arts, Inc. $2.20 CWSP AY5; Peggy Durrah Georga State City-Parks Dept $1.80 CWSP Agency Janes Elman ~) Thomas Fleming Vanderbilt Univ. City-Sanitation $2. 50 Agency Georgi a State City-Mayors Office $2,50 Vista Michael Floyd Morehouse City-Parks Dept $2.EO CWSP Agency Gr a.'119.Z e Fretwell Clark College Atl. Youth Council $2 . 20 CWSP Agency Beverly J. Gaither Georgia State · Fulton County Health $1.80 CWSP Agency Mar garet Gerber Emroy University Atlanta Urban Corps $2 . 50 Charles Choice Dan Christianberry @_ ~ AUC AUL Agency Vista �Page 2 COLLEGE NAME AGENCY RATE 80% 20% 100% Frank S. Goodson Univ. of Ga. City-Public Workds $2.20 Agency David M. Harvey Emory Univ. City-Finance Dept. $2,50 Agency Tony Hatcher Ga. Tech City-Public Works $2.20 CWSP Agency Janic.e Herring Clark College City-Public Library $2.20 CWSP .Agency Iris Hightower Clark College Community Arts, Inc. $2.20 Urban Corps Freddye Hill Northwestern Univ Ernmeys House $2.50 Vista Joan Hollenbach Emory Law School City-Attorney's Office $2.50 John Hotard Univ of Ga. City-Sanitation $2.20 .Agency Lydia H. Howard Spelman Literacy Action Found. $2.50 Vista Dorothy Hump"l~y Morris Brown YWCA $1.80 Martha Irby Emory University City-Finance $2.20 Rudolph Jefferson Morris Brown Mennonite House $2.20 CWSP .Agency ·Arion Kennedy Morehouse Rent-a-Kid $1.80 CWSP Agency Rita Kirshstein Emory Fulton County Health $2.20 Diane Lewis Spelman Atlanta Girls Club $1.80 CWSP .Agency . Marj orina Langford Georgia State Urban C rps Staff $1.80 CWSP Agency Cathleen Liang Atlanta Univ. City-Finance $2.50 Andrea Luce Randolph-Macon Decatur/ DeKalb YMCA $Jii::80 AUC Agency Robett Izynes West Gerogia City-Water Works $2.20 CWSP .Agency Cynthia Knight Clark College Wheat Street Bapt. $2.20 CWSP AlIC* West Georgia Rent -a-Kid $2.20 CWSP .Agency John (__:y') Mann u 14.UC CWSP Agency Agency .Agency .Agency Agency �l Page 3 COLLEGE Oglethorpe College AGENCY City-Mayor's Office RATE $2-20 80% CWSP 20% Agency Emmett McCord DeKalb Junior Rent-a-Kid $1.80 CWSP Agency Albertine Mccrary Georgia State Rity-Atl. Public Lib. $1.80 . CWSP Agency Eddie McMichael Morehouse Community Arts, Inc. $2.20 CWSP 143.215.248.55* Alan Miller Ga, Tech Kennesaw Park $2, 20 Addie Mitchell Morris Brown Wheat Street Bpt. $2.20 CWSP AUC Jesse Moore Morehouse American Cancer Society $2.20 CWSP Agency James A. Mulligan Emory University Fulton County Health $2.50 Harold R. Nash !B'erogaii Tech ~ity-Treffic Enginner. $2.20 Nancy A. Norbert Emroy Univ. City-Parks & Ree-Kenn. $2.50 Richard Padgett Brown Univ. Atl. Youth Council $1.80 CWSP Agency Delbeet Paul Georgia Tech Whaat Street Bapt. $2.20 CWSP AUC Betty Peters Clark College Literacy Action Found. $2.20 CWSP Agency Linda Robinson Georgaa State Wheat Street Bapt. $2.20 CWSP AUC Leon Scandrick DeKalb Junior Rent-a-Kid $L8o ·, CWSP Agency Teia Sinkfield Spelamn Youth Coun·c il $2.20 CWSP Agency · Bartow Snooks Emory City-Sanitation $2.20 Agency Ruth Simmons Emory City-Parks & Rec -Kenn . $2 . 20 Agency Valendia Spaulding Brandeis Rent-a-Kid $L 80 Paul Stansbury Ga . Tech City- Sa.nitat ion $2 . 20 J ulius Stephens Mor ehouse City- Parks & Rec . $2 . 20 Margaret Swart sel. Agnes Scott Urban Corps Staff $2 . 50 NAME JosJ?ph Menez Cg) 0 100% Vista Agency CWSP Agency Agency CWSP Agency Agency CWSP Agency AUC �r Page 4 -COLLEGE NAME AGENCY RATE 801& 20% 109% Charles S.. Thomas DeKalb Junior Conmrunity Council $L80 CWSP Agency Jerry Thompson Emory Family Counseling Center $2.20 ,_AUC . Agency Larry TilleF West Ga. Rent-a-Kid $1.80 CWSP Agency Randall Tony Ga. State City-Sanitation $2.20 Valerie Tomlinson DeKalb Jnnior YWCA-Phyllis Wheatley $1.80 Willia.'11 Travis Ga. St(3.te City=Sanitat ion $2.20 Agency Sally Tucker Agnes Scott City-Parks & Rec-Kenn. $2.20 Agency James Uffleman Ga. Tech Sity-Sanitation $2.20 Agency Bettye Underwood Morris Brown Urban Corps Staff $2.20 CWSP AUC Patricia Watkins DeKalb Junior YWCA-Phyllis Wheatley $L80 CWSP AUC Paula Whatley Univ of Penn. Fulton County Health $2.20 CWSP Agency David Whelan Harvard · Urban Corps Staff $2.50 AUC Benjamin White UNC Literacy Action Found. $2.50 VISTA Dawn White Atlanta Univ. Urban Corps Staff $2.50 VISTA James Wilcox Ga. Tech City-W a:t;er Dept. $2.20 CWSP Agenc¥ James Wilson Ga. Tech Rent-a-Kid $2.20 CWSP Agency Rosalind Williams Morris Brown Gate City Day Nursery $2 .20 CWSP Agency Michael Winston ; West Georgia City-Dept of Planning $2.20 CWSP Agency Gary Wood Mercer Rent-a-Kid $2.20 AUC Agency Ga . State City-Mayors Office $2.50 CWSP Agency Mary J. Woodward lo j Agency CWSP AUC ' i II �(Assigned) Page 5 COLW-E NAME Rudine Arnold .AGENCY RATE _80% Spelman Kirkwood Christain C. $2.20 CWSP Agency West Ga. Fulton County Health $2.20 CWSP Agency Antioch City_Mayors Office $2.20 AUC Agency Macy Best DeKalb Junior Urban Lab In Education $1.80 CWSP AUC Katherine Betsill West Ga. Decatur/NeKalb YMCW: $1.80 CWSP Agency Solomon Berry, Jr. Univ. of Ga. Crime Commission $2 .20 CWSP( via SREB ) Agency CWSP Agency Stanley Ball ~ Maney Berk q t /Ir'" Carol Bonner Clark College Peace Corps Project $2.20 Clifton Bostick Ga. State City -Sanitation $2 .20 Regina Braxton Morris Brown Fulton County Health $1.80 CWSP Agency Charles Brown Ga. Tech St. Vincent De Paul $2.20 CWSP Agency Lucille Brown West Ga. Fulton County Healt h $2.20 CWSP Agency Robert Brown Mores house City-Purhcasing Dpet . $2 .20 CWSP Agency Sally Cantor Lake Forest Service Learning Conf. $2.20 CWSP AUC Vivian Chandler Morris Brown Gate City Day Nursery $2 .20 CWSP Ageno-y Roosevelt Childress Clark College City -Water Wor kds $2 .20 CWSP Agency Margie Cohen Morris Brown City-Atl Public Lib. $2.20 CWID'P Agency Br enda Comer Mrl1Dris Brown Atl. Girls Club $2.20 CWSP Agency Diane Cousi neau West Ga. Fulton County Health $2, 50 CWSP Agency Tom Cuffie Morehouse City-Atl. $2.20 CWSP Agency Caretha Daniels Ga. St ate Grady Hospital $2.20 Mary Daniels Emory Ki rkwood Christian $2 .20 Public Li b . Agency AUC CWSP Agency �Page 6 (assigned) COLLEGE NAME AGENCY --- 80% ao% Calvin Davis Morris Brown City-Parks & IR.€c. $l.8~ CWSP Agency Sylvia Dawson Lake Forest Atlanta Youth Council $l.80 CWSP Agency Carolis Deal Sewanee Gate Cit;w- Nay Nursery $2.20 CWSP Agency Imnond Deen Tulane Urban Corps Staff $2.50 Peggy Dodson Clark College City-Atl.· Pub. Lib. $2.20 Aue ·- Agency Alvin Dollar Morehouse Crime Commission $2.20 CWSP ll#!,ency Pamela Dozier Spelman Ga. Easter Seil Soceity $2.20 CWEP Agency Sara Erlick Ml;. Holyoke Atl. Service Learning $2.20 Kenneth Fagen Morehouse City-Traffic Engin. $2.20 CWSP Agency Mary Fagan C~ark College .American Cancer Soc. $2.20 CWSP Agency City-Sanitat ion $2.20 Southwestern City~Comm. Rel. Comm. $1.80 CWSP Agency Ga. Tech City-Mayors Office $2,50 AUC Agency Mary Freeman Vassar Decatur/DeKalb YMCA $l.80 CWSP Agency Morris Friedman Univ of Ga. City-Water Dept. $2.20 Robert Friend Morehouse Atlanta Youth Council $2.20 CWSP Agency Mary Gordon Agnes Scott Community Council $2.20 AUC Agency Katherin Hatcher Ga. Tech City-Water Dept. $l.80 CWSP Agency Charles Haynes Emroy Street Theater $2.20 AUC Agency Rose Haywood Morris Brown Atlanta Youth Council $2.20 CWSP Agency David Henderson Ga . Tech City-Water Dept . $2.20 CWSP Agency -·- __ , Frances Flowers Janice Foster ~ ·-- .... ~ ---~. - Ga.' State Gregory Faison \\\tf \ t..( RATE! --- 100% AUC AUC Agency CWSP* (see SREB) .Aj!,ency �Page ;g; 7 (assigned) COLLEGE NAME - 20% $2.20 CWSP Agency URBAN CORPS-$200 100% Barbara Holland Clark College Urban Lab in Educ a. VOL. Michael Holland Emory Univ. City-Fi nance Dept. $2.50 Jerry Howard Morris Brown City-Parks & Rec. $2.20 M"ostofa Howeedy Ga. Tech City-Planning Dept. $2.50 Agency Thomas Hunt Ga. Tech Atl. Housing Conf. $2.20 VISTA JoAnn Ingle Georgia College Atlanta Youth Council $2. 20 CWSP Agency Norman Ingram West Georgia City-Atlanta Pub. Lib $2.20 CWSP Agency Oglethorpe City-Mayors Office $2.20 Margaret J accino West Ga. Fulton County Health $1. 80 Barbara Kalvelage Ga. State Atlanta Setvice Learn. $2.20 Allen Keck Ga. Tech Rent -a-Kid $2.20 William Kemp Ga. Tech City-Water Dept. $2 .50 Kathleen Kennedy West Ga. Fulton County Health $1.80 CWSP Agency Stephen Kiemele West Ga. Fulton County Health $1. 80 CWSP Agency Sohn King Ga. Tech Atlanta Youth Council VOLUNTEER - Maureen Kreger Spelman Fulton Count y Health $2.20 VISTA Paul S. Li Ga. Tech City-Sanitation $2.50 Agency Susie Lindsey Ga. State Atlanta Girls Club $1.80 Gordon Lurie Emory Fulton County Health $2.50 VISTA Marvin Mangham Morehouse City-Fi nance Dept . $2 . 50 Agency Jon Marti n Em.ray City-Mayors Office $2. 20 VISTA llhoma.s Issac V- -~ ,r & Rec 80% West Georgia .. . City-Parks RATE Ernest Hendernon I /1.... AGENCY Agency CWSP Agency VISTA CWSP Agency AUC ffifSP Agency _ Agency ~r)J')--()~ AUC Agency �---, Pagb 8 t (assigned) . . - ·- - . 800/o NAME Ralph Martin COLLEGE R!mory AGENCY National Welfare Rights RATE $l.80 VISTA Jennifer Mauldin Agnes Scott Fulton County Health $l.80 Agency Anne Mayeaux Emory Family Counseling Center $2.50 AUC Agency Fred McCord DeKalb Junior Decatur/DeKalb YMCA $L80 CWSP Agency Morris Brown eity-Parks & Rec. $l.80 CWSP Agency Patricia McLaughlin West Ga. Atlanta Girls Club $1.80 CWSP Agency Kenneth Millwood Univ of Ga. Urban Corps Staff $2.50 Madie Moore Spelman City-Atl Public Lib. $2.20. Steve Mwamba Ga. State Urban Corps Staff $2.20 AUC Helen Newma...'1 Emory Fulton County Health $2.50 Vista Shirley OWens Ga. College City- Atl. Public Lib. $2.20 CWSP Agency William Patterson Indiana Univ. Atlanta Youth Council $2.20 CWSP Agency Belinda Pennington Morris Brown Innnigration Dept. $1.80 CWSP Agency John Petzelt Ga. State Ga. State Dept of Pshy. $2.20 VISTA Susan Pickard Agens Scott Kennesaw Mt. $2.20 VISTA Sanford Prate.Er Morris Brown Sara Murphy Homes $2.20 James Rabb Ga. Tech City-Finance Dept. $2.20 Rubye Render Morris Brown City-Parks & Rec. $'.2.20 CWSP Agency Gene Roberts Southwestern Street Theater $1.80 CWSP Agency Charlotte Robins on DeKalb Junior Gate City Day Nursery $1.80 CWSP Agency RusseiH Rucker DeKalb Junior Kirkwood Christain $1.80 CWSP Agency J ames Searc) DeKalb Junior Vine City Child Dev. $1.80 CWSP Agency I · Chester McElroy Lz.... 20% moo% AUC CWSP AUC Agency Agency Agency I I l �-I -, Page! 9 (as signed) COLLEGE NAME I RATE 80% 20% CWSP Agency · 100% Leroy Shields Yeshieva College Ga. Easter Seal Soc. $2.20 Michele Si l berstei n Georga Rash. Univ. Atl anta Yo~h Council Volunteer - Carroll Sinnnons Mor ris Brown Atlanta Girl s Club $2.20 CWSP Agency Martha Simmons Clark College Atlanta Youth Council $1. 80 AUC Agency Deborah Smal l Mor ris Brown Tonnigration Dept. $1.80 CWS P Agency Ga . State Street Theater $2. 20 CWSP Agency Vdlrgini a Smtih Spelman Gate City Day Nursery $2.20 CWSP Agenct Susan Strobhert We st Georgia Kirkwood Christian $2.20 CWSP Agency Mary Strozier Morris Brown Vine City Chil d Dev . $2.20 CWS P Agency Mi chael Stubblefield Sore house Street Theater $2.20 AUC Agency Evans Studdi vmit DeKalb Junior Boy Scouts $1. 80 CWSP Agency Const ance Thurman We st Georgia · Grady Girl s Club $2.20 CWSP Agency Donna Turner West Georgia Decatur/DeKalb YMCA $2. 20 CWSP Agency - Val er i e Valera Ga . St ate Ga. State Dept of Ed Psy $2,50 VISTA Arthur von Keller Emory Emroy Legal Aid $2.50 VISTA Archlee Walla ce Ga. Tech City- Sanitation $2 .20 Agency John Walsh ~9-cy City-Finance Dept . $2.50 Agency Eloise Warner Morris Brown Gate City Day nursery $2 . 20 Carol Watkins Agnes Scott Fulton County Health $2.20 Geneva Weaver Sa . Tech Gate City Day Nurs ery $1.80 Elizabeth Whigham Emory Atlant a Housing Conf. $2. 20 Chri stine Snuil.th z' AGENCY .. -, Agency- $200 CWSP Agency Agency CWSP Agency Vi sta �~ Page 10 (assigned) - NAME COLLEGE AGENCY RATE 80% 20% ' Eugen White Ga. Tech City-Water Dept. $2.20 CWSP Agency Susan Windom West Ga. Fulton County Health $2.~0 CWSP Agency Eulis Witcher East Carolina Fulton County Governt. $2.50 AUC Agency Dorothy Wright Clark College City-Atlanta Public Lib. $2.20 CWSP Agency Gunter Zietlow Ga. tech City-Avaition $2.50 100% Agency 1. �r PAGE 11 TENTATIVE PLACEMENT College NAME .AGENCY RATE ~ 20% 100% _, ! Pamela Wilkes Clark College City-Parks & Rec.-Kenn $L80 Agency Richard de Mayo Em.ory City-Parks & Rec . -Kenn $2 . 20 Agency Burnley Bainbridge Emroy Atlanta Girls Club VOL. Sandra Mincey Spelman Wheat St r eet $2. 20 Beverl y Grimes DeKalb Junia,r City-Bl anning $1.80 CWSP Agency Clovia Wheeler Morri s Brown City - Purchasing $2. 20 CWSP Agency Mary Hampton DeKalb Junior City - Parks & Rec $1. 80 CWSP Agency Patricia Simms Ga. College Urban Lab in Education $1 .80 CWSP AUC Richard Steele Ga Tech City -Water Dept $2 . 20 Ruth Sistaire Morri s Brown Rent - a - Ki d $1 .80 CWSP Agency J ame s Deiure s Clark College Atlanta Youth Council $1.80 CWSP Agency 1· Lloyd Sanders Morehous e Atl anta Youth Council $2.20 CWSP Agency I Morris Brown City -Motor Transportation $2 . 20 CWSP Agency Dor othy Hicks \IA\ w~~ , Gc'-T__Q_~ W\-~i ~ -)0 Agency- $200 AUC Agency I v t sr1t- � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document NAME L. D. Alexander Melvin Almond Phyllis Atkins Franklin Benefield Edwin M. Barrett Marianne T. Boder Jane Bridges James M. Bruce s Steve Chandler Charles Choice \ A) Dancthriistienwomy Ab Walter Collier ‘Naney Corcoran Inmond Deen Daniel Dragalin Walter Driver Peggy Durrah James Elman \ J Thomas Fleming — Michael Floyd Gramaze Fretwell Beverly J. Gaither Margaret Gerber B COLLEGE Clark College DeKalb College Georgia State Emory University Morehouse College Georgia Tech Georg9a State Florida Presby. Clark College GEOREA A TEC Dees Geergia State Emory University Tulane University Georgia Tech.. Clark College Georga State Vanderbilt Univ. Georgia State Mor ehouse Clark College Georgia State - Emroy University AGENCY HeKalb/Decatur YMCA City-Traffic Engineering Wheat Street City-Sanitation Ga. State Employ Ser City-Finance Dept City-Public Library Emory University .._ City-Mayor's. Office Fulton Connty Health City-Planning Dept. City-Mayor's Office City-Aviation Emroy-Legal Aid Atlanta Urban Corps City-Water Dept Community Arts, Inc. City-Parks Dept City-Sanitation City-Mayors Office City-Parks Dept Atl. Youth Council Fulton County Health Atlanta Urban Corps $1.80 $1.80 $2.20 $2.50 $2.20 $2.20 $2.50 $2.50 $1.80 $2.20 $2.50 $1.80 $2.50 $2.50 $2.20 $2.20 $1.80 $2.50 $2.50 $2.20 $2.20 $1.80 $2.50 80% CWSP CWSP CWSP AUC CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP Agency Agency Agency Agency ws Agency Agency Agency Agency Agency VISTA AGENCY Vista Vista Agency Vista Urban Corps | Agency Vista Vista Page 2 NAME Frank S. Goodson David M. Harvey Tony Hatcher Janice Herring Iris Hightower Freddye Hill Joan Hollenbach John Hotard lydia H. Howard Dorothy Humphry Martha Irby Rudolph Jefferson Arlon Kennedy Rita Kirshstein Diane Lewis Marjorina Langford Cathleen Liang Andrea Luce Robett Lynes Cynthia Knight John Mann ® COLLEGE Univ. of Ga. Emory Univ. Ga. Tech Clark College Clark College Northwestern Univ Emory Law School Univ of Ga. Spelman Morris Brown Emory University Morris Brown Morehouse Emory Spelman Georgia State Atlanta Univ. Randolph-Macon West Gerogia Clark College West Georgia AGENCY City-Public Workds City-Finance Dept. City-Public Works City-Public Library Community Arts, Inc. Emmgys House City-Attorney's Office City-Sanitation Literacy Action Found. YWCA City-Finance Mennonite House Rent-a-Kid Fulton County Health Atlanta Girls Club Urban C rps Staff City-Finance Decatur/DeKalb YMCA City-Water Works Wheat Street Bapt. Rent-a-Kid RATE $2.20 $2.50 $2.20 $2.20 $2.20 $2.50 $2.50 $2.20 $2.50 $1.80 $2.20 $2.20 $1.80 $2.20 $1.80 $1.80 $2.50 $180 $2.20 $2.20 $2.20 804 CWSP CWSP AUC CWSP CWSP CWSP CWSP CWSP AUC CWSP CWSP CWSP Agency Agency Agency Agency Agency Agency Agency. Agency Agency Agency AUC* Agency 100% Agency Agency Urban Corps Vista Agency Vista Agency Agency Agency Page 3 TAME \ \ COLLEGE AGENCY Jospph Mene Oglethorpe College City-Mayor's Office — Emmett MeCord Albertine McCrary Eddie McMichael Alan Miller Addie Mitchell Jesse Moore James A. Mulligan Harold R. Nash Naney A. Norbert Richard Padgett Delbest Paul Betty Peters Linda Robinson Leon Scandrick Teia Sinkfield Bartow Snooks Ruth Simmons Valendia Spaulding Paul Stansbury Julius Stephens Margaret SwartseL (a) DeKalb Junior Georgia State Morehouse Ga. Tech Morris Brown Morehouse Emory University Berogaii Tech Emroy Univ. Brown Univ. Georgia Tech Clark College Georgaa State DeKalb Junior Spelamn Emory Emory Brandeis Ga. Tech Morehouse Agaes Scott Rent-a-Kid fity-Atl. Public Lib. Community Arts, Inc. Kennesaw Park Wheat Street Bpt. American Cancer Society Fulton County Health CTity-Treffic Enginner. City-Parks & Ree-Kenn. Atl. Youth Council Wheat Street Bapt. Literacy Action Found. Wheat Street Bapt. Rent-a-Kid Youth Council City-Sanitation City-Parks & Rec-Kenn. Rent-a-Kid City-Sanitation City-Parks & Rec. Urban Corps Staff RATE $2.20 $1.80 $1.80. $2.20 $2.20 $2.20 $2.20 $2.50 $2.20 $2.50 $1.80 $2.20 $2.20 $2.20 $1.80 $2.20 $2.20 $2.20 $1.80 $2.20 $2.20 $2.50 80% CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP 20% Agency Agency Agency ea% Auc * Agency Agency Agency AUC * Agency AUC * Agency Agency © Agency Agency 100% Vista Agency Agency Agency Agency Agency AUC Page NAME —_—_—— Charles &, Thomas Jerry Thompson Larry Tilley Randall Tony Valerie Tomlinson William Travis Sally Tucker James Uffleman Bettye Underwood Patricia Watkins Paula Whatley David Whelan Benjamin White Dawn White James Wilcox James Wilson Rosalind Williams Michael Winston ; Gary Wood ~, Mary J. Woodward \\Y lo COLLEGE DeKalb Junior Emory West Ga. Ga. State DeKalb Junior Ga. State Agnes Scott Ga. Tech Morris Brown DeKalb Junior Univ of Penn. Harvard UNC Atlanta Univ. Ga. Tech Ga. Tech Morris Brown West Georgia Mercer —— Ga. State. AGENCY Community Council Family Counseling Center Rent-a-Kid City-Sanitation YWCA-Phyllis Wheatley City=Sanitation City-Parks & Rec-Kenn. Sity-Sanitation Urban Corps Staff YWCA-Phyllis Wheatley Fulton County Health Urban Corps Staff Literacy Action Found. Urban Corps Staff City-W ater Dept. Rent-a-Kid Gate City Day Nursery City-Dept of Planning Rent-a-Kid City-Mayors Office RATE $1.80 $2.20 $1.80 $2.20 $1.80 $2.20 $2.20 $2.20 $2.20 $1.80 $2.20 $2.50 $2.50 $2.50. $2.20 $2.20 $2.20 $2.20 $2.20 $2.50 804, CWSP AUC CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP Auc CWSP AUC AUC AUC Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency AUC VISTA VISTA (Assigned) Page 5 NAME Rudine Arnold Stanley Ball + a UP Maney Berk.q__)! Macy Best Katherine Betsill Solomon Berry, Jr. Carol Bonner Clifton Bostick Regina Braxton Charles Brown Iucille Brown Robert Brown Sally Cantor Vivian Chandler Roosevelt Childress Margie Cohen Brenda Comer Diane Cousineau Tom Cuffie Caretha Daniels Mary Daniels 1 COLLGE Spelman West Ga. Antioch DeKalb Junior West Ga. Univ. of Ga. Clark College Ga. State Morris Brown Ga. Tech West Ga. Moreshouse Lake Forest Morris Brown Clark College Morris Brown Mppris Brown West Ga. Morehouse Ga. State Mmory AGENCY Kirkwood Christain C. Fulton County Health City_Mayors Office Urban Lab In Bducation Decatur/NeKalb YMCK Crime Commission Peace Corps Project City-Sanitation Fulton County Health St. Vincent De Paul Fulton County Heal h City-Purheasing Dpet. Service Learning Conf. Gate City Day Nursery City-Water Workds City-Atl Public Lib. Atl. Girls Club Fulton County Health City-Atl. Public Lib. Grady Hospital Kirkwood Christian RATE $2.20 $2.20 $2.20 $1.80 $1.80 $2.20 $2.20 $2.20 $1.80 $2.20 $2.20 $2.20 $2.20 $2.20 $2.20 $2.20 $2.20 $2.50 . $2.20 $2.20 $2.20 80% CWSP CWSP AUC CWSP CWSP CWSP(via CWSP CWSP CWSP CWSP CWS P CWSP CWSP CWSP CWBP CWSP CWSP CWSP CWSP SREB) 20% Agency Agency Agency — AUC . Agency Agency Agency Agency Agency Agency Agency AUC Agency Agency Agency Agency Agency Agency Agency 100% Agency AUC uU Page 6 (assigned) NAME Calvin Davis Sylvia Dawson Carolis Deal _Inmond Deen Peggy Dodson Alvin Dollar Pamela Dozier Sara Erlick Kenneth Fagen Mary Fagan Gregory Faison Frances Flowers Janice Foster Mary Freeman Morris Friedman Robert Friend Mary Gordon Katherin Hatcher Charles Haynes Rose Haywood David Henderson COLLEGE Morris Brown Lake Forest Sewanee Tulane Clark College Morehouse Spelman Me. Holyoke Morehouse Clark College mer Ga. State Southwestern Ga. Tech Vassar Univ of Ga. Morehouse Agnes Scott Ga. Tech Emroy Morris Brown Ga. Tech AGENCY City-Parks & Rec. Atlanta Youth Council Gate City Nay Nursery Urban Corps Staff City-Atl. Pub. Lib. Crime Commission Ga. Easter Seal Soceity Atl. Service Learning City-Traffic Engin. American Cancer Soc. City-Sanitation City-Comn. Rel. Comm. City-Mayors Office Decatur /DeKalb YMCA City-Water Dept. Atlanta Youth Council Community Council City-Water Dept. Street Theater Atlanta Youth Council City-Water Dept. RATE ! $1.80 $1.80 $2.20 $2.50 $2.20 $2.20 $2.20 $2.20 $2.20 $2.20 $2.20 $1.80 $2.50 $1.80 $2.20 $2.20 $2.20 $1.80 $2.20 $2.20 $2.20 CWSP CWSP CWSP AUC CWSP CNEP CWSP CwSP CwSP AUC CWSP CWSP* (see SREB) CWSP AUC CWSP AUC CWSP CWSP 80% Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency 100% AUC AUC Agency Page & 7 (assigned) NAME COLLEGE AGENCY RATE 80% 20% 100% a Ernest Henderson West Georgia ..- City-Parks & Rec $2.20 CWSP Agency we Barbara Holland Clark College Urban Lab in Educa. VOL. URBAN CORPS -$200 Michael Hollard Emory Univ. City-Finance Dept. $2.50 Agency Jerry Howard Morris Brown City-Parks & Rec. $2.20 CWSP Agency Mostofa Howeedy Ga. Tech City-Planning Dept. $2.50 Agency Thomas Hunt Ga. Tech Atl. Housing Conf. $2.20 VISTA JoAnn Ingle Georgia College Atlanta Youth Council $2.20 CWSP Agency Norman Ingram : West Georgia City-Atlanta Pub. Lib $2.20 CWSP Agency A Seapets tema GY NNAOTET Office $2.20 VISTA Margaret Jaccino West Ga. Fulton County Health $1.80 CWSP Agency Barbara Kalvelage Ga. State Atlanta Setvice Learn. $2.20 | AUC Allen Keck Ga. Tech Rent-a-Kid $2.20 @WSP Agency William Kemp Ga. Tech City-Water Dept. $2.50 Agency Kathleen Kennedy West Ga. Fulton County Health $1.80 CWSP Agency Stephen Kiemele West Ga. Fulton County Health $1.80 CWwSP Agency Sohn King Ga. Tech Atlanta Youth Council VOLUNTEER - . Qapnny? 02 | Maureen Kreger Spelman Fulton County Health $2.20 . VISTA Paul Ss. Li Ga. Tech City-Sanitation $2.50 Agency Susie Lindsey Ga. State Atlanta Girls Club $1.80 AUC Agency Gordon Lurie Emory Fulton County Health $2.50 VISTA Marvin Mangham Morehouse City-Finance Dept. $2.50 Agency (\ Jon Martin rn ~*~ Gity-Mayors Office $2.20 VISTA Page 8 (assigned) NAME Ralph Martin Jennifer Mauldin Anne Mayeaux Fred McCord ”" Chester McElroy Patricia McLaughlin Kenneth Millwood Madie Moore Steve Mwamba Helen Newman Shirley Owens William Patterson Belinda Pennington John Petzelt Susan Pickard Sanford Prather James Rabb Rubye Render Gene Roberts Charlotte Robinson Russe@l Rucker James Search i COLLEGE Mmory Agnes Scott Emory DeKalb Junior Morris Brown West Ga. Univ of Ga. Spelman Ga. State Emory Ga. College Indiana Univ. Morris Brown Ga. State Agens Scott Morris Brown Ga. Tech Morris Brown Southwestern DeKalb Junior DeKalb Junior DeKalb Junior ° AGENCY National Welfare Rights Fulton County Health Family Counseling Center Decatur/DeKalb YMCA Pity-Parks & Rec. Atlanta Girls Club Urban Corps Staff City-Atl Public Lib. Urban Corps Staff Fulton County Health City- Atl. Public Lib. Atlanta Youth Council Immigration Dept. Ga. State Dept of Pshy. Kennesaw Mt. Sara Murphy Homes City-Finance Dept. City-Parks & Rec. Street Theater Gate City Day Nursery Kirkwood Christain Vine City Child Dev. RATE $1.80 $1.80 $2.50 $1.80 $1.80 $1.80 $2.50 $2.20 $2.20 $2.50 $2.20 $2.20 $1.80 $2.20 $2.20 $2.20 $2.20 ¢2.20 $1.80 $1.80 $1.80 $1.80 AUC CWSP CWSP CWSP CWwSP CWSP CWSP CWSP AUC CWSP CWSP CWSP CWSP CWSP Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency Agency 200% VISTA Agency AUC AUC Vista VISTA VISTA Agency z‘ Page 9 (assigned) NAME Leroy Shields Michele Silberstein Carroll Simmons Martha Simmons Deborah Small Christine Smith Vorginia Smtih Susan Strobhert Mary Strozier Michael Stubblefield Evans Studdivent Constance Thurman Donna Turner Valerie Valera Arthur von Keller Archlee Wallace John Walsh Eloise Warner Carol Watkins Geneva Weaver ELizapeth Whigham COLLEGE Yeshieva College George Wash. Univ. Morris Brown Clark College Morris Brown Ga. State Spelman West Georgia Morris Brown Morehouse DeKalb Junior West Georgia West Georgia Ga. State Emory Ga. Tech Erory Morris Brown Agnes Scott Fa. Tech Emory AGENCY Ga. Easter Seal Soc. Atlanta Youfh Council Atlanta Girls Club Atlanta Youth Council Immigration Dept. Street Theater Gate City Day Nursery Kirkwood Christian Vine City Child Dev. Street Theater Boy Scouts Grady Girls Club Decatur/DeKalb YMCA Ga. State Dept of Ed Psy Emroy Legal Aid City-Sanitation City-Finance Dept. Gate City Day nursery Fulton County Health Gate City Day ieee Atlanta Housing Conf. RATE $2.20 Volunteer - $2.20 $1.80 $1.80 $2.20 $2.20 $2.20 $2.20 $2.20 $1.80 $2.20 $2.20 $2.50 $2.50 $2.20 $2.50 $2.20 $2.20 $1.80 $2.20 80% CWSP CWSP AUC CWSP CWSP CWSP CWSP CWSP AUC CWSP CWSP CWSP CWSP CWSP 20% Agency Agency-$200 Agency Agency Agency Agency Agenct Agency Agency Agency Agency Agency Agency — Agency Agency 1004 VISTA VISTA Agency Agency Agency Vista a Page 10 (assigned) NAME Eugen White Susan Windom Eulis Witcher _ Dorothy Wright Gunter Zietlow COLLEGE Ga. Tech West Ga. East Carolina Clark College Ga. tech AGENCY City-Water Dept. Fulton County Health Fulton County Governt. City-Atlanta Public Lib. City-Avaition RATE $2.20 $2.20 $2.50 $2.20 $2.50 80% CWSP CWSP AUC CWSP 20% Agency Agency Agency Agency Agency PAGE 11 TENTATIVE PLACEMENT NAME Pamela Wilkes Richard de Mayo Burnley HMainbridge " Sandra Mincey Beverly Grimes Clovia Wheeler Mary Hampton Patricia Simms Richard Steele Ruth Sistaire James Deiures Lloyd Sanders Dorothy Hicks a KY Wolly Bloom yy College Clark College Emory Emroy Spelman DeKalb Junior Morris Brown DeKalb Junior Ga. College Ga Tech Morris Brown Clark College Morehouse Morris Brown GrTak AGENCY City-Parks & Rec.-Kenn City-Parks & Rec.-Kenn Atlanta Girls Club Wheat Street City-Blanning City-Purchasing City-Parks & Rec Urban Lab in Education City-Water Dept Rent-a-Kid Atlanta Youth Council Atlanta Youth Council City-Motor Transportation eye ey, RATE $1.80 $2.20 VoL. $2.20 $1.80 $2.20 $1.80 $1.80 $2.20 $1.80 $1.80 $2.20 $2.20 220 CWSP CWSP CWSP CWSP CWSP CWSP CWSP CWSP Agency-$200 Agency Agency Agency AUC Agency Agency Agency Agency 100% Agency Agency AUC Agency VISTA  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 29 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/7e7accb9ddd1e997a3069df632a470c1.pdf 18d3d5490fe0370100ec63013b5503ec Scripto Transcription A written representation of a document. Mr .. BU1 Mems Si N\1 Fra.t nity · Fowl ~~-t Atlant , Georgia Bill : ph "· � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Sigma Nu Fraternity -~ Atlanta, Georgia Mr. Bill Adams  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 28 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/16e18548e338368a6c0993255e10c639.pdf 7872fc6a9e7dd29bf5e98af0c3792223 Scripto Transcription A written representation of a document. June 23, 1969 )1r., e Dasb Qe(>rgia · cb BoX Atlant , r;ecira-iLn 34402 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document June 23, 1969 Mr. Mare Dash Georgia Tech Box 3402  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 27 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/15423cb307f3dd26cd7954dfc26870a1.pdf ac1228fb9996e431ccb8232847429d8f Scripto Transcription A written representation of a document. June 25, 1969 Mr . Sam Williams Atl nta Urban Corps Proj ct Municipal Auditorium Atl nta, Georgia 30303 Dear Sm: Pl a D vi not th attached copy of letter to Director of Fin nc: cone rning vel e pen_ s foJ: Urb n Corps Enrolle s . Charl 8 It is r que t d t _ t you provid m with nroll who will b r questing r imbur m nt for thi purpo nd, 1 o, n atim t of the numb r of mil that will be driv n both monthly nd in total for th -b n.i .fit of th Ur - n Corp• Proj ct. V ry truly your G or J. B rry Admini tn.tiv Coordinator OBJ!p At chment be: Charles L. qavis Dan Sweat / Johnny Robinson � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document June 25, 1969 Mr. Sam Williams Atlanta Urban Corps Project Municipa} Auditorium Atlanta, Georgia 30303 Dear Sam: Please note the attached copy of a letter to Director of Finance Charles Davis concerning taavel expenses for Urban Corps Enrollees. It is requested that you provide me with a list of those enrollees who will be requesting reimbursement for this purpose and, also, an estimate of the number of miles that will be driven both monthly and in total for the benefit of the Urban Corps Project. Very truly yours, George J. Berry Administrative Coordinator . GBJ:p Attachment be: Charles L. Davis Dan Sweat ie Johnny Robinson  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 26 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8649dfdcb8aea0561d574871a4e05f69.pdf 7755db536ab604afadeb52ad40ae2ddb Scripto Transcription A written representation of a document. THE INVOLVEMEN'.r OF HIGHER ~DUCATf.UN IN SERVICE-LEA..'lliING PROGRAMS: A PRELHH NARY REPORT Determining the degree to which area colleges and universities are involved in service-lear n.ing programs and ascertaining the attitud1:s of higher educatj on studef!.ts s faculty 9 and administrators toward community involvement constitute two of the principal concerns of the Atlan!:a Service Lean1ing Conference. To provide insight into these two areas of special interest, a nur!lber _ of college students are currently in the process of completing a survey of ten area colleges and universities. include~ The ten institutions Agnes Scott College , Atlanta University, Clark College, Emory Dniversity, Georgia Sta te College, Georgia Tech, Morehouse College, Morris Brown College, Oglethorpe College, and Spelman College. As part of a broader study of student manpower resources, this survey will seek ansuers to the followi ng kinds of questions: 1. To what extent does the involvement of higher education institutions va~y from campus to campus? What factors account for the variations? 2. To what extent does the degree of servi.ce-learning activities vary between different schools and departments within particular institut:f.ons? What accounts for the varia tions? 3. \Jhat areas of community life most readily lend themselves to student involvement? 4. What are the relative roles of students, faculty, and administrative personnel i n community development activities? 5. To what extent does existing curriculum encourage stude~t involvement in the community? Oo s tudents require academic credit for participa~ion in community activities? 6. How important are community involvement programs to students, faculty 9 and administrators? What do the terms "community involve!!l.ent 11 and "service- learning" suggest to these three important clientele groups? �7. What areas of community concern presently receive the greatest attention from higher education? ·The least concern? 8. Do e}dsting patterns of service-learning practices suggest that some institutions can best serve by specializing i n particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilita· ting and the forces inhibiting development of the service-learning concept. 2. Cataloguing existi ng pr ograms of communit y activities can assist ASLC 9 S role in coordinating service-learning progr ams and directing students i nt o progr ams mos t suitable to their individual preferences , 3. The r es ear ch wi l l mi rror the present s cope of s ervicel earning pr ograms and i ~ent ify areas of neglec t. 4. I n the l ong r un 9 cer t ain pr i orities may be set and t hereby assist ASLC in gaining the essential finan cial resources for funding service-l earning programs i n the areas demanding the .greatest concentration of community efforts. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document THE ZNVOLVEMEN? OF HIGHER EDUCATION IN SERVICE-LEARNING PROGRAMS: A PRELIMINARY REPORT Determining the degree to which area coileges and uni- versities are involved in service-learning programs and ascer- taining the attitudes of higher education stvdents, faculty, and administrators toward community involvement constitute two of the principal concerns of the Atlanta Service Learning Conference. To provide insight into these two areas of special interest, a number. of coliege students are currently in the process of completing a survey of ten area colleges and universities. The ten institutions include: Agnes Scott College, Atlanta University, Clark College, Emory University, Georgia State College, Georgia Tech, Morehouse College, Morris Brown College, Oglethorpe College, and Spelman College. As part of a broader study of student manpower resources, this survey #411 seek answers to the following kinds of questions: 1. To what extent does the invoivement of higher education institutions vary from campus to campus? What factors account for the variations? 2. To what extent does the degree of service-learning activities vary between different schools and depart- ments within particular institutions? What accounts for the variations? 3. What areas of community life most readily lend themselves to student involvement? 4, What are the relative roles of students, faculty, and administrative personnel in community development activities? 5. To what extent does existing curriculum encourage stu- deat involvement in the community? Do students require academic credit for participation in community activities? 6. How important are community involvement programs to stu- dents, faculty, and administraters? What do the terms "community involvement" and "service-learning" suggest to these three important clientele groups?  What areas of community concern presently receive the greatest attention from higher education? The least concern? Do existing patterns of service-learning practices suggest that some institutions can best serve by specializing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: ue The research will identify both the forces facilita- ‘ting and the forces inhibiting development of the ser- vice-learning concept. Cataloguing existing programs of community activities can assist ASLC'S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. The research will mirror the present scope of service- learning programs and identify areas of neglect. In the long run, certain priorities may be set and there~ by assist ASLC in gaining the essential financial resour- ces for funding service-learning programs in the areas demanding the greatest concentration of community efforts.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 25 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/6969dd9ff88d7391d74cde04d3b1f831.pdf e574183ed9052964ee52c161b8b3cf55 Scripto Transcription A written representation of a document. IN SERVICE-LEAWING PROGRAMS: A PRELIMINARY REPORT Dete1iniuing the degree to which area colleges and universities are invol·ted in service-lear.ning programs and ascertaining the attitudes of higher education students, faculty9 and administrators toward community involve::ment constitute two of the principal concerns of the Atlanta Service Learning Conference. To provide insight into these two areas of special interest, a mmber of college students are currently in the process of completing a survey of ten area col: eges and universities. include; The ten institutions Agnes Scott College ~ Atlanta Universi ty, Clark College, Emory Universi ty, Georgia State College, Georgia Tech, Morehouse College, Morr i s Bro~m Coilege, Oglethorpe College, and Spelman College. As part of a br oader s t udy of student manpower resour ces, this survey will seek ansuers to the f ollowi ng kinds of questions: 1. To what extent does the invo i vement of higher education inst itutions va-::y from campus to campus? What factor s account f or tr.e vari a tions? 2. To what ex tent does the degr ee of ser v i ce- learni ng a cti vities vary between different s chools and depar tments within particular institutions? What a ccou.1t s for the variations? 3. \Jhat areas of community l ife mos t readi ly l end thems elves to student involvement? 4. What are the relative roles of students, faculty, and administrative personnel in community development activities? 5. To what extent does existing curriculum encourage student involvement in the community1 Do s tudents require academic credit for partici?ation in community activities? 6. How important are community involvement programs to students, factlty 9 and administrators? What do the terms "community involvement" and "service-learning" suggest to these three important clientele groups? �7. What areas of community concern presently receive the greatest attention from higher education? The least concern? 8. Do existing patterns of service-learning practices suggest that some institutions can best serve by specializing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilitating and the forces inhibiting development of the service-learning concept, 2. Cataloguing existing programs of community activities can assist ASLC'.S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. 3. The research will mirror the present scope of servicelearning programs and i~entify areas of neglect. 4. In the long run 9 certain priorities may be set and thereby assist ASLC in gaining the essential financial resources for funding service-learning programs in the areas demanding the greatest concentration of community efforts. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document THR INVOCICesEN? us HIGHdEA b.t1eCAriuw IN SERVICE-LEARNING PROGRAMS: A PRELIMINARY REPORT Determining the degree to which area coileges and uni- versities are involved in service-leavning programs and ascer- taining the attitudes of higher education studerts, faculty, and administrators toward community involvement constitute two of the principal concerns of the Atlanta Service Learning Conference. To provide insight into these two areas of special interest, a number of college students are currently in the process of completing a survey of ten area colleges and universities. The ten institutions include. Agnes Scott College, Atlanta University, Clark College, Emory University, Georgia State College, Georgia Tech, Morehouse College, Morris brown College, Oglethorpe College, and Spelman College. As part of a broader study of student manpower resources, this survey will seek answers to the following kinds of questions: 1. To what extent does the invoivement of higher education institutions vary from campus to campus? What factors account for the variations? 2. To what extent does the degree of service-learning activities vary between different schools and depart- ments within particular institutions? Whet accounts for the variations? 3. What areas of community life most readily lend themselves to student involvement? 4. What are the relative roles of students, faculty, and administrative personnel in community development activities? 5. To what extent does existing curriculum encourage stu- dent involvement in the community? Do students require academic credit for participation in community activities? 6. How important are community involvement programs to stu- dents, facuity, end administrators? What do the terms "community invelvanent™ and "service-learning" suggest to these three important clientele groups?  What areas of community concern presently receive the greatest attention from higher education? The least concern? Do existing patterns of service-learning practices suggest that some institutions can best serve by specializing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: is The research will identify both the forces facilita- ting and the forces inhibiting development of the ser- vice-learning concept. Cataloguing existing programs of community activities can assist ASLC'S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. The research will mirror the present scope of service- learning programs and identify areas of neglect. In the long run, certain priorities may be set and there- by assist ASLC in gaining the essential financial resour- ces for funding service-learning programs in the areas demanding the greatest concentration of community efforts.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 24 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/26122c19c61a04a54e79e8577718e2e0.pdf 7410dff65a04446c4ce8f5e4e671da46 Scripto Transcription A written representation of a document. THE ATLANTA SERVICE-LEARNING CONFERENCE June - December, J969 Atlanta, Georgia This paper was developed from materials prepared by William R. Ramsay of the Southern Regional Education Board, by Dean Edward Holmes of Emory University, by Sam Williams of the Atlanta Urban Corps, by J. D. Kimmins of the Peace Corps, by Donald J. Eberly of the National Service Secretariat, and others. �The Service-Learning Concept To serve and to learnj these fundamental goals of our society are ingrained in the American rhetoric. But how to serve? and how to learn? An institutionalized, bureaucratized 20th Century America has effectively limited the answers to these questions. For "service to country" America legislatively requires mili tary duty only, which many of today's young people find morally questionable. For "learning" we have complex university systems with limited ability to respond to the individual and with oftimes conservative views of what is education and what is not. However, considerable attention is currently being given to the role of universities in service to society. At one extreme, arguments are heard that community involvement by an academic institution threatens its integrity and drains its resources. At the other end of the spectrum of opinion is the view of the university as a shaper of society with special social responsibilities because of its objectivity, standards, and resources of knowledge. These arguments about campus-in-community may obscure fundamental questions of the role of the community as an educational resource. Can the university perform its primary functions of education and the discovery of new knowledge without an involvement in s ociety? Can educational instit utions develop the type of manpower needed by a rapidly changing society, both as professiona ls a nd as citizens in a democra cy, without including t h e r esources of societal experience in the educat i onal process ? How might community service, sought by many students, best be designed as a learning experience and integrated with other aspects of a total educational pr ogr am? Alternatives to traditiona l "service" a nd "learning " do indeed exist , beca use Amer ica is va st and strives f or f r e edom of indivi dua l expr es s i on . Some uni ver s ities a nd colleges, f or example, b ending to strong and s ome~ times v iol e nt winds of cha nge , s uppor t t he creation of "free universities " on their campuses. But, heavy course loads and the "success" syndrome of a hurr y-up materialistic soci ety, do not do much to encourage the average college student to pursue ext ra-curr icular educat i on that is unnecessary f or a degree award . Exist ing service programs l ike Teacher Corps, VISTA, a nd Peace Corps a ttract only a t iny per centage of college graduates , partly be ca use the time spe nt with thes e a genc ies i s often const r ued a s a ltruis tic "sacri f i ce. " The fact is t h at our society' s definition of wh at is "practical, " mows down idealist by the hundreds of t ho usands. The System persuades many that "volunteer " serv i ce and educationa l experimentation is to b e undertaken at personal expense and risk, and onl.v rarely at the expense or risk of est ablished institutions. 1 �mL~;:;)-,~~l~~-:;-t-~--~~e·· ·---- I - ----~---. - ,-- ;cb:1)01 administrators -( hea:i.tty new needs of s·;.;uC:.ent :participation and incorporate that activity into the learning process. President Richard M. Nixon i Radio address of October 17, 1968 ·-·- --· -- - -··-·-- - - - -- --·-- --- - - ______________ .,__ 1 1 A new approach is both necessary and possible, It requires new meaning for 11practicality," new openness to change, new commitment to experimentation, new acceptance of the ability of youth, and indeed new social institutions and attitudes. • • to say nothing of competent human beings who are prepared to function in the new society. It is to search for these new attitudes and processes that the Atlanta Service-Learning Comference is convened. The Atlanta Service-Learning Conference On April 30, 1969, at Atlanta University, students, faculty members and agency officials met to discuss the f easibility of a proposal to convene a conference of six -months' duration, whose goal would be a thorough study of the concept of servi ce-learning in local appli cation. The participants voted to declare themselves the Atlanta ServiceLearni..rg Conference (ASLC), and to extend participant stat us to any agency, organization, or individual whose interests or activit i es have a bearing on the components of service-learning programs, or who have interests in the successful outcome of a loca l experiment in ser vice -learning . To date, s tudents , teachers, a dmi nistrators , educational inst itut ions, f ederal, regional, and local government agencies, and diverse other private and public agencies and i nsti tutions have indicated an a ctive, working i nterest i n t h e ASLC. ······ - - - ... ---· -· . ··- ·- --,.. ___... -·--- - ·-- ----- -------···- ~___ _________ _____ _ ..,. _ _ ____ The voi ce of J'outh has ser ved not ice that sat i s faction ca n' t be measured alone in dollars; that there is a need f or service and contribut ion beyond the at tainment of I mater ial success. I f these goals r equir e an investment l i n patience, then let us i nvest ; i f they r equir e money, 1 1 then let us spend. I i I ,- ·--·- - - -------- - ··- -- -··· . .... Daniel Evans Governor of Washington Keynote Address to 1968 Republican Convention ..• . .... Formally stat ed, the Conference is convened to combine the resoQ~ces of institutions and agencies concerned with the relationship between service experience and education, to explore and develop a conceptual framework and practical model for service-learning programs for universities 2 II II ' �a nd com.~unities, and to provide a structure for reflection and exc~ange 8,.::J.(mg various local community and education programs during a six-month period (June-December, 1969.) Careful study combined with actual involver.;.ent in service-learning programs should result in a comprehensive picture and plans for service-learning in communities and on campuses. To assist the participants in their study, several methods will be employed: I. Work Groups The Conference will function primarily through work groups, each undertaking to explore in depth and to produce a report on one assigned function of the concept of service-learning. Work groups will meet in individual sessions, subject to the Chairman 1 s call. The several compcnents of a service-learning program, as identified by the Conference and assigned as work-group top±cs, ,rith some q_uestions for their consideration, are~ 1. A Service Work Group What should be the size of the service rendered, in comparison with societal needs? What criteria defines relevant service? What service do students perform and wish to perform? What service can agencies accept? How long should service last? (summer, one term, full year or longer?) What kinds of agencies can accept youth in service? (Hospitals, Social Welfare, Educational, Religious, Governmental) Should service be full-time or part-time? 2. A Learning Work Group Can learning take place in roles which students consider socially irrelevant? How can students be helped to grasp the broader implications of what they learn by serving? What relationship exists between individual student goals and the , chose of alternative service opportunities? How can students be helped to raise the important, relevant q_uestions about their service experiences? How can interested, knowledgeable, and accessible faculty be identified and enlisted in the service-learning experience ? What implications of experience-based learning are pertinent to higher education in general? How, in fact, do students learn from experience ? How can it be . measured? How can community needs, student interests, and university programs interact to yield signif ica nt learning on the part of everyone involved? What methods and techniq_ues are most eff ective in pr eparing students for their job and community r oles ? 3 �3. A Curriculum and I nter-Institutional Work Gr oup What courses now exist which are relevant to service-learning programs as training for other forms of s ervice? What inter-institutional relations nm-r exist which could be utilized and developed for internships and program develop.rr:Brit? What effects will the service-lear ning experience have on student expectations in t he curriculum area? ·what effect on independent study or directed research ? What will be accredi ted and how much credit will be given and a sked? Will this req_uire cross-crediting among institutions? 4. A Research Work Group What i s t he t otal need for student manpower in Atlanta ? What is the total student manpower potential in Atla nta? Under what conditions could this manpower r esource be tapped for the benefit of everyone concerned? What changes in student attitudes occur during a servicelearni ng experience ? 5. A Fi nanc i al Work Gr oup In f unding service-learning programs , what share should be borne by the agency being served? by the student of educational institution? by the government ? How should the Atlant a Urban Corps be financed in the f ut ure? Wha t proportion of Work-Study f unds should be spent on off-campu:::; service activities ? 6. A Methods and Programs Work Gr oup What methods are used by other intern agencies i n the nation? What are t he rel eva nt pr ograms , proposed and developed, with in and without t he Atl anta area, that t he Conference should know about ? In what ways should the Conference relat e to other such programs? Work groups will marshall available resources , i mplement i deas and concepts, guide the progress of t he Conference, coor dinate i t s operations , st;1dy its conponent concerns , and make r ecommendati ons based upon thei r study and observat i ons toward t he creation of a comprehensive model fo~ a. continuing service- l earni ng operation i n Atlanta . II . Mont hly Meetings of the Conference Mont hl y sess i ons of t he entire Conference will of which one or more of the component concerns will Each work group wi l l have an oppor tunity t o chair a ference, and guide t he discussion as it sees f it to 4 be convened, at each be t he topi c of study. session of t he Confocus the attention of �the entire Conference on its particular component of service-learning. Each work group will organize its assigned session, calling in whatever additional resource people are needed to explore completely the topic of its concern. The schedule for subsequent sessions of the Conference is as follows: Early August Late August September October November Service Work Group Learning Work Group Curriculum Work Group Finance Work Group Research, Methods and Programs Work Groups Steering Committee December All persons attending the June 30 meeting are invited to select a work group in which to participate. Sign-up sheets are to be available in the June 30 afternoon seminars. The first work group meetings will be held at 11:00 Al~ on July 1. III. A Practical Laboratory Coincident with the launching of the Conference is the creation of the Atlanta Urban Corps, a group of 215 students serving full-time throughout tt.e summer with 16 city and 32 private non-profit organizations in Atlanta. Most Urban Corps members are funded on the basis of 8Cf'/o from the federal College Work-Study Program and 2oo/o from the employing agency. The Southern Regional Education Board under grants from the Economic Development Adminh:tration, Office of Economic Opportunity and Department of labor is providing support along with Atlanta businessmen and foundations to cover administrative costs and stipends for interns not eligible for the Work-Study Program. VISTA has assigned 25 associate positions to operate under Urban Corps auspices. j "- · l ,., _ ____ ., _ _ •. - - - - · · - · -· · . -·- - ·- ··~ - - _,., - - - - - - -· · - - -- - · - - - -- "The Urban Corps is the best example I've seen for young intelligent minds to grapple with the problems of the city." L___ Mayor Ivan Allen, Jr. __ _ , . . . _.,.,,_.. _ _ _ _ _ _ _ __ __ _ _ _ _ _ l l I - - - - - - - - - - - - _j Sam Williams, director of the Atlanta Urban Corps, points to the rele vance of the educational aspect of the program as he describes the educational evaluation team wh ich is a part of his t wenty-memb er staff. Nine s taff members make up the evaluation team which is responsible for developing and assuring educational dimension of each intern's summer assignment. Five professors serve as counselors to lend technical and educational assistance to individual interns and groups of interns, and with one pro fessional and three student staff members in the office plan seminars and coordinate other means of helping the interns make their summer work experiences educationally relevant. Each student will be r equired to present to the Urban Corps a report on his internship at the completion of his service period. 5 , i �Thus, the Urban Corps, in addition to accomplishing needed tasks in the community and offering both a swnmer job and a relevant educational experience to its members, provides a practical service-learning laboratory for the Conference. Through observation of the Urban Corps and participation of its members, the Conference is assured the necessary dialogue between theory and practice. A steering committee, composed of work group chai:rmen and other conveners of the Conference, has been formed to provide direction for Conference activities and to maintain a balance among the componentsof the service-learning concept. The motivation for convening the Conferenc?. combines an enlightened self-interest with an appreciation of the -broader potential of the service-learning idea. For examples, agencies are interested in competent manpower to do their tasks. They are also searching for potential career employees. Students are seeking experience and financial aid. Educational institutions are seeking to improve the education offered to students, to make it more relevant, and to identify useful career possibilities for students. By means of a service-learning program, it is hoped that these and other objectives can be more fully met than if each were pursued in isolation. Sponsors of the Conference include the following organizations: The City of Atlanta The Atlanta Urban Corps Economic Opportunity Atlanta The Colleges and Universities of Atlanta Department of Health, Education and Welfare The Southern Regional Education Board Volunteers in Service to America The Peace Corps Further information on the Conference may be obtained fr:-m the sponsoring agency officials identified in the program and from i-ro)_":-;: group chairmen. The mailing address of the Conference is: Atlanta Service-Learning Conference Peace Corps, Southern Region, Ste. B- 70 275 Peachtree Street) N. E. Atlanta, Georgia 30303 6 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document THE ATLANTA SERVICE-LEARNING CONFERENCE June - December, 1969 Atlanta, Georgia This paper was developed from materials pre- pared by William R. Ramsay of the Southern Regional Education Board, by Dean Edward Holmes of Emory University, by Sam Williams of the Atlanta Urban Corps, by J. D. Kimmins of the Peace Corps, by Donald J. Eberly of the National Service Secretariat, and others.  The Service-Learning Concept To serve and to learn; these fundamental goals of our society are ingrained in the American rhetoric. But how to serve? and how to learn? An institutionalized, bureau- cratized 20th Century America has effectively limited the answers to these questions. For "service to country" America legislatively requires mili- tary duty only, which many of today's young people find morally question- able. For “learning” we have complex university systems with limited ability to respond to the individual and with oftimes conservative views of what is education and what is not. However, considerable attention is currently being given to the role of universities in service to society. At one extreme, arguments are heard that community involvement by an academic institution threatens its integrity and drains its resources. At the other end of the spectrum of opinion is the view of the university as a shaper of society with special social responsibilities because of its objectivity, standards, and resources of knowledge. These arguments about campus-in-community may obscure fundamental questions of the role of the community as an educational resource. Can the university perform its primary functions of education and the discovery of new knowledge without an involvement in society? Can educational institu- tions develop the type of manpower needed by a rapidly changing society, both as professionals and as citizens in a democracy, without including the resources of societal experience in the educational process? How might community service, sought by many students, best be designed as a learning experience and integrated with other aspects of a total educational program? Alternatives to traditional "service" and "learning" do indeed exist, because America is vast and strives for freedom of individual expression. Some universities and colleges, for example, bending to strong and some= times violent winds of change, support the creation of "free universities" on their campuses. But, heavy course loads and the "success" syndrome of a hurry-up materialistic society, do not do much to encourage the average college student to pursue extra-curricular education that is unnecessary for a degree award. Existing service programs like Teacher Corps, VISTA, and Peace Corps attract only a tiny percentage of college graduates, partly because the time spent with these agencies is often construed as altruistic "sacrifice." The fact is that our society's definition of what is "practical," mows down idealist by the hundreds of thousands. The System persuades many that "volunteer" service and educational experimentation is to be undertaken at personal expense and risk, and only rarely at the expense or risk of estab- lished institutions.  - . + School administrators {must) wale up to the healthy new needs of stucent participation and incorporate that activity into the learning process. President Richard M. Nixon Radio address of October 17, 1968 lami A new approach is both necessary and possible. It requires new mean- ing for "practicality," new openness to change, new commitment to experi- mentation, new acceptance of the ability of youth, and indeed new social institutions and attitudes. . . to say nothing of competent human beings who are prepared to function in the new society. It is to search for these new attitudes and processes that the Atlanta Service-Learning Comference is convened. The Atlanta Service-Learning Conference On April 30, 1969, at Atlanta University, students, faculty members and agency officials met to discuss the feasibility of a proposal to con- vene a conference of six-months’ duration, whose goal would be a thorough study of the concept of service-learning in local application. The participants voted to declare themselves the Atlanta Service- Leaming Conference (ASLC), and to extend participant status to any agency, organization, or individual whose interests or activities have a bearing on the components of service-learning programs, or who have interests in the successful outcome of a local experiment in service-learning. To date, students, teachers, administrators, educational institutions, federal, regional, and local government agencies, and diverse other private and public agencies and institutions have indicated an active, working in- terest in the ASLC. The voice of youth has served notice that satisfaction can't be measured alone in dollars; that there is a need for service and contribution beyond the attainment of material success. If these goals require an investment in patience, then let us invest; if they require money, | then let us spend. { | i | i ! | Daniel Evans ' Governor of Washington i Keynote Address to 1968 Republican Convention t Formally stated, the Conference is convened to combine the resources of institutions and agencies concerned with the relationship between ser- vice experience and education, to explore and develop a conceptual frame- work and practical model for service-learning programs for universities and communities, and to provide a structure for reflection and exchange emong various local community and education programs during a six-month period (June-December, 1969.) Careful study combined with actual involve- ment in service-learning programs should result in a comprehensive picture and plans for service-learning in communities and on campuses. To assist the participants in their study, several methods will be employed: I. Work Groups The Conference will function primarily through work groups, each undertaking to explore in depth and to produce a report on one assigned function of the concept of service-learning. Work groups will meet in individual sessions, subject to the Chairman's call. The several compcnents of a service-learning program, as identified by the Conference and assigned as work-group topics, with some questions for their consideration, are; 1. <A Service Work Group What should be the size of the service rendered, in comparison with societal needs? What criteria defines relevant service? What service do students perform and wish to perform? What service can agencies accept? How long should service last? (summer, one term, full year or longer?) What kinds of agencies can accept youth in service? (Hospitals, Social Welfare, Educational, Religious, Governmental) Should service be full-time or part-time? 2. A Learning Work Group Can learning take place in roles which students consider socially irrelevant? How can students be helped to grasp the broader implications of what they learn by serving? What relationship exists between individual student goals and the chose of alternative service opportunities? How can students be helped to raise the important, relevant questions about their service experiences? How can interested, knowledgeable, and accessible faculty be identified and enlisted in the service-learning experience? What implications of experience-based learning are pertinent to higher education in general? How, in fact, do students learn from experience? How can it be. measured? How can community needs, student interests, and university pro- grams interact to yield significant learning on the part of everyone involved? What methods and techniques are most effective in preparing students for their job and community roles? 36 h, pr A Curriculum and Inter-Institutional Work Group What courses now exist which are relevant to service-learning programs as training for other forms of service? What inter-institutional relations now exist which could be utilized and developed for internships and program development? What effects will the service-learning experience have on student expectations in the curriculum area? What effect on independent study or directed research? What will be accredited and how much credit will be given and asked? Will this require cross-crediting among institutions? A Research Work Group What is the total need for student manpower in Atlanta? What is the total student manpower potential in Atlanta? Under what conditions could this manpower resource be tapped for the benefit of everyone concerned? What changes in student attitudes occur during a service- learning experience? A Financial Work Group In funding service-learning programs, what share should be borne by the agency being served? by the student of educational institution? by the government? How should the Atlanta Urban Corps be financed in the future? What proportion of Work-Study funds should be spent on off-campus service activities? A Methods and Programs Work Group What methods are used by other intern agencies in the nation? What are the relevant programs, proposed and developed, within and without the Atlanta area, that the Conference should know about? In what ways should the Conference relate to other such programs? Work groups will marshall available resources, implement ideas and con- cepts, guide the progress of the Conference, coordinate its operations, study its conponent concerns, and make recommendations based upon their study and observations toward the creation of a comprehensive model for a continuing service-learning operation in Atlanta. Monthly Meetings of the Conference Monthly sessions of the entire Conference will be convened, at each of which one or more of the component concerns will be the topic of study. Each work group will have an opportunity to chair a session of the Con- ference, and guide the discussion as it sees fit to focus the attention of b the entire Conference on its particular component of service-learning. Each work group will organize its assigned session, calling in whatever additional resource people are needed to explore completely the topic of its concern. The schedule for subsequent sessions of the Conference is as follows: Early August Service Work Group Late August Learning Work Group September Curriculum Work Group October Finance Work Group November Research, Methods and Programs Work Groups December Steering Committee All persons attending the June 30 meeting are invited to select a work group in which to participate. Sign-up sheets are to be available in the June 30 afternoon seminars. The first work group meetings will be held at 11:00 AM on July l. III. A Practical Laboratory Coincident with the launching of the Conference is the creation of the Atlanta Urban Corps, a group of 215 students serving full-time throughout the summer with 16 city and 32 private non-profit organizations in Atlanta. Most Urban Corps members are funded on the basis of 80% from the federal College Work-Study Program and 20% from the employing agency. The Southern Regional Education Board under grants from the Economic Development Adminis- tration, Office of Economic Opportunity and Department of Labor is providing support along with Atlanta businessmen and foundations to cover administra- tive costs and stipends for interns not eligible for the Work-Study Prosram. VISTA has assigned 25 associate positions to operate under Urban Corps auspices. / a <a — eas es. —_ ee ee "The Urban Corps is the best example I've seen for young intelligent minds to grapple with the problems of the city." Mayor Ivan Allen, Jr. 2 renter mentor tit tame t ae a et A ~enmes od Sam Williams, director of the Atlanta Urban Corps, points to the reles- vance of the educational aspect of the program as he describes the educa- tional evaluation team which is a part of his twenty-member staff. Wine staff members make up the evaluation team which is responsible for develop- ing and assuring educational dimension of each intern's summer assignment. Five professors serve as counselors to lend technical and educational assistance to individual interns and groups of interns, and with one pro- fessional and three student staff members in the office plan seminars and coordinate other means of helping the interns make their summer work ex- periences educationally relevant. Each student will be required to present to the Urban Corps a report on his internship at the completion of his service period.  Thus, the Urban Corps, in addition to accomplishing needed tasks in the community and offering both a summer job and a relevant educational experience to its members, provides a practical service-learning labora- tory for the Conference. Through observation of the Urban Corps and parti- cipation of its members, the Conference is assured the necessary dialocue between theory and practice. A steering committee, composed of work group chairmen and other conveners of the Conference, has been formed to provide direction for Conference activities and to maintain a balance among the componentsof the service-learning concept. ‘The motivation for convening the Conferencs combines an enlightened self-interest with an appreciation of the broader potential of the service-learning idea. For examples, agencies are interested in competent manpower to do their tasks. They are also searching for potential career employees. Students are seeking experience and financial aid. Educational institu- tions are seeking to improve the education offered to students, to make it more relevant, and to identify useful career possibilities for students. By means of a service-learning program, it is hoped that these and other objectives can be more fully met than if each were pursued in isolation. Sponsors of the Conference include the following organizations: The City of Atlanta The Atlanta Urban Corps Economie Opportunity Atlanta The Colleges and Universities of Atlanta Department of Health, Education and Welfare The Southern Regional Education Board Volunteers in Service to America The Peace Corps Further information on the Conference may be obtained fr-m the spon- soring agency officials identified in the program and from wois group chairmen. The mailing address of the Conference is: Atlanta Service-Learning Conference Peace Corps, Southern Region, Ste. B-70 275 Peachtree Street, N. E. Atlanta, Georgia 30303  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 23 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/195b3bd494bb7f6e84cc30052352454b.pdf 57451205cba9772528c8c35820141212 Scripto Transcription A written representation of a document. THE ATLANTA SERVICE-LEARNING CONFERENCE June - December, 1969 Atlanta, Georgia This paper was devel oped from materials pre pared by William R. Ramsay of the Southern Regional Education Board, by Dean Edward Holmes of Emory University, by Sam Williams of the Atlanta Urban Corps, by J. D. Kimmi ns of the Peace Corps, by Donald J . Eberly of the National Service Secretariat, and others . �The Service-Learning Concept To serve and to learn; these fundamental goals of our society are ingrained in the American rhetoric. But how to serve? and how to learn? An institutionalized, bureaucratized 20th Century America has effectively limited the answers to these g_uestions. For "service to country" America legislatively reg_uires military duty only, which many of today's young people find morally questionable. For "learning" we have complex university systems with limited ability to respond to the individual and with oftimes conservative views of what is education and what is not. However, considerable attention is currently being given to the role of universities in service to society.- At one extreme, argwnents are heard that community involvement by an academic institution threatens its integrity and drains its resources. At the other end of the spectrum of opinion is the view of the university as a shaper of society with special social responsibilities because of its objectivity, standards, and resources of knowledge. These arguments about campus-in-community may obscure fundamental g_uestions of the role of the community as an educational resource. Can the university perform its primary functions of education and the discovery of new knowledge without an involvement in . society? Can educational institutions develop the type of ma npower needed by a r apidly changing society, both as professionals a nd as citizens in a democracy, without including th e r esourc es of soc ietal experience in the educational proces s ? How mi ght community service, sought by many students, best be designed as a learning experience and integrated with other aspects of a total educational pr ogr am? Alternatives to traditional "service" and "learning " do indeed ex ist, because America is vast and strives for freedom of individual expression. Some universities and colleges, for example, bending to strong and some Q t imes violent winds of change, support the creation of "free univers ities 11 on their campuses. But, heavy course loads and the "success" syndrome of a hurr y-up mater ialistic soc i ety, do not do much to encourage the average college student to pursue extra- curricular education that is unnecess ary for a degree award. Existing serv ice programs like Teacher Corps, VISTA, and Pea ce Corp s attr act only a tiny percentage of college graduates , partly because the time spent with these agencies is often constr ued a s a ltruistic "sacrif ice. The fa ct is that our s ociety's definition of what is "practical , " mows down idea l i s t by the hundr eds of thousands. Th e System per sua des many that "volunteer" servi ce a nd educational exper i mentat i on is t o be undertaken at p er s onal expe nse and r isk, a nd onl y rarely at the expense or r i sk of establ ished ins tituti ons . 1 11 �---- ---·- - ' -- ·----·- - ·- - • • • sch,.:,ol 6-dministrators (mt,st) wake up to the hea:.thy new needs of s·cuG.ent participation and incorporate that activity into the learning process. i I Il I President Richard M. Nixon .,__________________Rad~-o~~dres_~- --o~ct~ber 17, __:-968_~! A new approach is both necessary and possible. It reg_uires new meaning for "practicality," new openness to change, new commitment to experimentation, new acceptance of the ability of youth, and indeed new social institutions and attitudes • • • to say nothing of competent human beings who are prepared to function in the new society. It is to search for these new attitudes and processes that the Atlanta Service-Learning Comference is convened. The Atlanta Service-Learning Conference On April 30, 1969, at Atlanta University, students, faculty members and agency officials met to discuss the feasibility of a proposal to convene a conference of six-months' duration, whose goal would be a thorough study of the concept of service-learning in local application. The participants voted to declare themselves the Atlanta ServiceLearni..rg Conference (ASLC), and to extend participant status to any agency, organization, or individual whose interests or activities have a bearing on the components of service-learning programs, or who have interests in the successful outcome of a local experiment in service-learning. To dat e , students, tea chers, administrator s, educationa l ins titut i ons, federal, regional, and local government agencies, and diverse other private and public agencies and institutions have indicated an active, working int erest in the ASLC. ,- ·----- Th~-~~ice of youth h~s served notice that satisfaction can't be measured alone in dollars; that ther e is a need f or serv i ce and contribution beyond the attainment of material success. If these goals reg_uir e an i nvestment in patience , t hen let us invest; if they reg_uir e money, then let us spend. t·--· ---·- ------ -·--··-----·· --·· Daniel Evans Governor of Washington Keynote Address t o 1968 Republ ican Convention Formally stat ed, the Conf erence is convened t o combine the resources ot institutions and agencies concerned with the relationship between ser v ice experience and education, to explore and dev elop a conceptual framework and practical model for service-l earning programs f or univers i ties 2 lj~ I l I I II ! t ' �and communities, and to provide a structure for reflection and exchange a.:nong various local community and education programs during a six-month period (June-December, 1969.) Careful study combined with actual invoLvement in service-learning programs should result in a comprehensive picture and plans for service-learning in communities and on campuses. To assist t.he participants in their study, several methods will be employed: I. Work Groups The Conference will function primarily through work groups, each undertaking to explore in depth and to produce a report on one assigned function of the concept of service-learning. Work groups will meet in individual sessions, subject to the Chairman 1 s call. The several components of a service-learning program, as identified by the Conference and assigned as work-group top±cs, uith some questions for their consideration, are: 1. A Service Work Group What should be the size of the service rendered, in comparison with societal needs? What criteria defines relevant service? What service do students perform and wish to perform? What service can agencies accept? How long should service last? (summer, one term, full year or longer?) What kinds of agencies can accept youth in service? (Hospitals, Social Welfare, Educational, Religious, Governmental) Should service be full-time or part-time? 2. A Learning Work Group Can learning take place in roles which students consider socially irrelevant? How can students be helped to grasp the broader implications o~ what they learn by serving? What relationship exists between individual student goals and the , chose of alternative service opportunities? How can students be helped to raise the important, relevant questions about their service experiences? How· can interested, knowledgeable, and accessible faculty be identified and enlisted in the service-learning experience? What implications of experience-based learning are pertinent to higher education in general? How, in fact, do students learn from experience? How can it be. measured? How can community needs, student interests, and university programs interact to yield significant learning on the part of everyone involved? What methods and techniques are most effective in preparing students for their job and community roles? 3 �3. A Curriculum and I nter-Institutional Work Gr oup What courses now exist which are relevant to service-learning programs as training for other forms of service? What inter-institutional relations now exist which could be utilized and developed for internships and program development ? ·what effects will the service-learning e:>q)erience have on student expectations in the curriculum area? 'What effect on independent study or directed research? What will be accredited and how much credit will be given and asked? Will this req_uire cross-crediting among institutions? 4. A Research Work Group ·what is the tota l need for student manpower i n Atlanta? What is the total student manpower potential in Atlant a? Under what conditions could this manpower resource be tapped for the benefit of everyone concerned? What changes in student attitudes occur during a servicelearning experience? 5. A Financial Work Gr oup In funding service-learning programs, what share should be borne by the agency being served? by the student of educational institution? by the government ? How should the Atlanta Urban Corps be financed in the future? What proporti on of Work-Study f unds should be spent on off -campu;:; ser vice a ctiviti es? 6. A Methods and Programs Work Group What methods are used by other intern agencies in the nat i on? What are the r elevant pr ograms , propos ed and developed, within and without t he Atl anta area, t hat t h e Confer ence should know about? In what ways should t h e Conference rel ate to other s uch programs ? Work groups will marshal l available res ources, i mplement i deas and concepts, guide t he progress of t he Conference, coor dinat e i t s operations, study i t s conponent concerns, and make recommendations based upon their study a nd observations toward the creation of a comprehensive model f or a continuing s ervice-learning operation in Atlanta. II. Mont hl y Meetings of the Conference Monthly sessions of the ent ire Conference wi l l of which one or more of the component concerns will Each wor k group will have an opportunity to chair a ference, and guide t h e discussion as it sees fit t o 4 be convened, at each be the topic of study . session of the Confoc us the att ent ion of �t he entire Conference on its particular component of service-learning. Ea ch work group will organize its assigned session, calling in whatever additional resource people are needed to explore completely the topic of i t s concern. The schedule for subsequent sessions of the Conference is as follows: Early August Late August September October November Service Work Group Learning Work Group Curriculum Work Group Finance Work Group Research, Methods and Programs Work Groups Steering Committee December All persons attending the June 30 meeting are invited to select a work group in which to participate. Sign-up sheets are to be available i n the June 30 afternoon seminars. The first work group meetings will be held at 11:00 AM on July 1. III. A Practical Laboratory Coincident with the launching of the Conference is the creation of the Atlanta Urban Corps, a group of 215 students serving full-time throughout t l::e s ummer with 16 city and 32 private non-profit organizations in Atlant a . Most Urban Corps members are funded on the basis of 8Cfl/o from the federal College Work-Study Program and 2oo/o from the employing agency. The Southern Regional Education Board under grants from the Economic Development Admini ~: t r ation, O.ffice of Economic Opportunity and Department of l a bor is providi ng support along with Atlanta businessmen and foundations to cover administrative costs a nd stipends for interns not eligible f or the Work -Study Pr ogram . VISTA ha s as s igned 25 associate positions to operate under Urban Corps auspices. l ~ I - --- -- - - - · I l "The Urban Corps is the best example I've seen for young intelligent minds to gr apple with the problems of the city ." t__ _____ ~ ~ yor Ivan Allen, Jr.____ __ _ _ Sam Wil liams , direct or of t he At lanta Urban Corps, points to the rele vance of the educational a sp ect of t he pr ogram as he des cribes t he educa t ional eva luat ion t eam whi ch is a part of h is t wenty-member staff. Nine s t aff memb ers make up the evaluation t eam which is resp ons i bl e f or develop -:ing and assuring educationa l dimension of each i nter n 1 s summer as signment o Five profes s ors serve as counselors to l end technical and educational assistance to individual i nterns and groups of int erns, and wit h one pro fess ional and three student staff members in the offi ce plan seminars and coordinate other means of hel ping the interns make their s ummer wor k exper i ences educationally relevant. Each student will be r equired to pr es ent to the Ur ban Corps a r eport on his inter nship at the completion of his servi ce per i od . 5 j J �Thus, the Urban Corps, in addition to accomplishing needed tasks in the community and offering both a summer job and a relevant educational experience to its members, provides a practical service-learning laboratory for the Conference. Through observation of the Urban Corps and participation of its members, the Conference is assured the necessary dialogue between theory and practice. A steering committee, composed of work group chai:rmen and other conveners of the Conference, has been formed to provide direction for Conference activities and to maintain a balance among the componentsof the service-learning concept. The motivation for convening the Conferenc,~ combines an enlightened self-interest with an appreciation of the -broader potential of the service-learning idea. For examples, agencies are interested in competent manpower to do their tasks. They are also searching for potential career employees. Students are seeking experience and financial aid. Educational institutions are seeking to improve the education offered to students, to make it more relevant, and to identify useful career possibilities for students. By means of a service-learning program, it is hoped that these and other objectives can be more fully met than if each were pursued in isolation. Sponsors of the Conference include the following organizations: The City of Atlanta The Atlanta Urban Corps Economic Opportunity Atlanta The Colleges and Universities of Atlanta Department of Health, Education and Uelfare The Southern Regional Education Board Volunteers in Service to Ameri ca The Peace Corps Further information on the Conference may be obtained fr:·m the sponsoring agency officials identified in the program and from wo1.0:-;: group chairmen. The mailing address of the Conference is: Atlanta Service-Learning Conference Peace Corps , Southern Region, Ste. B-70 275 Peachtree Street, N. E. Atlanta, Georgia 30303 6 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document THE ATLANTA SERVICE-LEARNING CONFERENCE June - December, 1969 Atlanta, Georgia This paper was developed from materials pre- pared by William R. Ramsay of the Southern Regional Education Board, by Dean Edward Holmes of Emory University, by Sam Williams of the Atlanta Urban Corps, by J. D. Kimmins of the Peace Corps, by Donald J. Eberly of the National Service Secretariat, and others. The Service-Learning Concept To serve and to learn; these fundamental goals of our society are ingrained in the American rhetoric. But how to serve? and how to learn? An institutionalized, bureau- cratized 20th Century America has effectively limited the answers to these questions. For "service to country" America legislatively requires mili- tary duty only, which many of today's young people find morally question- able. For "learning" we have complex university systems with limited ability to respond to the individual and with oftimes conservative views of what is education and what is not. However, considerable attention is currently being given to the role of universities in service to society. At one extreme, arguments are heard that community involvement by an academic institution threatens its integrity and drains its resources. At the other end of the spectrum of opinion is the view of the university as a shaper of society with special social responsibilities because of its objectivity, standards, and resources of knowledge. These arguments about campus-in-community may obscure fundamental questions of the role of the community as an educational resource. Can the university perform its primary functions of education and the discovery of new knowledge without an involvement in society? Can educational institu- tions develop the type of manpower needed by a rapidly changing society, both as professionals and as citizens in a democracy, without including the resources of societal experience in the educational process? How might community service, sought by many students, best be designed as a learning experience and integrated with other aspects of a total educational program? Alternatives to traditional "service" and "learning" do indeed exist, because America is vast and strives for freedom of individual expression. Some universities and colleges, for example, bending to strong and some= times violent winds of change, support the creation of "free universities” on their campuses. But, heavy course loads and the "success" syndrome of a hurry-up materialistic society, do not do much to encourage the average college student to pursue extra-curricular education that is unnecessary for a degree award. Existing service programs like Teacher Corps, VISTA, and Peace Corps attract only a tiny percentage of college graduates, partly because the time spent with these agencies is often construed as altruistic "sacrifice." The fact is that our society's definition of what is "practical," mows down idealist by the hundreds of thousands. The System persuades many that "volunteer" service and educational experimentation is to be undertaken at personal expense and risk, and only rarely at the expense or risk of estab- lished institutions.  . . + school administrators (must) wake up to the heaithy new needs of stucent participation and incorporate that activity into the learning process. Radio address of October 17, 1968 ! | 1 President Richard M. Nixon | wal A new approach is both necessary and possible. It requires new mean- ing for "practicality," new openness to change, new commitment to experi- mentation, new acceptance of the ability of youth, and indeed new social institutions and attitudes. . . to say nothing of competent human beings who are prepared to function in the new society. It is to search for these new attitudes and processes that the Atlanta Service-Learning Comference is convened. The Atlanta Service-Learning Conference On April 30, 1969, at Atlanta University, students, faculty members and agency officials met to discuss the feasibility of a proposal to con- vene a conference of six-months’ duration, whose goal would be a thorough study of the concept of service-learning in local application. The participants voted to declare themselves the Atlanta Service- Learning Conference (ASLC), and to extend participant status to any agency, organization, or individual whose interests or activities have a bearing on the components of service-learning programs, or who have interests in the successful outcome of a local experiment in service-learning. To date, students, teachers, administrators, educational institutions, federal, regional, and local government agencies, and diverse other private and public agencies and institutions have indicated an active, working in- terest in the ASIC. “the 1 voice of youth has ‘served ‘notice that satisfaction can't be measured alone in dollars; that there is a need for service and contribution beyond the attainment of material success. If these goals require an investment in patience, then let us invest; if they require money, then let us spend. ne i Daniel Evans Governor of Washington Keynote Address to 1968 Republican { Convention Formally stated, the Conference is convened to combine the resources of institutions and agencies concerned with the relationship between ser- vice experience and education, to explore and develop a conceptual frame- work and practical model for service-learning programs for universities and communities, and to provide a structure for reflection and exchange among various local community and education programs during a six-month period (June-December, 1969.) Careful study combined with actual involve- ment in service-learning programs should result in a comprehensive picture and plans for service-learning in communities and on campuses. To assist the participants in their study, several methods will be employed: I. Work Groups The Conference will function primarily through work groups, each undertaking to explore in depth and to produce a report on one assigned function of the concept of service-learning. Work groups will meet in individual sessions, subject to the Chairman's call. The several components of a service-learning program, as identified by the Conference and assigned as work-group topics, with some questions for their consideration, are: 1. A Service Work Group What should be the size of the service rendered, in comparison with societal needs? What criteria defines relevant service? What service do students perform and wish to perform? What service can agencies accept? How long should service last? (summer, one term, full year or longer? ) What kinds of agencies can accept youth in service? (Hospitals, Social Welfare, Educational, Religious, Governmental) Should service be full-time or part-time? 2. <A Learning Work Group Can learning take place in roles which students consider socially irrelevant? How can students be helped to grasp the broader implications of what they learn by serving? What relationship exists between individual student goals and the chose of alternative service opportunities? How can students be helped to raise the important, relevant questions about their service experiences? How can interested, knowledgeable, and accessible faculty be identified and enlisted in the service-learning experience? What implications of experience-based learning are pertinent to higher education in general? How, in fact, do students learn from experience? How can it be. measured? How can community needs, student interests, and university pro- grams interact to yield significant learning on the part of everyone involved? What methods and techniques are most effective in preparing students for their job and community roles?  3. A Curriculum and Inter-Institutional Work Group What courses now exist which are relevant to service-learning programs as training for other forms of service? What inter-institutional relations now exist which could be utilized and developed for internships and program development? What effects will the service-learning experience have on student expectations in the curriculum area? What effect on independent study or directed research? What will be accredited and how much credit will be given and asked? Will this require cross-crediting among institutions? A Research Work Group What is the total need for student manpower in Atlanta? What is the total student manpower potential in Atlanta? Under what conditions could this manpower resource be tapped for the benefit of everyone concerned? What changes in student attitudes occur during a service- learning experience? A Financial Work Group In funding service-learning programs, what share should be borne by the agency being served? by the student of educational institution? by the government? How should the Atlanta Urban Corps be financed in the future? What proportion of Work-Study funds should be spent on off-campus service activities? A Methods and Programs Work Group What methods are used by other intern agencies in the nation? What are the relevant programs, proposed and developed, within and without the Atlanta area, that the Conference should know about? In what ways should the Conference relate to other such programs? Work groups will marshall available resources, implement ideas and con- cepts, guide the progress of the Conference, coordinate its operations, study its conponent concerns, and make recommendations based upon their study and observations toward the creation of a comprehensive model for 4 continuing service-learning operation in Atlanta. Monthly Meetings of the Conference Monthly sessions of the entire Conference will be convened, at each of which one or more of the component concerns will be the topic of study. Each work group will have an opportunity to chair a session of the Con- ference, and guide the discussion as it sees fit to focus the attention of 4. the entire Conference on its particular component of service-learning. Each work group will organize its assigned session, calling in whatever additional resource people are needed to explore completely the topic of its concern. The schedule for subsequent sessions of the Conference is as follows: Early August Service Work Group Late August Learning Work Group September Curriculum Work Group October Finance Work Group November Research, Methods and Programs Work Groups December Steering Committee All persons attending the June 30 meeting are invited to select a work group in which to participate. Sign-up sheets are to be available in the June 30 afternoon seminars. The first work group meetings will be held at 11:00 AM on July 1. IIt. A Practical Laboratory Coincident with the launching of the Conference is the creation of the Atlanta Urban Corps, a group of 215 students serving full-time throughout the summer with 16 city and 32 private non-profit organizations in Atlanta. Most Urban Corps members are funded on the basis of 80% from the federal College Work-Study Program and 20% from the employing agency. The Southern Regional Education Board under grants from the Economic Development Adminis- tration, Office of Economic Opportunity and Department of Labor is providing support along with Atlanta businessmen and foundations to cover administra- tive costs and stipends for interns not eligible for the Work-Study Program. VISTA has assigned 25 associate positions to operate under Urban Corps auspices. “The Urban Corps is the best example I've seen for young intelligent minds to grapple with the problems of the city." Mayor Ivan Allen, Jr. rte es cei ee al ce 7 a at a ae a A t ' Sam Williams, director of the Atlanta Urban Corps, points to the rele- vance of the educational aspect of the program as he describes the educa- tional evaluation team which is a part of his twenty-member staff. Nine staff members make up the evaluation team which is responsible for develop- ing and assuring educational dimension of each intern's summer assignment. Five professors serve as counselors to lend technical and educational assistance to individual interns and groups of interns, and with one pro- fessional and three student staff members in the office plan seminars and coordinate other means of helping the interns make their summer work ex- periences educationally relevant. Each student will be required to present to the Urban Corps a report on his internship at the completion of his service period. Thus, the Urban Corps, in addition to accomplishing needed tasks in the community and offering both a summer job and a relevant educational experience to its members, provides a practical service-learning labora- tory for the Conference. Through observation of the Urban Corps and parti- cipation of its members, the Conference is assured the necessary dialogue between theory and practice. A steering committee, composed of work group chairmen and other conveners of the Conference, has been formed to provide direction for Conference activities and to maintain a balance among the componentsof the service-learning concept. The motivation for convening the Conferencs combines an enlightened self-interest with an appreciation of the broader potential of the service-learning idea. For examples, agencies are interested in competent manpower to do their tasks. They are also searching for potential career employees. Students are seeking experience and financial aid. Educational institu- tions are seeking to improve the education offered to students, to make it more relevant, and to identify useful career possibilities for students. By means of a service-learning program, it is hoped that these and other objectives can be more fully met than if each were pursued in isolation. Sponsors of the Conference include the following organizations: The City of Atlanta The Atlanta Urban Corps Economic Opportunity Atlanta The Colleges and Universities of Atlanta Department of Health, Education and Welfare The Southern Regional Education Board Volunteers in Service to America The Peace Corps Further information on the Conference may be obtained fr-m the spon- soring agency officials identified in the program and from wols group chairmen. The mailing address of the Conference is: Atlanta Service-Learning Conference Peace Corps, Southern Region, Ste. B-70 275 Peachtree Street, N. E. Atlanta, Georgia 30303  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 22 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/e79ef5409ccc4e5599f2a06d90aa2abf.pdf c135f508f997401b83a38e813b6b31b1 Scripto Transcription A written representation of a document. ATLANTA SERVICE LEARNING PLAYERS present A BROAD APPROACR TO R.:\~ID TRANeIT or t he i mpact cf body s i m'a on t~e t ra:..Gpo.:ta.t ion i ndustry A'rLAt~T~\. SERV:'~E LEARNI't1G CONFERENCE Wh ite F'.ouse Motor Inn 70 H~us~on Str eet, NE Atlant a, Georgia 30303 June 30, 1969 �THE ATLANTA SERV!CE..,LEARNING PLAYERS a · ·oad approach to rapid transit or The Im!)act of It1c1·~a.sed Body Size on the Transportation !nctu.otry CAST , uo - · ·- OF - CHARACTERS - - - - ,... - - - - -- - - - Na.rra to·,: M. T. Roads. o. c. • L. McDonald ~ Q • • • .. . . . .Chief Planner, ~amc Old Roads & Traffi~ A~sociation (SORTA) .Environmental Inves~igations with Economic Impact O~:Hce (EIEIO) . T... Streeto o o • • City Traffic Enginee= " Co "Vic" Leider. a •• .• • President, Merchants & Peoples Bank and Chairman of SORTA Mt:s .. Ninn Ority.,.. • • • .Board Member, SORTA Charlie Goodtime. • • ~ .Junior in Industrial Engineering, Agnes Brown Clark University (ABCU) Cyrius llomaworker • • • • • Graduate Student in Psychology, ABCU . . Millie Tan.ts • • • . .s~nior in Political Science, ABCU Constant t~e Dewingood •• Senior in Sociology, ABCU Able N. Willinga • • • • oSenior in Political Science, ABGU A. K. De~ic• • • • • • • • Dean, ABCU Carrie Burden • • • • • • • Financial Aid & Placement Officer, ABCU Wright Ne Wright,III • • • Professor, Political Science, ABCU Ray Levant Irvin Core. eAssociate Professor, Economics, ABCU • • e e • .Director, Service-Learning Agency (SLA) • • • Leah Zonno- • •• e •••• Assistant Director, SLA Miss Peller• • • • • • • • Secratary to ~fr. Core Iva Grant •• • • .Grant Assignments Dep~rtment, (EGAD) �~--- Ac··r ....I THE INGREDIENTS OF SERVICE.-.LEARN!NG Pla~e., • • • The Conference Room of SORTA(Same old Road & Traffic Association) Time. o • • o ~ • c Spring Characters Present. M. To Roads, Chief Planner, SORTA o.. Lo McDonald, Director, Elil:IO(Environrne11ta1 ·• 0 • 0 - I n'!l~s tigati ons wit h Economic Impact Offi.ce) Si tuation • • • Scene I I 0 Place.,, .. u - - . . . - .~ o • o C. T. Streets, City Traffic Engineer C. 111Ji.c" Le ider, Chairman of SORT.A Mrs. Hf.nn Ority, SORTA Board Membe r Em10 has· just confirmed reports taat body size is increasing with each generationo Th-3 impa!:t of this factor on SORTA plans for transport a t ion facilities is the ~uhject of this ~eeting~ SORTA does not have the mar.power to explore the dimensions of the problem and is se~king help. Students - • • o • 0... ~ TtmP.. o o • • o • Cha;:-ac t:ers Pr esent Si tuati on • • • • o o o o • The Student Union Ccff ~e 6hoppe of Agne s Brown Clark Univers i ty (ABCU) Spring Charlie Goodti m~, J u~ior, Industr ial Engineering Cyr i us Homewor ker, Gxaduate Student, Ps7chology Mill ie Tc'.l ut e, Sen:!..or, Pol i tical 8cience Cons t ant Lee De;,1ing~od, Senior , Sociology Abl e N. Will i ng , Juni or, Economi c s Student s are dis cus s i ng their v i ewo of t heir cour ses and education a~d s oc iaty in general. Ta l k t urns to pla~s and wishe s for the coming summer and beyund . An Educ,' itional Institution -El~c:3ut.:l .III . :-. .. a;,.~-.a::- o • " • o Deal'•' s off i ce at ABCU Time • • • • • o • • Sprir.g Charac t ers Pr esent . A. K. Demic, Dean Carrie Burden , Financ i al Aid & Placement Officer P1ac.:l . • • Situation, o • • o • Wright No Wright , III, P1:r.ifessor, Political Science Ray Levant , Associate Professor, tconomi cs Tne gr oup i s meet i ng as an ad hoc committ?.e to discuss s t udent problems fr143.215.248.55ad~inistration ar.d fac ul t y perspactive. On the ageuds are: (l)academic standards , (2) student unrest, (3) fin;mcial problems, (4) ~l:.ysical facilit!.es, (S)counseling. Place • • • • o Time • • • • • ••• o o • Office of SLA (Service~Learning Agen~y) Late the same spricg �{rcenc 1V cor.~i~ued) q Characte~s Present~ Irviu Core, Director, SLA Leah Zonn, Assistant Director, SLA Hiss Pellet·, ~~cretary ~ SLA Iva Grant, EGADP (E,~mpi acy Grant AsGignments Depat'tment) Situation. o o • • o Contact3 have been made with SORTA, AoCU and students secut·iog agreet'lsnt to cooi='~r-~te in a service-learning project on body s_ze anci trans portation. Fimds have been securei:I. Th<,, agre_e.,, ments axe to be confir.n-<2d and a first meeting of the p~oject participants is to be scheJul6d~ 0 _ _...__. .ACT II SERVICE-LEARNING IN AC'I'ION Place • • • o Time ••• ~ ~ • • e SORTA Office • • • • tA~G Sprt~g Characters l½:'~3ent. M. T. Roads O. L. McDonalJ "Abe" Willing Sit'Jationo ~ Place. • • .. . . o ••• o. Ray Le"1a·n t Lea!1 Zon.1 Project participants a r e meeting as a project corom:f. ttee to help thz i.1tern define his task mor.e specifical l y and to discuss roles. Professor Levant's Off ice Time n • • • • • . " • Mid ... sumin~.r Characters Presant • l<r.w t~vrrnt Situa tion. . .. . ... ~ "AbF.l" Willing Inter.n is well into his project and he is diacussi~g some of 1::i s observations and ideas with his r:ou1;.3elor o Place . o • • Service··· Learning Agency Office Time • o • • o • • • I.ate Summer Characte rs Pr esent •. Irvi-n Core Leah Zonn ~ Sit uat ion • • • • • • Internships for t he su~er are al most ove r and the office is reviet~i ~g the s i tl·.ation . Place • • •• •• • o SORTA Time o • • • • • • o Late Summer Character s Present . M. T. Ro ads �Page 3 Act rr - Scene IV, Cont i nued o. L. McDonald "Abe" Willing Ray Levant Irvin Core Sitaation • • • • • • With only a few weeks t o go, the project is reviewing wi t h the intern his final steps and the prnparation of his report. Discussion of ccmmunity and educational issue s evolves. ACT III Follow-Up and Aftermath Scene I .,. Atlanta Servic e-Learning Confer~"2££_ . • • . • White House Motor Inn . . . . • Now • C!taracters P:-esent All of you Situationo • • . • • The script from here on is yet Place. Tim-a . n 0 ~ t o he written. �� Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document SERVICE : LEARNING PLAYERS present A BROAD APPROACH TO RAPID TRANSIT or the impact of body size on the transportation industry ATLANTA SERVICE LEARNING CCNFERENCE White House Motor Inn 70 Houston Street, NE Atlanta, Georgia 30303 June 30, 1969 THE ATLANTA SERVICE-LEARNING PLAYERS a presen: ‘cad approach to rapid transit The impact of Increased Body Size on the Transportation Industry Nerrator M, T. Roads. . 5 « O. L. McDonald . . Cyalestreetsn we C. “Vic" Leider. . Mrs. Minn Ority. . Charlie Goodtime , Cyrius Homeworker. MELtiesTanterlwaltens we Constant Lee Dewingood Able N, Willing, ... ALORS) Demic.) o.. Carrie Burden. . . Wright N, Wright, III Ray Levant ... « ixrvin (Core...) 6" + Leah Zonn,.. « « « Miss Peller. ... Iva Grant. . . ee »Chief Planner, Same Old Roads & Trariic Association (SORTA) eEnvironmental Investigations with Economic impact Of<‘ice (EIEIO) «City Traffic Engineer »President, Merchants & Peoples Bank and Chairman of SORTA «Board Member, SORTA eJunior in Industrial Engineering, Agnes Brown Clark University (ABCU) »Graduate Student in Psychology, ABCU »Senior in Political Science, ABCU -Senior in Sociology, ABCU »Senior in Political Science, ABCU »Dean, ABCU oFinancial Aid & Placement Officer, ABCU Professor, Political Science, ABCU -Associate Professor, Economics, ABCU Director, Service-Learning Agency (SLA) Assistant Director, SLA eSecratary to Mr. Core Grant Assignments Department, (EGAD) AGE T a ll THE INGREDIENTS OF SERVICE<LEARNING Scene I © A Sonmunity Need Place. ee ¢ ese 082 © @ 9 EDO is pate teeN ars oe) 7 fe Characters Present , SLCURCIONZ “ae cles 6 Scene II - Students ae. tw, eel er Characters Present , Sieumtions © 25-4 The Conference Room cf SORTA(Same old Road & Traffic Association) Spring M. T. Roads, Chief Planner, SORTA 0. L. McDonald, Director, ELELO(Environmental Investigations with Economic Impact Office) S. T, Streets, City Traffic Engineer C, "Vie" Leider, Chairman of SORTA Mrs, Minn Ority, SORTA Board Member EWIO has- just confirmed reports that body size is increasing with each generaticn. The impact of this factor on SORTA plans for transportation facilities is the subject of this meeting, SORTA does not have the manpower to explore the dimensions of the problem and is seeking help. The Student Union Ccffee Shoppe of Agnes Brown Clerk University (ABSU) Spring Charlie Goodtime, Junior, Industrial Engineering Cyrius Homeworker, Graduate Student, Psychology Millie Tante, Senior, Poiitical Science Constant Lee Dawingood, Senior, Sociology Able N, Wiiling, Junior, Economics Students are discussing their views of their courses and education ard society in general, TYalk turns to plans and wishes for the coming summer and beynnd. Sesne TTL ~ An Educational Institution BEBCEe. -CoRs sue) wo ents Time . ° ° os ° o e e Characters Present . Situation. . . « + Dean's office at ABCU Spring A. K, Demic, Dean Carrie Burden, Financial Aid & Placement Officer Wright N. Wright, EII, Professor, Felitical Science Ray Levant, Associate Professor, Economics The group is meeting es an ad hoe committee to discuss student problems from an administration and faculty perspective. On the agends are: (l)academic standards, (2) student unrest, (3) financial problems, (4) physical facilities, (5)counseling. Scene IV - A Coordinating Agent PEACE s. ¢ 15/6 S uate. 6 a. ime s oe oo e o CJ o ° ves be Office of SLA (Service-Learning Agency) Late the same spring (Seene IV » continued) Characters Present . s ituaticn o o oe e e oe Irvin Gore, Director, SLA Leah Zonn, Assistant Director, SLA Miss Peller, Secretary, SLA Iva Geant, EGAD, (Exampliary Grant Assiguments Department) Contacts have been made with SORTA, ABOU and students securing apreemeat to cooperste in a serviceelearning project on body size and transe portation, Funds have been secured, The agree~ ments are to be confirmed and a first meeting of the project participants is to be scheduled, ACT IT SERVICE-LEARNING IN ACTION Scene I - Tho Project Pl ace o * c a 5 * e. e Time . ° . . . . ° o Characters Present . SLCUSELON gape oe SORTA Office Late Spring M. @. Reads O. L. McDonald "Abe" Willing Ray Levant Leah Zona Project participants are meeting as a project committee to help the intern define his task more specificaliy and to discuss roles. Scene Ii = Education Interpretation PLACE ie Reaver nen ealen te: Time , . ° ° ° . e Characters Present . SLEGEEAONS fc oe 3 5 Professor Levant's Office Mid+Summer Ray Levant "Abe" Willing Intern is weil into his project and he is discussing some of his observations and ideas with his counselor, Scene III - Coordination PEACG sieve (el ils. “aie Time 3 a o e o . ° . Characters Present , Steuations <.05. 3! Service-Learning Agency Office Late Summer Irvin Core Leah Zonn Internships for the summer are almost over and the office is reviewing the sitvation,. Scene IV - Field Review & Evaluation PURGE. eel ae &, Shen a T ime o oo oe rd o oe * e Characters Present . SORTA Late Summer M, T. Roads o 2 « to Page Act IL ~ Scene IV, Continued 0, L. McDonald "Abe" Willing Ray Levant Irvin Core Situation. . .. . . With only a few weeks to go, the project is reviewing with the intern his final steps anc the preparation of his report. Discussion of ccmmunity and educational issues evolves, ACT Lit Follow-Up and Aftermath Scene I = Atlanta Service-Learning Conference Place. . « » » « « » White House Motor Inn PAMC Mee tlay suis! «isle! NOW. Characters Present . All of you Situation. . . « « « the script from here on is yet to be written. Cons Hew’ Has pice N Lilow ie oy Ox, yom er Ly As el  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 21 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/eebdd32ba7fda6c956f36b89cd972063.pdf 038f55b7ca564dbe18f0ca4795684e4c Scripto Transcription A written representation of a document. ,---1 - IN SERVICE-LEA..'lliI NG PROGRAMS: A PRELL~INARY REPORT Determining the degree to which area colleges and universities a.re involved in service-lear ning programs and ascertaining the attit udes of higher educatfon stt1.dents, faculty9 and administrators to·ward conununity involvement constitute two of the principa l concerns of the Atlanta Serv ice Learning Confer ence. To provide insight into t hese two areas of special interest, a number of college students are currently in the process of completing a survey of ten area coll eges and univer sities. include; The ten institutions Agnes Scott College ~ Atlanta University, Clark College, Emory Unive.:-sHy~ Georgia State College, Georgia Tech, Morehouse College, Morris Erown College, Oglethorpe College, and Spelman College . As part of a br oader s tudy of student manpower resources, this survey will seek ar,suers to the f ollowi ng kinds of questions: 1. To what extent does the involvement of higher education institutions va~y fr om campus to campus? What f actors account for the variations? 2. To what extent does the degree of service-lear ning acti vities vary between different schools and departments within particular i nsti tut:f.ons? Wi1a t account s f or the variat ions? 3. What areas of connnunity life mos t r eadily lend themselves to student involvement ? 4. What are t he relative r oles of students , f acul ty, and administrative personnel i n community development activ ities? 5. To what extent does exi.sting curriculum encourage stude~t involvement in the community1 Uo students require academic credit for partici?ation in community activities? 6. How important are community involvement programs to stude!lts, fact,lty 9 and administrators? vfuat do the terms "community involvement" and "serv:i.ce-learning 91 suggest to these three important clientele groups? �' ... '• :t_ 7. What areas of community concern presently receive the greatest attention from higher education? The least concern? 8. Do existing pat t erns of service-learning practices suggest that some institutions can best serve by speciaUzing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilitating and the forces inhibiting development of the service-learning concept. 2. Cataloguing existing programs of community activities can assist ASLC'S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. 3. The research will mirror the present scope of servicelearning programs and i~entify areas of neglect. 4. In the long run 9 certain priorities may be set and thereby assist ASLC in gaining the essential financial resources for funding service-learning progr ams in the areas demanding the greatest concentration of connnunity efforts. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document — THE INVGLVEuinss Ue HIGHER EPICAT uN IN SERVICE-LEARNING PROGRAMS: A PRELIMINARY REPORT Determining the degree to which area colleges and uni- versities are involved in service-learning programs and ascer- taining the attitudes of higher education stvderts, faculty, and administrators toward community involvement constitute two of the principal concerns of the Atlanta Service Learning Confexence. To provide insight into these two areas of special interest, a number of college students are currently in the process of completing a survey of ten area colleges and universities. The ten institutions include. Agnes Scott College, Atlanta University, Clark College, Emory University, Georgia State College, Georgia Tech, Morehouse College, Morris brown College, Oglethorpe College, and Spelman College. As part of a broader study of student manpower resources, this survey will seek answers to the following kinds of questions: 1. To what extent does the invoivement of higher education institutions vary from campus to campus? What factors account for the variations? 2. To what extent does the degree of service-learning activities vary between different schools and depart- ments within particular institutions? What accounts for the variations? 3. What areas of community life most readily lend themselves to student involvement? 4. What are the relative roles of students, faculty, and administrative personnel in community development activities? 5. To what extent does existing curriculum encourage stu- dent involvement in the community? Do students require academic credit for participation in community activities? 6. How important are community involvement programs to stu- dents, faculty, and administrators? What do the terms “community involvement" and “service~learning" suggest to these three important clientele groups?  7. What areas of community concern presently receive the greatest attention from higher education? The least concern? 8. Do existing patterns of service-learning practices suggest that some institutions can best serve by specializing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilita- ting and the forces inhibiting development of the ser- vice-learning concept. 2. Cataloguing existing programs of community activities can assist ASLC'S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. 3. The research will mirror the present scope of service- learning programs and identify areas of neglect. 4. In the long run, certain priorities may be set and there- by assist ASLC in gaining the essential financial resour- ces for funding service-learning programs in the areas demanding the greatest concentration of community efforts.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 20 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/28c6060b27871b9c4fe20df6c142536a.pdf fcf1a496c6deaa922711f337250266ba Scripto Transcription A written representation of a document. Mayor's Comments to Atlanta Service-Learning Conference June 30, 1969 White Houee Mot or Inn 70 Houston Street, N. E. Atl anta , Georgia 30303 Total Attendance: 300 Purpose o f Conference To explore existing service programs invol v i ng you th and governmen t i n urban, domestic, and f oreign setting and develop a metro-Atlanta model of service-learning between area colleges, government units , age nc ies a nd ~tuden t s. Two day Conference sponsored by: Urban Corps VISTA Corps Atlanta Colleges Economic Opportunity Atl~nta, Inc. Teacher Corps Southern Regional Education Board Peace �- DRAF T - Introductory remarks - welcome to Atlanta, etc. We canno½any more than past generations, see the face of the i uture, 11 Ralph McGill has writeen. tion." "But we know that written across it is the word Educa- Education today is r e pidly changing from the old monolithic forms of ye s teryear. Todays youth are demanding educational reforms. - Many of you young - people are in fact creating a new kind of education through your off-campus set:vice activi8ies. The service-learning concept i a not new but its youthful applica tions are having a new a ffect on both domes tic and foreign problems. Whether young pe ople are se rving in the Peace C~rps in Zambia or workigg in Cabbage Town as a VISTA Volunteer they are having a learning experie nce. They are learning that education doesn't end at the class room door. In f act those of you that are Urban Corps interns will probably be amazed at your own learning exper i ence after this brief summer . The Urban Corps is a n excellend example of educatioIBlinnovation coupled with service. Interns will see the problems of our ci t y by a ctually participating in city government as wel l &s private agencies. paaatical extension of their academic studies. They will be learning through a In short, they help the city, expand their education, and help pay college expenses - all in one. Thie Urban Corps is truly a student program. I firat heard of thi idea of relevant internships in city government when a group of student leaders from v rioue Atlanta colleges came to City Hall with the idea more than a year ago . These studente wanted a way to learn about the city and perform a service by actually work• ing in it. After many meetings and a gre t deal of encouragement by Dan Sire t of my staff and Bill Ramsay of the Southern Regional Education Bo rd , we provided a group �young activists some support to see if this program would work. Almost all of the planning, development o f jobs and placement was actually done by students • . From what I hear, the intern jobs are very challenging and exciting. Just the physical appearance of City Hall has been greatly improved by all these young faces. Naturally there will be some disappointments and I'll assure you that you'll become frustrated a nd you'll see that we do have some almost un•solvable I urge you not to become discouraged but to help us find new ways of problems. correcting the ills of our seeming l y archaic system. We need your youthf~l enthusiasm and you'd be surprised how it will change the attitude of those in our c ity who have been laboring, almost alone at times, for change and progress. We in t he city hope that this brief exposure to our problems and potentials will attract some of you young people t o return after graduation and pursue t his as a caree r. Governing our cities is this nations greatest problem. It is an exhaustive but rewarding e xpe Lience that you young people mus t now begin to take responsibility for. I hope the Urban Corps is only a. beginning . Already we're ha-ting pre• dictiona of three-fold e~cpansion of this intern program for next year . Just the f act that nearly 1,000 students applied t his year is astounding , and when one c onsiders tha t Atlanta has almost 40,000 students a nd nearly 35 colleges we can~ begin to see the poten tial . people . We reed t h i s f ocused, a ggres3ive concern of young We need move moveme nt between t he two worlds o f academia and city . In New York, a n outgrowth of their intern p rogram haa been a rapid exchange of ideas a nd personnel between city gove rr,rn.en t and universi t ies . a miable rela t ionship of unive rsity and c ity i n Atla nta . We need this We have just begun a n Urban Life Center at Georgia State which al l local colleges are being asked to participa t e in . We i n the cities mus t t ake grea te r advan tage o f our universities and v i ce versa . - 2 "' �As John Garnder has said , t he three main purposes of the univers i ty are research, teaching, and service to the community. We've seen how students are serving the community already but there are still many unexploited potentials inside our college gates. If we look at the h istory of higher education we note that the greatest impetus was with the Land-Grant University almost 100 years a go - a system built to aid our agricultural society. Today our society is urban. But by comparison, our education system has not properly responded t o our change in society. more people working on our c i ties problems. We need If t he discipline of city planning can be used as an example , we will recognize the dramatic crisis. universities combined we graduate less than 400 plam1era per year . In all our More graduates of Medieval History are pu t on the ;ob marke.t t han are urban experts. What do we i n the cities d o f or manpowe r.? We must innovate and try to compete with indus t ry for talent and we are in the d isadvantage." Hence another r eason why our c ities a r e ungoverna ble. Key urban perarnas i on posts are occupied by lawyer s, ddueeot•; undet:takers , c.lergymen~, busines smen, bankd r s and social workers. produced by un:!.versities . These professionals have been The3e people are usually consulted on a technical o r opecialized problems' but the solving of ~be se p).·oblems depends on r elated matters almost always falli ng outside the e,q,ertise of t he consults'bb. In other words, the ke y exper~a in our ur ban society - through the exercise of their expertise enter a realm o f generalization for which t hey haven't been properly prepared by undergraduate or professi.onal education. Therefore , universities ghould try to expose their prof essionals i n urban areas to s ome type o f urban education. The The simplest method is by practical experience such as the Ur ban Corps, and the eventual solution is more teaching in urbnn conce pts . We must not neglec t t he professor i n our plan for cotmnunity involvement of our universities . ····------·-. ways hbould ----- oe f ound t o i nvolve professors in a r eas o f their �academic prowness in the city. poofessors too! Perhaps we should have an Urban Corps for I am s ure that there are needed areas of research in the city that would interest &any college instructors. This would insure that teaching does indeed remain relevan t to our actual needs. In order to facilitate this dialogue, we must have more cooperation between colle '., ces. should be able to more freely move between campuses. Students and faculty Atlanaa colleges are unique and should keep their individu~l identity, but should encourage exchanges. We have great medical schools, law schools, schools of urban design and the ~reatest predominantely Negro college complex in the world. We've only looked at the city as a laboratory, let's see how the city can help the university . Many young innovators on the urban scene could se rve as gneaa lecturers or associa te professors in our colleges. A vivid example of this is Bill Allison, now Direc t or of EOA, who serves as an associate professor at Georgia Tech. This type of exchange s hould be greatly encouraged and ways should be found to foster a nd develop both professor-city exchanges and administra t orcampus exchanges We must not only research prob lems but we mus t implement them too. Often times a very good report is writtnn - only t o gather dust - or is written not with an eye for implimenta t ion. hoods. It is the sent They are tired o f being st ud ied. with reside nts in our deprived neighborThey want help. Research must be balanced by practicaHty and kept relevant . Our cities will not plan ioi that . g o away. They will eJtpand and multiply . We must We must demand hilp from our univers ities . The Urban Corps should only be a beginning . We need youthful enthusiasm of young people in VISTA, returning Peace Corps volunteers, Neighborhood Youth Corps enrollees, service groups on campus, adult educat i on tutor ing by students in the dozens of service projects . We need more exchange between our city a nd our campuses �on all levels. I hope this Service-Learning Conference explores all these possibilities and presents them to people who will acto~o develop and carry them out, Ralph McGill always said the South was the most exciting area of the country and the most exciting part of the South was to be young and taking part in its development. Those of you who are stddents today must aa:cept this challe9ge of developing the South and our city, and those of you who are educators must help them. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Mayor's Comments to Atlanta Service-Learning Conference June 30, 1969 White Houge Motor Inn 70 Houston Street, N. E. Atlanta, Georgia 30303 Total Attendance: 300 Purpose of Conference To explore existing service programs involving youth and government in urban, domestic, and foreign setting and develop a metro-Atlanta model of service-learning between area colleges, government units, agencies and students. Two day Conference sponsored by: Urban Corps VISTA Peace Corps Atlanta Colleges Economic Opportuntty Atlanta, Inc. Teacher Corps Southern Regional Education Board  -DRAFT = Introductory remarks - welcome to Atlanta, etc. ‘We cannot, any more than past generations, see the face of the guture," Ralph McGill has writeen. "But we know that written across it is the word Educa- tion." Education today is repidly changing from the old monolithic forms of yesteryear, Todaya youth are demanding educational reforms. Many of you young people are in fact creating a new kind of education through your off-campus setvice activigies. The service-learning concept ia not new but its youthful appdicationa are having a new affect on both domestic and foreign problems. Whether young people are serving in the Peace Corps in Zambia or workigg in Cabbage Town as a VISTA Volunteer they are having a learning experience. They are learning that education doesn't end at the classroom door. In fact those of you that are Urban Corps interns will probably be amazed at your own learning experience after this brief summer. The Urban Corps is an excellend example of educatiomlinnovation coupled with service. Interns will see the problems of our city by actually participating in city government as well as private agencies. They will be learning through a pagatical extension of their academic studies. In short, they help the city, expand their education, and help pay college expenses ~- all in one. This Urban Corps is truly a student program. I first heard of this idea of relevant internships in city government when a group of student leaders from various Atlanta colleges came to City Hall with the idea more then a year ago. These students wanted a way to learn about the city and perform a service by actually work- ing in it. After many meetings and a great deal of encouragement by Dan Sweat of my staff and Bill Ramsay of the Southern Regional Education Board, we provided a group young activists some support to see if this program would work. Almost all of the planning, development of jobs and placement was actually done by students. From what I hear, the intern jobs are very challenging and exciting. Just the physical appearance of City Hall has been greatly improved by ail these young faces. Naturally there will be some disappointments and I'1l assure you that you'll become frustrated and you'll see that we do have some almost un-solvable problems. I urge you not to become discouraged but to help us find new ways of correcting the ills of our seemingly archaic system. We need your youthful enthusiasm and you'd be surprised how it will change the attitude of those in our city who have been laboring, almost alone at times, for change and progress. We in the city hope that this brief exposure to our problems and potentials will attract some of you young people to return after graduation and pursve this as a career. Governing our cities ia this nations greatest problem. It is an exhaustive but rewarding experience that you young people must sic begin to take responsibility for. I hope the Urban Corps is only a beginning. Already we're hating pre- dictions of three-fold expansion of this intern program for next year. Just the fact that nearly 1,000 students applied this year is astounding, and when one considerg that Atlanta has almost 40,000 students and nearly 35 colleges we can begin to see the potential. We need this focused, aggressive concern of young people. We need move movement between the two worlds of academia and city. In New York, an outgrowth cf their intern program has been a rapid exchange of ideas and personnel between city government and universities. We need this amiable relationship of university and city in Atlanta. We have just begun an Urban Life Center at Georgia State which all local colleges are being asked to partici- pate in. We in the cities must take greater advantage of our universities and vice versa. As John Gardder has said, the three main purposes of the university are research, teaching, and service to the community. We've seen how students are gerving the community already but there are still many unexploited potentials inside our college gates. Tf we look at the history of higher education we note that the greatest impetus was with the Land-Grant University almost 100 years ago - a system built to aid our agricultural society. Today our society is urban. But by comparison, our education system has not properly responded to our change in society. We need more people working on our cities problems. If the discipline of city planning can be used as an example, we will recognize the dramatic crisis. In all our universities combined we graduate legs than 400 planners per year. More greduates of Medieval History are put on the job market than are urban experts. What do we in the cities do for manpower? We must innovate and try to compete with industry for talent and we are in the disadvantage. Hence another reason why our cities are ungovernable. Key urban persuasion posts are occupied by lawyers, déeeotey undettakers, clergyment, businessmen, bankdrs and social workers. These professionals have been produced by universities. These people are usually consulted on a technical or specialized problems, but the solving of ehese problems depends on related matters almost always falling outside the expertise of the consultath. In other words, the key experés in our urban society = through the exercise of their expertise - enter a realm of generalization for which they haven't been properly prepared by undergraduate or professional education. Therefore, universities should try to expose their professionala in urban areas to some type of urben education. The The simplest method is by practical experience such as the Urban Corps, and the eventual solution is more teaching in urban concepts. We must not neglect the professor in our plan for community involvement of our universities. Ways Bhould be found to involve professors in areas of their academic prowness in the city. Perhaps we should have an Urban Corps for poofessors too: I am sure that there are needed areas of reasearch in the city that would interest many college instructors. This would insure that teaching does indeed remain relevant to our actual needs. In order to facilitate this dialogue, we must have more cooper&tion between colleves. Students and faculty should be able to more freely move between campuses. Atlana@a colleges are unique and should keep their individual identity, but should encourage exchanges. We have great medical schools, law schools, schools of urban design and the greatest predominantely Negro college complex in the world. We've only looked at the city as a laboratory, let's see how the city can help the university. Many young innovators on the urban scene could serve as gueas lecturers or associate professors in ovr colleges. A vivid example of this is Bill Allison, now Director of TOA, who serves as an associate professor at Georgia Tech. This type of exchange should be greatly encouraged and ways should be found to foster and develop both professor=-city exchanges and administrator- campus exchanges We must not only research problema but we must implément them too. Often times a very good report is written - only to gather duet - or ig written not with an eye for implémentation. it is the seme with residents in our deprived neighbor- hoods. They are tired of being studied. They want help. Research must be balanced by practicality and kept veievant. Our cities will not go away. ‘They will expand and multiply. We must plan do@ that. We must demand hélp from our universities. The Urban Corps should only be a beginning. We need youthful enthusiasm of young people in VISTA, returning Peace Corps volunteers, Neighborhood Youth Corps enrollees, service groups on campus, adult education tutoring by students in the dozena of service projects, We need more exchange between our city and our campuses - & « on all levels. I hope this Service-Learming Conference explores all these possibilities and presents them to people who will actoto develop and carry them out. Ralph McGill always said the South was the most exciting area of the country and the most exciting part of the South was to be young and taking part in its development. Those of you who are stddents today must except this challegge of developing the South and our city, and those of you who are educators must help them.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 19 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/5d551f6dde1a9d3bc10b02f4464a7c49.pdf 2a87724c48dfad14db39b2b0633fe684 Scripto Transcription A written representation of a document. ATLANTA LEAANING t l 'l i I I present Jf ,#i ) A BROAD AFPROP.r.1-1 TO R.:W ID TRANr .>:T JI or ·: :he imi)act of body size c.n tb~ tra=i,:,-;,ortad.on inct•1stry A1'LAt-~TA SEF-5,..I 1~"E L'f.:A~~";JU'!G CONFEP.E")JCE Whita Ro us~ ~fotor Inn iO I!"u!iton St.ce"' t , l~ Atla~t a, c ~~rgia 30303 J,me 30, 1SG9 �THE ATLAN'rA &'ERVICE•·LEARNING PLAYERS ·cad apprc,ach to rapid transit a or The Impact of Increased Body Size on the Trensporta~ion Industry ££:_ §.,! 0 F .,... ___ ___ __ ,.., .,. CHARACTERS Narrator. M.. T. Roads •• 0 0 0 • o. L. McDonald 0 • \) • c. T~ Streeto 0 • a. 0 Co "Vic" Leider. o e .~hief Planner, Same Old Roads & Traffic Association (SORTA) .Environmental Investigations with Economic Impact O~:~:'!."e (EIEIO) . •• City Traffic Enginee~ • Merchants . . . .President, Chairman of •• . .. .Board Me~ber, SORTA & Peoples oank and SORTA Mrs. Minn Ority~ Charlie Goodtime. • 0 o .Junior in Industrial Engineering, Agnes Bror.m Clark Univarsity (ABCU) Cyrius Uomeworker • • • • • Graduate Student in Psychology, ABCU Millie Tants • • • • o ., oSenior in Political Science, ABCU Constant ~~e Dewingood •• SP-uior in Sociology, ABCU Able No Willingo • •• Senior in Political Science, ABCU • 0 . . • •Dean, ABCO A. K. De~ic~ e - . Carrie Burden • • • • • • • Financial Aid & Placement Officar, ABCU Wright N~ Wright,III • • .Profes&or, Political Science, ABCU Ray Levant • • • • • • • • Associate Professor 1 Economics, ABCU I rvin Core • • • . o . ~ o •• Dir~ctor, Service-Learning Agency (SLA) Leah Zonn • . •• . • .o .Assistant Director, SLA Miss Peller., • • • • • • • Secr etary to Mr. Core • • • Grant Assignments Depertment, (EGAD) .. �THE Il\1G.REDXENTS OF SERVICE.,.LEARNING Plai::e., • • • • The Conference Room 0£ SORTA(Same old Road & Traffic Association) Time. o • • ~ • • ~ Spring Characters Present. M. T. Roads, Chief Planner, SORTA o. L. M~Donald, Director, EIEIO(Environrnantal Inveetigations with Economic Impact Ofiice) C. T. Streets, City Traffic Engineer C. "Vic" Leider, Chair.man of SORT.A Mrs. Minn Ority, SCRTA Board Memb~r Situation • • • o • • Enno has just; conf:i.t"tD.ed reports tha.t body size is increasing with each generation. The impact of this factor on SOP.TA plans for transportation facilities is the s ubject of this creeting~ SORTA does not have the manpower to explore the dimensions of the problem and is seeking help. §£~ne II o • o Stutl~nts 0 - - IQ.~ Place., . . . . . . . The Student Union Coffee Shoppe of Agnes Brown Clark University (ABCU) Ti.me •• o • • ., • • Spring Characters Present. Charlie Goodtim~, Junior, Industrial En 6 ineering Cyrius Homeworker, Gxaduate Student, Psychology Millie Taute, Senior, Political Scienee Constant Lee Dewir.g~od, Senior, Sociology Able N. Willing, Junior, Economics Situation • • • • o • Students ar,e discu!Js:f.ng their views of their courses and education and society in gene r al. ~alk turns to pl ans and w!shcs for the coming summer and beyond. o ~cene I l l • ~ n ca tional Institution Pl acs • • • • • • • o Dean's office at ABCU Ti me . e • ~ • • • • Spring Characters Present. A. K. Demic, Dean C::ar r::.e Burden, Financ ial Aiu & Placement Officer Wri ght No Wright, III , rrofessor, Pol i tical Science Ray Levant, Associate Professor, ~conomi cs Situat ion • • • o • • The group is m~eting as an ad h0c commi tte~ t o discus s student problems fr;;;-~adruini s tration and -f aculty persp~ctiv es On the agenda are : (l) academi c standards , (2) student unre st , (3) f i nancia l problems, (4) physical fa c i lit i es, (S)counsel i ng. Seen ~ m A Coor <l i ne ting Agcut Place • • • • • • • • Off i ce of SLA (Service~Learnfng Agency} Ti me • • • • • • o • Lat e the same spring �{S~~n~ lV - continued) Ch.~ractcre Prcs2nt. Irvin Core, Director, SLA Leah Zonn, Assistant Director, 5LA Miss Peller, Secretary, SLA Iva Grant, EGAD, (Exemplary Grant Assig..1II1ents Department) Situation... ••• o • Contacts have been made with SORTA, A3CU and students securing agreement to coop~rate in a service•leaming project on body size and trans portation. Funds have been secured. The agree ments are to be confirmed and a first meeting o~: the project participants is to be sche~tle&~ 0 0 ACT -SERVICE-LEARNING IN ACTION II Place • • • • • • o o SOR'!A Office Time . . . . . . . . . Lato n,r!ng Characters Present • M. 'le Roacfa O. L. McDonald "Abe" Willing Ray Levant Leah Zom, Situationo o • • • • Project ·p articipants are meeting as a project committee to help the intern define his task more specifically and to discuss roles. S£2,.ne II• Education Interpretation I-lace •• • • • • • •. Professor Levant's Off ice Time • • •. • • •. • .. Mic! .. Summer Characters Present • Ray Levant "Abo " Willing Situation. • • • • o Intern is well into his project and he i s dicr.ur;.1~.:1~ some of his observations and irleas with hie couu~eic~, .§._c~ne__lli, - Coordin_~ Place. o ... . .. . Service-Learni ng Agency Of fice Time .• • • • • • .. • Lat e Summer Characters Presen.t .. Irvin Core ! -eah Zonn Situation • • o • •• 1nternshi ps for the summer are almost over and he office is reviewi ng the situation. Scene IV - Field Revt ".t i Evaluatioq Place. • ., • • • . , • ;-, j R~ Time • • • • o • • o Late Summer Character s ?:r~s-~ nt e M. T. Roads �Page 3 Act rr - Scene IV, Contirn:ed O. L. McDonald "Abe" Willing Ray Levant Irvin Core Situation • • • • • • With only a few weeks to go, the p:roj ect is reviewing wi t h the intern his final steps ancl the preparation of ht s report. Discussion of ccmmunity and educational issues evolves. ACT III Follow~Up and Aftermath Scene I - Atlanta Service-Learning Conference . . White House Motor Inn . . . . Now . All oi you The scr i pt from here on is yet . Place .. • • • • Time • • • • Characters Present Situati on. • • • • t.o be written. ' �� Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document == arene VELL SURVICE LEARNING \ PLATTERS present - ns ae 3 A BROAD APPROACH TO RAPID TRANS LT or the impact cf body size cn the transportation industry WoANTS SERVICE LEARNING CCNFERENCE White Hous Motor inn 70 Bouston Strest, NG Atlanta, Georgia 30303 June 30, 1569 THE ATLANTA SERVICE*LEARNING PLAYERS a present ‘cad approach to rapid transit The Iimpect cf Increased Body Size on the Transportation Industry CAST OF CHARACTERS Narrator Mb dhe RREG TI A noe QO. L. McDonald , . CouLeaistrests 2) . Cc, "Vic" Leider, . Mrs. Minn Ority. . Charlie Goodtime . Cyrius UBomeworker, Millie Tants . «. . Constant Lee Dewingeod Able N. Willing. . A. K, Demic. ° * e Carrie Burden. .. Wright N, Wright, III Ray Levant . . . e Irvin Core... o Leah Zonn... « « « Miss Peller. .. =, IvavGrant. te) se ¢ = == Chief Planner, Same Old Roads & Traffic Association (SORTA) Environmental Investigations with Economic Impact Of:ice (Z1TEIO) City Traffic Engineer eFresident, Merchants & Peopies Bank and Chairman of SORTA -Board Member, SORTA «Junior in Industrial Engineering, Agnes Brown Clark University (ABCU) -Graduate Student in Psychology, ABCU »Senior in Political Science, ABCU Senior in Sociology, ABCU »Senior in Political Science, ABCU -Dean, ABCU oFinancial Aid & Placement Officer, ABCU eProfessor, Political Science, A3CU -Associate Professor, Econemics, ABCU Director, Service-Learning Agency (SLA) eAssistant Director, SLA -Secratary to Mr. Core -Grant Assignments Depertment, (ZGAD) ACT T ee Lee ae THE INGREDIENTS OF SERVICEsLEARNING Scene T - A Community Need Place, . « © » o « » The Conference Room of SORTA(Same old Road & Time o o ° . ? eo [J Characters Present Situation. .... Scene II = Students Place ine Me aPo ia Time ° . 2 e e ° J Characters Present Situation. . 6 « ® Traffic Association) Spring M, T. Roads, Chief Planner, SORTA O. L. MeDonaid, Director, EIEIO(Environmentai Tnveetigations with Economic Impact Office) C, T, Streets, City Traffic Engineer C. "Vic" Leider, Chairman of SORTA Mes, Minn Ority, SCRTA Board Member EIEIO has just confirmed reports that bady size is increasing with each generation. The impact of this factor on SORTA plans for transportation facilities is the subject of this meeting. SORTA does not have the mazpower to explore the dimensions of the problem and is seeking help. The Student Union Coffee Shoppe of Agries Brown Clark University (A8CU) Spring Charlie Goodtime, Junior, Industrial Engineering Cyrius Hemeworker, Graduate Student, Psychology Millie Tante, Senior, Political Science Constant Lee Dewingeod, Senior, Sociology Able N. Willing, Junior, Feonomics Students are discussing their views of their courses and education and society in general, Talk turns to pians and wishes for the coming summer and beyond, Scene ITI - An Educational Institution PL ace . o e ee . J . eo Time onreeseeee Characters Present Si tuation, e . o ° o Dean's office at ABCU Spring A. K. Demic, Dean Carrie Burden, Financial Aid & Placement Officer Wright N. Wright, IIL, Professor, Political Science Ray Levant, Asseciate Professor, Economics The group is maeting as an ad hoc committee to discuss student problems from an administration and faculty perspective, On the agends are: (lL) academic standards, (2) student unrest, (3) financial problems, (4) physical facilities, (5)counseling,. Scene IV - A Coordinating Agent Place. .« » © © « e » Office of SLA (Service-Learning Agency) Time . 6 « © « e © » Late the same spring  (Scene IV - continued) Characters Present . Irvin Core, Director, SLA Situation. eo 8 « Leah Zonn, Assistant Director, SLA Miss Peller, Secretary, SLA Iva Grant, EGAD, (Exemplary Grant Assignments Department) Contacts have been made with SORTA, ASCU and students securing agreement to cooperate in a service-learning project on body size ané transe portation. Funds have been secured. The agree= ments are to be confirmed and a first meeting of the project participants is to be scheduled. ACT IT SERVICE-LEARNING IN ACTION Scer* Ee Yoo Ber ject Place. . e oe o oe o °o SORTA Office Time 2. os 5 © « ce » LACO Boring Characters Present . M. %. Road3z Situation. . .« « e 0. L. McDonald "Abe" Willing Ray Levant Leah Zona Project participants are meeting as a project committee to help the intern define his task more specifically and to discuss roles. Scene IT - Education Interpretation PLACA Ss diray. ee ete Time ss ie tale cod Characters Present Situat ion. e e * e o Professor Levant's Office Mid=Summer Ray Levant "Abe" Willing Intern is well into his project and ke is discussing some of his observations and ideas with his counselor. Scene III - Coordination Pi BEC 6) aoe We) ofa! w Time ° oe . e o [J a Characters Present Situations < . « « ° Service-Learning Agency Office Late Summer Irvin Core Leah Zonn internships for the summer are almost over and she office is reviewing the situation, Scene IV - Field Rev:: 7 & Evaluation FPLSCG. ls 6. @ ¥ie Ga BORLA Time . . « » co © 6 » Late Summer Characters Present . M, T. Roads wo De Page 3 Act II ~ Scene IV, Continued O, L. McDonald "Abe" Willing Ray Levant Irvin Core Situation. . .. . » With only a few weeks to go, the project is reviewing with the intern his final steps and the preparation of his report. Discussion of community and educational issues evolves. ACT IIft Follow-Up and herermath Scene I - Atlanta Service-J.carnine Conference Place. . - » » « « » White House Motor Inn Time . o « « © « e » Now Characters Present . All of you Situation. . .. . . The script from here on is yet to be written.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 18 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/30be62e1a17eb19a186557e67a892a36.pdf a0ac3b8843659cefffde1749b6a1cffb Scripto Transcription A written representation of a document. r Lillk NEWS OF THE CORPS Atlanta Urban Corps 30 Courtland Street, N. E. Atlanta, Georgia 30303 PEOPLE OF THE URBAN CORPS As the program of the Urban Corps develops, an increased personnel is necessary. The people we have working on the administrative staff are a group of interesting men and women from various backgrounds; together they are coordinating the many aspects of the Urban Corps. Let us introduce them to you! Betty Lue Underwood and Marjorina Langford will both be working in the administrative offices as secretaries. Betty Lue is a junior at Morris Brown College and is from Barnesville, Georgia. Marjorina is a freshman at Georgia State College and is from our own Atlanta. Both of these girls are Urban Corps interns, financed by the College Work Study Program. Dianne Lovejoy, a senior at Price High School, will work with us as an intern with the Neighborhood Youth Corps. She has worked with E.O.A., and will be our receptionist for the summer. The Education and Evaluation team is made up of Resna Hammer, Education Director, Maggie Gerber and Dawn White, both Education Coordinators. Resna received her BA from Bennett College, and then served in the Peace Corps first as a volunteer for two years and then as a selection coordinator. She is married and living in Atlanta with husband Jeffrey and 10 month old baby, Rachel. Maggie is at present candidate for her Ph.D. at Emory and received her BA from the University of Denver and her MA from Boston University. She has worked as co-director for the American Friends Service Committee and has taught both at Clark and at Northern Michigan University. She and her husband Lesl ie live here in Atlanta. Dawn received her BA at St. Francis College, Indiana, and is now working on her MA at Atlanta University. She is originally from Ceylon, but her family has been living in Detroit for the past nine years. She has worked with E.O.A. both in Atlanta and in Indiana and taught for a short time at a parochial school in Fort Wayne, Indiana. Coordinating our staff are Sam Williams and his assistant Dianne Wilson. Sam, a former student body president at Georgia Tech, was director of President Nixon's task force on youth in federal government during the past year working in both Washington, D.C. and New York. Dianne, who received her BA from Spelman and has done work toward her M.A. at Atlanta University, is in charge of all special programs. She served in Kenya for one year in a program of the World Council of Churches in Harlem, N.Y. as a church program director. Another of our busy, hardworking staff members is Sue Zander whose position as Executive Assistant makes her an important "information source." Sue received her B.A. from George Peabody College in Nashville, Tenn., and has worked with E.O.A. here in Atlanta as a personnel assistant since 1964. The Urban Corps financial program is being handled by Steve Mwamba, payroll coordinator, and Inman Deen, physical director. Steve, originally from Zambia, Africa, has been in the U.S. for the past four years attending first the University of Nebraska and then Georgia State, majoring in finance. He and his wife Ivy and daughter Suzgyo live here in Atlanta. Inman comes to our program from Tulane University where he has just finished his first year of law school. He has worked in the Fulton County Juvenile Court as a probation officer for the past three years. Inman and his wife Mary will return to Tulane in September. The job of keeping the Urban Corps before the public goes to Ken Millwood and Tara Swartsel. Together they will be publishing the newsletter and contacting radio, television and newspapers. Ken, who is from Marietta, has just graduated from the University of Georgia where he majored in journalism. He plans to go to the Businc:;s School at Georgia to obtain his M.A. Tora, who has JUst graduated with a B.A. in Art from Agnes Scott College in Decatur, has baen working with the development of the Urban Corps since this past winter. AGENCY SUPERVISORS PARTICIPATE IN "CRASH COURSE" On Tuesday, June 3, forty-five agency supervisors who will be supervising Urban Corps interns met at the Urban Corps office. Mr. Dan Sweat, City Deputy Administrator, was on hand to make introductory remarks. A film, " Action S mer" from the National Urban Corps office in New York, was shown to help the supervisors visualize the kind of work that their student interns can carry out this summer. Explanations of several operational areas of the Urban Corps followed: Steve Mwamba discussed the intricacies of the payroll procedure to be used throughout the summer; Dave Whelan explained legal procedures, contracts and special arrangements to be carried out by the Urban Corps and the agencies; and Resna Hammer gave a short description of the particular areas of the Urban Corps program. As Sam Williams said after the meeting, "You know, we've been dealing with paper work for so long here in.,_the office; meeting with these supervisors todal/. brought the program to life again for us - we are working with people! The success of the Urban Corps really does depend as much on these supervisors as it does on the interns. The enthusiasm exhibited by the supervisors gave our staff a real shot in the arm." INTERNS MEET FOR ORIENTATION On Monday, June 9, fourteen student interns met with the Urban Corps staff for an orientation program. The same film which had been shown to their supervisors at the meeting on June 3 was presented to the interns in the sky room of the old city auditorium. Following the film, Dave Whelan, Resna Hammer and Steve Mwamba explained such aspects of the Urban Corps summer program as payroll, education evaluation, and intern placement. As Dave pointed out to this group of interns who are to begin work this week ... as the first interns to be "on the job" theirs is a responsible position. We are working with people - our student interns are, in fact, the Urban Corps. OUT OF CHAOS . . . OUR OFFICE HAS A "FACE U FTING!" The bare, football field-sized echo chamber that our office once was is now beginning to look like a new place. With the addition of partitions the large room on the 2nd floor of the old city auditorium now is divided into five smaller offices with a large center room and a movable partition which allows fOI" the addition of a sixth office space which can be adapted to various sized meetings. Office equipment has been provided by several of our special friends, among them the Atlanta Police Department and the city Purchasing Department. The Police Department has given us thirty cushioned straight chairs to be used in large meetings while the Purchasing Department has provided a filing cabinet and many "emergency supplies" - a special thanks goes to Mr. Al Randall of that department. We have also found that Mr. Dan Sweat, City Deputy Administrator, can run a mimeograph machine and "tote" a load of paper - because he helped us do it and w th,mk him!!! � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Link NEWS OF THE CORPS Atlanta Urban Corps 30 Courtland Street, N. E. Atlanta, Georgia 30303 \ J PEOPLE OF THE URBAN CORPS As the program of the Urban Corps develops, an increased personnel is necessary. The people we have working on the administrative staff are a group of interesting men and women from various backgrounds; together they are coordinating the many aspects of the Urban Corps. Let us introduce them to youl! Betty Lue Underwood and Marjorina Langford will both be working in the administrative offices as secretaries. Betty Lue is a junior at Morris Brown College and is from Barnesville, Georgia. Marjorina is a freshman at Georgia State College and is from our own Atlanta. Both of these girls are Urban Corps interns, financed by the College Work Study Program. Dianne Lovejoy, a senior at Price High School, will work with us as an intern with the Neighborhood Youth Corps. She has worked with E.0.A., and will be our receptionist for the summer. The Education and Evaluation team is made up of Resna Hammer, Education Director, Maggie Gerber and Dawn White, both Education Coordinators. Resna received her BA from Bennett College, and then served in the Peace Corps first as a volunteer for two years and then as a selection coordinator. She is married and living in Atlanta with husband Jeffrey and 10 month old baby, Rachel. Maggie is at present a candidate for her Ph.D. at Emory and received her BA from the University of Denver and her MA from Boston University. She has worked as co-director for the American Friends Service Committee and has taught both at Clark and at Northern Michigan University. She and her husband Leslie live here in Atlanta. Dawn received her BA at St. Francis College, Indiana, and is now working on her MA at Atlanta University. She is originally from Ceylon, but her family has been living in Detroit for the past nine years. She has worked with E.0.A. both in Atlanta and in Indiana and taught for a short time at a parochial school in Fort Wayne, Indiana. Coordinating our staff are Sam Williams and his assistant Dianne Wilson, Sam, a former student body president at Georgia Tech, was director of President Nixon’s task force on youth in federal government during the past year working in both Washington, D.C. and New York. Dianne, who received her BA from Spelman and has done work toward her M.A. at Atlanta University, is in charge of all special programs. She served in Kenya for one year in a program of the World Council of Churches in Harlem, N.Y. as a church program director. Another of our busy, hardworking staff members is Sue Zander whose position as Executive Assistant makes her an important “information source.” Sue received her B.A. from George Peabody College in Nashville, Tenn., and has worked with E.O.A. here in Atlanta as a personnel! assistant since 1964. The Urban Corps financial program is being handled by Steve Mwamba, payroll coordinator, and Inman Deen, physical director. Steve, originally from Zambia, Africa, has been in the U.S. for the past four years attending first the University of Nebraska and then Georgia State, majoring in finance. He and his wife Ivy and daughter Suzgyo live here in Atlanta. Inman comes to our program from Tulane University where he has just finished his first year of law school. He has worked in the Fulton County Juvenile Court as a probation officer for the past three years. Inman and his wife Mary will return to Tulane in September, The job of keeping the Urban Corps before the public goes to Ken Millwood and Tara Swartsel. Together they will be publishing the newsletter and contacting radio, television and newspapers. Ken, who is from Marietta, has just graduated from the University of Georgia where he majored in journalism. He plans to go to the Business School at Georgia to obtain his M.A, Tara, who has just graduated with a B.A. in Art from Agnes Scott College in Decatur, has been working with the development of the Urban Corps since this past winter. AGENCY SUPERVISORS PARTICIPATE IN “CRASH COURSE” On Tuesday, June 3, forty-five agency supervisors who will be supervising Urban Corps interns met at the Urban Corps office. Mr. Dan Sweat, City Deputy Administrator, was on hand to make introductory remarks. A film, “Action Summer” from the National Urban Corps office in New York, was shown to help the supervisors visualize the kind of work that their student interns can carry out this summer. Explanations of several operational areas of the Urban Corps followed: Steve Mwamba discussed the intricacies of the payroll procedure to be used throughout the summer; Dave Whelan explained legal procedures, contracts and _ special arrangements to be carried out by the Urban Corps and the agencies; and Resna Hammer gave a short description of the particular areas of the Urban Corps program. As Sam Williams said after the meeting, “You know, we've been dealing with paper work for so long here in the office; meeting with these supervisors tadav brought the program to life again for us — we are working with people! The success of the Urban Corps really does depend as much on these supervisors as it does on the interns. The enthusiasm exhibited by the supervisors gave our staff a real shot in the arm.” INTERNS MEET FOR ORIENTATION On Monday, June 9, fourteen student interns met with the Urban Corps staff for an orientation program. The same film which had been shown to their supervisors at the meeting on June 3 was presented to the interns in the sky room of the old city auditorium. Following the film, Dave Whelan, Resna Hammer and Steve Mwamba explained such aspects of the Urban Corps summer program as payroll, education evaluation, and intern placement. As Dave pointed out to this group of interns who are to begin work this week ...as the first interns to be “on the job” theirs is a responsible position. We are working with people — our student interns are, in fact, the Urban Corps. OUT OF CHAOS .. . OUR OFFICE HAS A “FACE LIFTING!” The bare, football field-sized echo chamber that our office once was is now beginning to look like a new place. With the addition of partitions the large room on the 2nd floor of the old city auditorium now is divided into five smaller offices with a large center room and a movable partition which allows for the addition of a sixth office space which can be adapted to various sized meetings. Office equipment has been provided by several of our special friends, among them the Atlanta Police Department and the city Purchasing Department. The Police Department has given us thirty cushioned straight chairs to be used in large meetings while the Purchasing Department has provided a filing cabinet and many “emergency supplies’ — a special thanks goes to Mr. Al Randall of that department. We have also found that Mr. Dan Sweat, City Deputy Administrator, can run a mimeograph machine and “tote” a load of paper — because he helped us do it — and we thank him!!!  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 17 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/27362d8af9969e80d08c017634e61f0a.pdf 97124f80073bbd97d3c13230bccc3823 Scripto Transcription A written representation of a document. INTERNSHIP ATLANTA URBAN CORPS 30 Courtland Street, N.E . Atlanta, Georgia 30303 ASSIGNMENT 3 INTERN NO . 4 INITIAL ASSIGNMENT NAME REASSIGNMENT FART TIME ADDRESS SUMMER e L AGENCY 7 COORDINATOR 9 J 0 J 0 0 0 . --------------------~--1-------------------------------'----------------N9. i i ~1. 1 ! ._, 10 ADDRESS 12 ASSIGNME~T I I 11 NATURE OF ASSIGNMENT I I I I I TO BE COMPLETED BY AGENCY COORDINATOR STUDENT 13 IMMEDI ATE SUP[RVISO R []ACCEPTED ASSIGNMENT (NAME OF CENTER) 17 ASSIGNMENT HOURS TO F'ROM DDECLINED MON ASSIGNMENT ADDRESS UNACCEPTABLE REMAR KS 18 TUES 16 WED THURS 0 . J 0 J FRI 0 0 --------------------- -~ .--+---------------------------r-iSAT STARTING DATE 21 SUN TO BE COMPLETED BY INTERN IF DECLINING ABOVE POSITION D I decline this assignm e nt and wish to be re assigned because: .------------------------------------------------------------------------------------------------------------------------Iii D I wish lo withd raw from the . URBAN CORPS. (s e e ite m 5 on reverse) DISTR I BUT I ON : WHITE , CANA ·R Y ·a. GREEN - URBAN CORPS FIN K - AGENC Y COORDIN A TOR AGENCY COORDINATOR BLUE - INTE~NS RECORD FORM UC - 4 9 / 67 M-822278 �INSTRUCTIONS: TO URBAN CORPS INTERN: l. This is your intern assignment. In accordance with your stated preference, you have been assigned to the position described in Box 11 on reverse side. 2. You MUST contact the COORDINATOR named in Box 8 immediately to arrange for an interview, at which time the exact nature of your assignment will be outlined. 3. Bring all five copies of this form with you to the interview . DO NOT SEPARATE THEM. At · your interview, the agency coordinator will fill out Boxes 13 through 21. 4. The agency coordinator will retain the pink copy . You will remove the blu·e copy for your records. You MUST return the other three copies to THE ATLANTA URBAN CORPS, 30 "Courtland Street, N.E., Atlanta, Ga . 30303: IMPORTANT--NO PAYROLL WILL BE PROCESSED UNTIL THESE FORMS ARE RECEIVED BY THE URBAN CORPS OFFICE. 5. If, before the interview, you decide that you do not want this assignment, check space in Box 22 and state your reasons. If you wish to withdraw from the URBAN CORPS, check the space in Box 23 . THEN RETURN ALL COPIES TO THE URBAN CORPS. TO AGENCY COORDINATOR: l. The intern who brings this form hos been assigned to the specific position whose Ass ignment number appears in Box 10 . 2. If you accept the intern for the assigned position, complete Boxes through ]l. 3. Retain the PINK copy for your records. 4. RETURN THE REMAINING FOUR COPIES TO THE INTERN . 5. If th e intern is not acceptable or decl ines the pos ition, check the appropr iat e space in Box 13 and _return al I five copies of the form to the intern. !,1 NOTE : If there ore any questions regarding placement procedure, please feel free to coll the URBAN CORPS at 524-8091 or write: ATLANTA URBAN CORPS 30 Courtland Street, N. E. Atlan t a , Georgia 30303 � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document ae ee ee Pay = a ee. eS, ; a at ~ = ——s = a 3 SS Se To ee ee a —_— ——s “— re a i NY ‘i BolCounlandistrectiNEE® ATLANTA URBAN CORPS INE RS Reo ON RENT Atlanta, Georgia 30303 INTERN NO. 1 | COLLEGE 2) DATE 3 7 ae Ratios College i ee eee ! . « , Ad&ntioch Union i ADDRESS Yallow Springs, Ohio 45387 REASS!IGNMEN T FART TIME = = I NAME [© Manney Berk ; A INITIAL ASSIGNMENT L] ™ SUMMER & (es | ' AS pice |[Mulics [Mili AGENCY 7] COORDINATOR 8 | PHONE . io, d City of Atlanta ai Dan E. Seeat, Jr. i 522-4463 Ext. 260 3 saa t ay | |_| ; pel NATURE OF ASSIGNMENT Ee =a boil | {ines eat a Guemer Program Evaluation Intern 209 City Hall To monitor -sumer program components and recommend changes ellie Georgia 30303 as necded. Also to assist in the compilation of ewmer facte for final report and evaluation, Will require field work as well ap-ineide desk work. SOR SUPERVISOR'S PHONE SWEAT 3 ALL ACCEPTED [__]eecuineo UNACCEPTABLE ASSIGNMENT AME OF CENTER CITY ASSIGNMENT ADDRESS 17] ASSIGNMENT HOURS. sadato| MON TUES 6 WED THURS |FoLo FRI SAT ete) | SUN (ial | decline this assignment and wish to be reassigned because: ea] | wish to withdraw “an the. URBAN CORPS. (see item 5 on reverse) les DISTRIBUTION: WHITE,CANARY & GREEN - URBAN CORPS PINK - AGENCY COORDINATOR AGENCY COORDINATOR BLUE - INTERNS RECORD : FORM UC-4 9/67 M-822278 ales at he he a il St, ad pile Ben™s = Ss INSTRUCTIONS: TO URBAN CORPS INTERN: lle This is your intern assignment. In accordance with your stated preference, you have been assigned to the position described in Box 11 on reverse side. You MUST contact the COORDINATOR named in Box 8 immediately to ar- range for an interview, at which time the exact nature of your assignment will be outlined. Bring all five copies of this form with you to the interview. DO NOT SEP- ARATE THEM. At your interview, the agency coordinator will fill out Boxes 13 through 21. The agency coordinator will retain the pink copy. You will remove the blue copy for your records. You MUST return the other three copies to THE ATLANTA URBAN CORPS, 30 Courtland Street, N.E., Atlanta, Ga. 30303. IMPORTANT--NO PAYROLL WILL BE PROCESSED UNTIL THESE FORMSARE RECEIVED BY THE URBAN CORPS OFFICE. lf, before the interview, you decide that you do not want this assignment, check space in Box 22 and state your reasons. If you wish to withdraw from the URBAN CORPS, check the space in Box 23. THEN RETURN ALL COPIES TO THE URBAN CORPS. TO AGENCY COORDINATOR: 1. The intern who brings this form has been assigned to the specific position whose Assignment number appears in Box 10. 2. If you accept the intern for the assigned position, complete Boxes 13 through 21. Retain the PINK copy for your records. RETURN THE REMAINING FOUR COPIES TO THE INTERN. If the intern is not acceptable or declines the position, check the appro- priate space in Box 13 and return all five copies of the form to the intern. NOTE: If there are any questions regarding placement procedure, please feel free to call the URBAN CORPS at 524-8091 or write: ATLANTA URBAN CORPS 30 Courtland Street, N.E. Atlanta, Georgia 30303  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 16 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/902c0791d2256f55be3153e41943a58a.pdf 799871cd22cfec5e2542decf4b4da4ef Scripto Transcription A written representation of a document. Charles L. D~vis etc. Dear Charles: recognize This isto request that you k~KKX the signature of eih· er Mr. Dan Sweat or Mr. George Berry of thb of f ic e on all requisitions and other documents relatin g to the 1969 Atlanta Urban Gorp s Project•. This will Jd::t involve all appropriation accounts created in our general fund budget by resolution dated with June 16, 1969 .&11asxil&KHthe suffix "U. 11 By copy of this letter I am making the same request of the Purchasing Agent. VTY REL � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Charles L. Davis etc. Dear Charles: recognize This isto request that you Nuwer the signature of eih er Mr, Dan Sweat or Mr. George Berry of this office on all requisitions and other documents relating to the 1969 Atlanta Urban Sorns Project@. This will =x involve all anpropriation accounts created in our general fund budget by resolution dated with June 16, 1969 shetxeexexthe suffix "U." By copy of this letter I am making the same request of the Purchasing Agent. VTY REL ect \Ma, 9 font Gee.  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 7, Document 15 Box 9 Box 9 Folder 7 Folder topic: Urban Corps | 1969