330 20 10383 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/206443b72e0e2eccc06dd0e338878631.pdf dadd0aa2aed362e08960eb92d38a3d83 Scripto Transcription A written representation of a document. July lS, 1969 Mr . Charles L. Davis Director Department of Finance City of Atlanta Dear Charles: I have your letter of July 10, 1969 in which you indicat that you have disburs d $?50 to Mr. Mark Da h through the regular payroll procedure. A you know, thi di bur em nt wa requ st d to be in the form o£ an education 1 stipend. It is our request that the remaining three p yment of $250 ch be di bursed directly from the remaining fWld of the Stern Family Grant, which is now deposited in Account T.A-25-62-310. You ha.v one mi cellaneou request in hand, nd you are requested to make this di burs ment from thifJ ppropri tion. Soon the Urban Corps Project Dir ctor will forward to u · th paym nts to be made lrom the T -25- 62-310 account. Many thank• for your a aiatance and copP r tion. V ry truly yo\1r , n Sw DS:je · t rem ining two � 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 July 15, 1969 Mr. Charles L. Davis Director Department of Finance City of Atlanta Dear Charles: I have your letter of July 10, 1969 in which you indicate that you have disbursed $250 to Mr. Mark Dash through the regular payroll procedure. As you know, this disbursement was requested to be in the form of an educational stipend. It is our request that the remaining three payments of $250 each be disbursed directly from the remaining funds of the Stern Family Grant, which is now deposited in Account TA-25-62-310. You have one miscellaneous request in hand, and you are requested to make this disbursement from this appropriation. Soon the Urban Corps Project Director will forward to us the remaining two payments to be made from the TA-25-62-310 account. Many thanks for your assistance and cooperation. Very truly yours, Dan Sweat DS:je  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 5, Document 23 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/3a0e6bae5065630fc3c2e7414d21ef53.pdf daf3ae6342759332584ae74a93d7523f Scripto Transcription A written representation of a document. ATLANTA VRBAN CORPS 30 COURTLAND STREET . N .E . / PHONE [404] 525 -2662 / ATLANTA , GEORGIA 30303 May 13, 1969 Mr. Dan Sweat Director of Governmental Liaison City of Atlanta 68 Mitchell Street, S. W. Atlanta, Georgia 30303 Dear Mr. Sweat: We have received your completed Internship Assignment Forms and will contact you very soon regarding placement. Thank you for your interest in the Atlanta Urban Corps. ? Jl y, "- J ~--- DAVID WHELAN, Coordinator Internship Development DW : sz � 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 ATLANTA VRBAN CORPS 30 COURTLAND STREET, N.E. / PHONE [404] 525-2662 / ATLANTA, GEORGIA 30303 May 13, 1969 Mr. Dan Sweat Director of Governmental Liaison City of Atlanta 68 Mitchell Street, S. W. Atlanta, Georgia 30303 Dear Mr. Sweat: We have received your completed Internship Assignment Forms and will contact you very soon regarding placement. Thank you for your interest in the Atlanta Urban Corps. ly y ———— DAVID WHELAN, Coordinator Internship Development DW:sZ  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 5, Document 22 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8dd5bc4fbae877a08d1d92a03c8f638a.pdf e497aae6de4adcd12fc075de35452b3c Scripto Transcription A written representation of a document. ....--------------------~-------------------------· ATLAN TA URBAN In te rn ship Assignme nt Form CORPS r Date Urban Co rp s Rep res e nt at iv e Name of Host Org aniza ti o n Or g an i z at i o n a I Unit o f Proposed Assignment Address Assi gnment Locat ion ( : f differ en t f rom above) Perso n Respons ibl e for Intern s hip Tit I e ____________________ Function of Organizational Unit Teleph o ne No. ____________ Int e rnship Project Title (Outline o n Revers e Si de) Begi nni ng Date '-- Full Tim e Ending Dat e Part Tim e Special Assig nm ent Cond iti ons Approx. Hours Per Week Experience, Sk ills, Training or Other Qualificati o ns Desired: Intervie w Req ueste~: Name of I nt e rvie wer Location Phone-----------Req uest for assignment of an Atlanta Urban Corps intern in the descr i bed position on the reverse side is hereby approved . I hereby certify that the assignment of an Atlanta Urban Corps intern into thi s position wi I I not result in the displacement of a regular worker or imp air existing contracts for servic es. S i gna - ure Title Date �Project Out Ii ne De sc ribe briefly in terms of how the task serves the purposes of the organization: Specific objectives of internship project: Planned orientation and approaches: To Be Completed By Atlanta Urban Corps Educational Counselor -------,-N,-a_m_e________ Title Technical Representative Name Phone Address Phone Address Intern ---------,N~a_m_e___________ Address Titl e Co ll ege Ph o ne Approved For Atlanta Urban Corps _______________ Signature Date � 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 ATLANTA URBAN CORPS Internship Assignment Form REE Rees ees Urvan Corps Representative Date Name of Host Organization Organizational Unit of Proposed Assignment Address Assignment Location fif different from above) Person Responsible for Internship Title Telephone No. Function of Organizational Unit Internship Project Title (Outline on Reverse Side) Beginning Date Ending Date Full Time Part Time Approx. Hours Per Week Special Assignment Conditions Experience, Skills, Training or Other Qualifications Desired: Interview Requested: Name of Interviewer Location Phone —— Request for assignment of an Atlanta Urban Corps intern in the described position on the reverse side is hereby approved. | hereby certify that the assignment of an Atlanta Urban Corps intern into this position will not result in the displacement of a regular worker or impair existing contracts for servic éS. Signature Title Date  Project Outline Describe briefly in terms of how the task serves the purposes of the organization: Specific objectives of internship project: Planned orientation and approaches: To Be Completed By Atlanta Urban Corps Educational Counselor Name Title Address Phone Technical Representative Name Title Address Phone Intern Name College Address Phone Approved For Atlanta Urban Corps Signature Date  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 5, Document 21 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/590bde81ff39e5ee5836bda550aebd06.pdf 71754eff715317098b760176cfee42b6 Scripto Transcription A written representation of a document. ATLANTA VRDAN CORPS 30 COURTLAND STREET , N .E . / PHO N E [404) 525 -2662 / AT L AN TA , GEORGIA 30303 April 25, 1969 Mr. Dan Sweat Director of Government Liaso n Mayor's Office Atlanta, Georgia 30303 Dan , Enclosed are our Internship Development Forms for the Mayo r 's · office internship positions this summer. Since you are so well acquainted with the pro gram, I see no need to discuss the internships peraewith you. If you will see t hat a development f orm is co mpletely filled out f or each internship in the Mayo r's o ff ice ( xerox a copy if two are the same . ) with a detail ed description of the purpo ses , obj ectives, etc. o f t he position, it wi l l be appreciated. We would like you to return these f orms to us at the A.U. C. offic e as s oo n as possible. I f you have any questions, please call the office and leav e a message for me. Thank you for your help. David Whe lan � 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 ATLANTA VRBAN CORPS 30 COURTLAND STREET, N.E. / PHONE [404] 525-2662 / ATLANTA, GEORGIA 30303 April 25, 1969 Mr. Dan Sweat Director of Government Liason Mayor's Office Atlanta, Georgia 303503 Dan, Enclosed are our Internship Development Forms for the Mayor's’ office internship positions this summer. Since you are so well acquainted with the program, I see no need to discuss the internships per sewith you. If you will see that a development form is completely filled out for each internship in the Mayor's office (xerox a copy if two are the same.) with a detailed description of the purposes, objectives, etc. of the position, it will be appreciated, We would like you to return these forms to us at the A.U. C. office as soon as possible. If you have any questions, please call the office and leave a message for me. Thank you for your help. _ Sincerely, ) ( / AVM te VS David Whelan  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 5, Document 20 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c936cd75ba19abd0fff5e6bb268114db.pdf dc90c5b198cb5c204efd102d23cd2e93 Scripto Transcription A written representation of a document. AGNES SCOTT COLLEGE College Work-Study Students Name Agency Pay Rate None Non-College Work-Study Students T. Brackin S. Dennard J. Lang J. Maulding · S. Pickard S. Tucker T. Swartsel C. Watkins M. Gordon Kennesaw Mountain Park Fulton Cou_n fy H<i:ra11:1h .:pept. Fulton County Health Dept. Fulton County Health Dept. Kennesaw Mountain Park Kennesaw Mountain Park Atlanta Urban Corps Fulton County Health Dept. Community Council Declining Students L. Cooke E. Willis $2.20 2.20 2.20 1. 80 2~20 2.20 2.50 2.20 2.20 �Non-College Work-Study Students Atlanta University Name K. Liang D. White Agency Finance Atlanta Urban Corps $2.50 2o50 �Brandeis College College Work- Study Students Natlle V. Spaulding Agen9: Atlanta Youth Coancil Pay R~te $2.20 �BROWN UNIVERSITY College Work-Study Students Name R. Padgett Y.~"f1£l Atlanta Youth Corps �CLARK COLLEGE College Work-Study Students Name L. Alexander c. Bonner R. Childress c. Choice. w. Driver G. Fretwell J. Herring D. James c. Knight . B. Peters M. Sim:nons D. Wright Dekalb YMCA Peace Corps Water Works Parks & Recreation Corrnnunity Arts Atlanta Youth Council Library Atlanta Youth Council Wheat Street Church Literacy Action Atlanta Yo~th Co:mcil Library $1.80 2.20 2.20 2.20 2.20 2.20 2.20 1.80 2 •.20 2.20 1.80 2.20 Non-College Work-Study Students I. Highto:ve r B. Holland P. Johnson Co:nmuni ty Arts Urban Lab Water Works Declining Students M. Bostick J. Bussey I. Cleveland M. Tagen B. Stinson B. Thom?s -:m T. Williams P. Wilkes 2 o20 Volunteer 2.20 �Dekalb College C~llege Work-Study Students Name J. Flemister B. Grimes E. McCord F. McCord E. Neal R. Rucker L. Scandrick c. Thomas v. Tomlinson P. Watkins E. Stulc:iivant Agency Pay Rate Parks & Recreation Atlanta Youth Co~ncil Atlanta Youth Council Dekalb YMCAGate City Day Nursery Kirkwood Center Atlanta Youth Council Community Council Y'"wCA YWCA. Boy Scouts $1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.-80 1.80 Declining Students C. M. C. C. J. Cotton Ham?ton Person Robinson Searcy �EMORY UNIVERSITY Non-College Work-Study Students Name B. Bainbriclge F. Benfield J. Bruce N. Corcoran K. Frye M. Gerber D. Har"ey c. Haynes F. HHlbr_a th J. Ho.llenbeck M. Irby A. Van- Ke ller G. Lurie K. Kirschstein R. Martin A. Mayeaux J. Martin ,T. Mulligan N. Norbert H. Newman R. Simmons B. Snoo~inson c. Smith o. Williamson M. Woodward Wheat Street Church Grady M & I Clinic City Parks Fulton County Health Dept. Atlanta Public Library Wheat Street Church Street Theatre Atlanta Girls Club Mayor's Office $2.20 2.20 1.80 1.80 1.80 2.20 2.20 2.20 2.50 Non-College Work-Study Students J. Bridges w. F.• B. s. s. V. R. w. J. Colliers Fleming Kavelage Lindsey Mwam;)a Scalera Toney Travis Petzelt Atlanta Public Library Aviation Mayor's Office Atlanta Urban Corps Atlanta Girls Club Atlanta Urban Corps Ga. State Phy. Ed. Dept. Sanitation Sanitation Ga. State Phy. Ed. Dept. Declining Students c. Bostick G. Faison w. Huff D. Kavelage M. Langford (Is working part-time) M. Morris R. Ratte tree 2.50 1.80 2.50 2.20 1.80 2.20 2.50 2.20 2.20 2.20 �GEORGIA TECH College Work-Study Students Name C, D. D. P. K. T. A. W. H. . . D. J. J. Brown Christenberry Draglin Harwell Hatche r Hatcher Keck Kemp Nash Paul Wilcox · Wilson Agency St. Vincent de Paul Center Mayor's Office Water Works Atlanta Urban Corps Library Public Works Atlanta Youth Cor ps Water Works Traffic Wheat Street Church Water Works Atlanta Youth Council $2.20 2.50 2.20 1.80 1.80 1.80 2.20 2.50 2.20 "2. _20 2.50 2.20 Non-College Work-Study Students M. Bodor Bloom Caskey Com be s R. A. DeLuca J. Foster M. Howeedy T.. Hunt J. King s. Lester A. Miller M. Rabb T. Snider P .. Stansbury J. Uffelman D. Whelan w. c. Finance Mayoi;:'s Office Sanitation Sanitation Sanitation Mayor's Office Planning Atlanta Housing Atlanta Youth Corps Sanitation Kenne saw Mountains Atlanta Urban Corps Finance Sanitatioc1 Sanitation Atlanta Urban Corps Declining Students s. s. Becket Chen J. DeVenny R. Ellio"t R. Fenet D. Henderson T. Hood K. Jackson c. Johns on M. Karwisch P ~ .Lu D. Marsh R. May P . Nwghe J. Olson P. Roberts R. Scholo.;; P. Scott R. J. A. G. Still Sous Wallace Weaver E. White E. Wahlen G. Zitlow 2.20 2.20 2.20 2.20 2.20 2.50 2.50 2.20 Volunteer 2.20 2.20 2.20 2.50 2.20 2.20 2 . 50 �Indiana University College Work-Study Students Name W. Patterson ~SY. Atlanta Yo~th Corps fil_Rate $2.20 �LAKE FOREST COLLEGE College Work-Study Students . Pay Rate Name S. Cantor S. Dawson Service Learning Conference EOA $2.20 1.80 �MERCER COLLEGE College Work-Study Students Na:ne T. Wade Agency_ Southwest YMCA Pay Ra~ $1.80 Non-College Work-Study Students G. Wood Atlanta Youth Council / 2.20 �MOREHOUSE COLLEGE College Work-Study Students Pay Rate Nam•= R. K. M. E. A. E. J. L. J. Carroll Dunlap Floyd Gaffney Kennedy McMichael Moore Sanders Stephens Personnel City Parks City Parks Vine City Atlanta Youth Council Community Arts Am,:rican ·Cancer So::iety Atlanta Youth Council Parks & Recreation $2.20 2.20 2.20 2.20 1.80 2.20 2.20 2.20 2.20 No~-College ~erk-Study Students E. Barrett R. Bro-,m L. Keys M. Mangham M. St blefield R. Terry c. Wilso,:i Georgia Em?loyment Purchasing Water Departm:nt Finance Street Theatre Water Department Traffic Declining Students c. Burnett T. Cuffie A. Dollar K. Fa 6 en K. Martin A. Moses J. McCottrell G. Simpson w. Wilson 2.20 2.20 . 2. 20 2.20 2.20 2. 20 · Volunteer �MORRIS BROWN COLLEGE College Work-Study Students Name B. Comer c. Davis A. Hamilton Haywood Humphrey Jefferson Mitchell c. McElrdyc. Myrich B. Pennington C. Sim:nons D. Small M. Strozier B. Underw·.:>od c. Waddell O• . Wheeler R. Williams R. Braxton D. Hicks R. D. R. A. Ag_ency Pay Rate Atlanta Girls Club $2.20 Parks & Recreation Atlanta Youth Corps EOA YWCA Mennonite H0 use Wheat Street Baptist Church Parks & Recreation Academy Theatre Immigration Atlanta Girls Club Immigration American Cancer Society Atlanta Urban Corps Easter Seal Finance Gate City Day Nursery Fulton County Health Dept. Gate City Day Nursery 2.20 1.80 2.20 1.80 2.20 2.20 2.20 2.20 1.80 2.20 1.80 2.20 2.20 1.80 2.20 2.20 1.80 2.20 Non-College Work- Study Students J. Myles S. Prator Sanitation Sarah D. Murphy Homes Declining Students M. Comb M. Co~en J. Delay Flande rs J. Howard s. Johnson A. Jones D. Lemon A. Lovelace J. Powell R. Rynder Y. Ross R. Sis l;arie w. Smith C. Smith c. Willia,ns E. Warner V. {Ch andler w. 2.20 2.20 �OGLETHORPE College Work-Study Students Name D. Hanley J. Menez EOA Mayor's Office $2.20 2.20 Non-College Work-Study Students T. Isaac Mayor I s Office 2.50 �· Southwe stern College Work-Study Students Name F. Flowers G. Roberts Community Relations Street Theatre $1.80 1.80 �SPELM.l\.N College Work-Study Students Name R. A. P. D. M. Arnold Chapman Dozier Lewis Moore B. Quillins T. Sinkfield C. York Pay_B_ate Kirkw.:io:i Center Gate City Nursery Easter Seal Atlanta Girls Club Library Kirkwo ,:x l Center Atlanta Yo~th Council Family Counseling $2.20 2.20 2.20 1.80 2.20 2.20 2.20 2.20 · Noc1.;.College Work-Study Students L. Howard M. Kreger S. Mincey Literacy Action Fulton County Health Dept. Wheat Street Church Declining Students S. Holiday V. Smith 2 .20 . 2.20 Volunteer �UNIVERSITY OF GEORGIA College Work-Study Students Name S. Berry M. Friedman Pai Rate Crime Co:nmission City Water $2.20 2.20 Non-College Work-Study Students F. Goodson J. Hotard K. Millw.:,od J. Spencer Sanitation Sanitation Atlanta Urban Corps Crime Co:nmission Declining Students W. Goldstein L. Shahid 2.20 2.20 2.50 2.50 �University of Pennsylvania College Work-Study Students Name . P. Whatley M£~T}£1_ Fulton County Health ~Rate $2.20 Non-College Work-Study Students J. Waggener Business License 2.20 �VASSAR College Work-Study Students Name M. Freeman 4.gells: Dekalb YMCA Pay R~te $1.80 �WEST GEORGIA COLLEGE College Work-Study Students Name s. K. L. D. N. M. K. s. J. R. P. s. c. L. D. s. M. E. Ball Betsill Brow:i. Cousineau Ingram Jaccino Kennedy Kieme le Mann Lynes McLaughlin Stro~hert Thurmond Tilley Turner Windom Winston Henderson fille_~ Fulton County Health Dept. Decatur YMCA Fulton County Health Dept. Fulton County Health Dept. Atlanta Public Library Fulton County Health Dept. Fulton County Health Dept. Fulton County Health Dept. Atlanta Youth C.ouncil Water Dept. Atlanta Girls Club Kirkwood Center Grady's Girls Club Atlanta Youth Council Dekalb YMCA Fulton County Health Dept. Motor Trans. Parks & Recreation Declining Students J. Neighbors Pay Rate $2.20 1.80 2.20 2.50 2.20 1. 80 1.80 1.80 .1. 80 2.20 1.80 2.20 2.20 1.80 2.20 2.20 2.20 2.20 �YESHIVA COLLEGE College Work-Study Students Name L. Shields ~ency_ Easter Seal ~_E.~te $2.20 �N0E.-College Work-Study Students Agency Pay Rate Florida Presbyterian College s. Fulton County Health Chandler $1.80 Northwestern University Emmaus House F. Hill 2.50 University o f Kentucky Water Depto J. Hill 2.20 Coppin State College Jacqueline Blackwell EOA 2.20 Randolph-Macon Decatur-Dekalb YMCA A. Luce 1 .&) University of North Carolina M~ Lawrence B. White Atlanta Service Learning Conference 2.20 Literacy Action 2.50 Wesleyan W. Millkey Finance 1. 80 Antioch College M. Berk Mayor's Of fice 2.20 Clemson T. Rogers Atlanta Urban Co rps 2.50 George Wa shington College M. Silberstein Kennesaw Mountain 2.20 North Carolina Arts School c. Walker Finance 1. 80 East Carolina · E. WitCher Fulton Planning 2.50 Berry College G. Smith Emmaus House Volunteer �Non-Colle ge Work-Study Students Name Agency Pay Rate Tulane I. Deen Atlanta Urban Corps $2.50 Vanderbilt J. Elman Sanitation Declining Students R. Westbrook University of the South E. Benjamin C. Dill Earlhar.a Colle ge A. Cherry Tuskee gee W. Johnson Smith J. Dayan Barnard A. Waller Mt. Holyoke s. Erlick 2.50 � 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 None H . Brackin Dennard Lang Maulding Pickard Tucker Swartsel Cc. Watkins M. Gordon HANnUUN L. Cooke E. Willis AGNES SCOTT COLLEGE College Work-Study Students Agency Pay Rate Non-College Work-Study Students Kennesaw Mountain Park Fulton County Health Dept. Fulton County Health Dept. Fulton County Health Dept. Kennesaw Mountain Park Kennesaw Mountain Park Atlanta Urban Corps Fulton County Health Dept. Community Council Declining Students $2.20 2.20 2.20 1. 80 i220 2.20 2.50 2.20 2.20  Name K. Liang D. White Non-College Work-Study Students Atlanta University Agency Finance Atlanta Urban Corps Pay Rate $2.50 2.50 C Brandeis “ollege College Work-Study Students Name Agency _ Pay Rate V. Spaulding Atlanta Youth Council $2.20 BROWN UNIVERSITY College Work-Study Students Name Agency Pay Rate R. Padgett Atlanta Youth Corps $1.80 Ka GOR RPAGUHDzAOD HWHOBEHHE Name Alexander Bonner Childress Choice. Driver Fretwell Herring James Knight Peters Simmons Wright Hightower Holland Johnson Bostick Bussey Cleveland Tagen Stinson Thompson Williams Wilkes CLARK COLLEGE College Work-Study Students Agency Dekalb YMCA Peace Corps Water Works Parks & Recreation Comnunity Arts Atlanta Youth Council Library Atlanta Youth Council ‘Wheat Street Church Literacy Action Atlanta Youth Council Library Pay Rate $1.80 2.20 2.20 2220 2.20 2.20 2.20 1.80 ee0 2.20 1.80 2.20 Non-College Work-Study Students Community Arts Urban Lab Water Works Declining Students 2 20 Volunteer 2.20 wo Aya or aes UAaza Dekalb College College Work-Study Students. Name Agency Pay Rate Flemister Parks & Recreation $1.80 Grimes Atlanta Youth Council 1.80 McCord Atlanta Youth Council 1.80 McCord ‘ Dekalb YMCA: 1.80 Neal Gate City Day Nursery 1.80 Rucker Kirkwood Center 1.80 Scandrick Atlanta Youth Council 1.80 Thomas Comnunity Council 1.80 Tomlinson YWCA 1.80 Watkins “YWCA © i ; 1,80 Stuldivant Boy Scouts 1.80 Declining Students Cotton Hampton Person Robinson Searcy . DSA Zo eget er HaOKHKUWAtAZUuaPAn Name Bainbridge Benfield Bruce Corcoran Frye Gerber Harvey Haynes Hillbrath Hollenbeck Irby Von- Keller Lurie Kirschstein Martin Mayeaux Martin Mulligan Norbert Newman Simmons Snooks Thompson Tumlin - Walsh Whigham Daniels Tom Afflect R. D. M. H. J. DeMayo Followill Holland LeFever Stephenson EMORY UNIVERSITY Non-College Work-Study Students Agency Atlanta Girls Club Sanitation Mayor's Office Emory Legal Aid Atlanta Urban Corps “Atlanta Urban Corps Finance Street Theatre Youth Council City Attorney Finance Emory Legal Aid Mayor's Office Fulton County Health National Welfare Rights Personnel Mayor's Office Fulton County Health Kennesaw Mountain Fulton County Health Kennesaw Mountain Sanitation Family Counseling Aviation Finance Housing Conference College Work=-Study Students Fulton County Health Declining Students Pay Rate Volunteer $2.50 2.50 2.50 2.50 2.50 2.50 2.20 2.20 2,50 2.20 ‘2.50 2.20 2.20 2.50 2.50 2.20 2.50 Zel0. 2.50 2.20 2.20 2.20 2.50 2.50 2.20 2.20  Name J. Ingle S. Owens P. Sims E. Vignand Georgia College at Milledgeville College Work-Study Students Agency _ Pay Rate Atlanta Youth Council $2.20 Library 23:20 Sunmer Comnunity School 1.80 Declining Students . . * Boarrwyarn PERV BQAQO GEORGIA STATE COLLEGE College Work-Study Students Name Agency Pay Rate Atkins Wheat Street Church $2.20 Daniels Grady M & I Clinic 2.20 Durrah City Parks 1.80 Gaither Fulton County Health Dept. 1.80 McCrary Atlanta Public Library 1.80 Robinson Wheat Street Church 2.20 Smith Street Theatre 2.20 Williamson Atlanta Girls Club 2320 Woodward Mayor's Office . 2.50 Non-College Work-Study Students Bridges Atlanta Public Library 2.50 Colliers Aviation 1.80 Fleming Mayor's Office 2.50 Kavelage Atlanta Urban Corps 2.20 Lindsey Atlanta Girls Club 1.80 Mwamba Atlanta Urban Corps 2.20 Scalera Ga. State Phy. Ed. Dept. 2.50 Toney Sanitation 2.20 Travis Sanitation 2.20 - Petzelt Ga. State Phy. Ed. Dept. 2.20 Declining Students Bostick Faison Huff Kavelage Langford (Is working part-time) Morris Rattetree UYOUUDUMaPrPHANDUYUO ° * «© . 8 «© ° ° * o « 2 « * «@ HPoNWA ON SQA OAT Oonn GEORGIA TECH College Work-Study Students Name Agency Pay Rate Brown St. Vincent de Paul Center $2.20 Christenberry Mayor's Office 2.50 Draglin Water Works 2.20 Harwell Atlanta Urban Corps 1.80 Hatcher Library 1.89 Hatcher Public Works 1.80 Keck Atlanta Youth Corps 2.20 Kemp Water Works 2.59 Nash Traffic 2.20 Paul = ‘Wheat Street Church 2.20 Wilcox Water Works 2.50 Wilson Atlanta Youth Council 2.20 Non-College Work-Study Students Bodor Finance 2.20 Bloom Mayor's Office . 2.20 Caskey Sanitation 2.20 Combes Sanitation 2.29 DeLuca Sanitation 2320 Foster Mayor's Office 2250 Howeedy Planning 2.50 Hunt Atlanta Housing 2.29 King Atlanta Youth Corps Volunteer Lester Sanitation 2.20 Miller Kennesaw Mountains 2.20 Rabb Atlanta Urban Corps 2.20 Snider Finance 2.59 Stansbury Sanitation 2.29 Uffelman Sanitation 2.29 Whelan Atlanta Urban Corps 2.50 Declining Students Becket R. Scholos an P. Scott oven R. Still Elliot F . J. Sous eed 5 A. Wallace puvcreye G. Weaver Hood ' : EH, White Jackson Z E. Wahlen Johnson G. Zitlow Karwisch -Lu Marsh May Nwghe Olson Roberts Indiana University College Work-Study Students Name Agency Pay Rate W. Patterson Atlanta Youth Corps $2.20 S. Cantor S. Dawson Name LAKE FOREST COLLEGE College Work-Study Students. Agency | Pay Rate Service Learning Conference _ $2.20 EOA 1.80 MERCER COLLEGE College Work-Study Students: Name Agency Pay Rate T. Wade Southwest YMCA $1.89 Non-College Work-Study Students G. Wood Atlanta Youth Council 2.20 Grud > oe Rw T. A. K. K. A. J. G. W. Naine Carroll Dunlap Floyd Gaffney Kennedy McMichael Moore Sanders Stephens . Barrett Brown . Kevs Mangham St blefield Terry Wilson Burnett Cuffie Dollar Fagen Martin Moses McCottrell Simpson Wilson MOREHOUSE COLLEGE College Work-Study Students Agency Personnel City Parks City Parks Vine City Atlanta Youth Council Community Arts American Cancer Society Atlanta Youth Council Parks & Recreation Non-College Work-Study Students Georgia Employment Purchasing Water Department Finance Street Theatre Water Department Traffic Declining Students Pay Rate $2.20 2.20 2.20 2.20 1.89 2.20 2.20 2.20 2.20 2.20 2.20 2.20 2.20 2.20 2.20 - Volunteer io GAROQABPRGIABAAPAUAPO Name . Comer Davis Hanilton Haywood Humphrey Jefferson Mitchell McElroy © . Myrich Pennington Simmons Small . Strozier Underwood Waddell .Wheeler Williams Braxton Hicks Myles Prator Comb Cohen Delay Flanders Howard Johnson Jones Lemon Lovelace Powell Rynder Ross Sistarie Smith Smith Williams Warner Chandler MORRIS BROWN COLLEGE College Work-Study Students Agency Pay Rate Atlanta Girls Club $2.20 Parks & Recreation 2.20 Atlanta Youth Corps 1.80 EOA 2.20 YWCA 1.89 Mennonite House 2.20 Wheat Street Baptist Church 2.20 Parks & Recreation 2.20 Academy Theatre 2.20 Imnigration 1.80 . Atlanta Girls Club 2.20 Imnigration 1.80 American Cancer Society 2.20 Atlanta Urban Corps 2.20 Easter Seal 1.80 Finance 2.20 Gate City Day Nursery 2.20 Fulton County Health Dept. 1.89 2.20 Gate City Day Nursery Non-College Work-Study Students Sanitation Sarah D. Murphy Homes Declining Students dm te oe es OGLETHORPE College Work=-Study Students , Naine Agency Pay Rate D. Hanley EOA $2.20 J. Menez Mayor's Office 2.20 Non-College Work-Study Students T. Isaac Mayor's Office 2.50 ., Southwestern College Work=-Study Students Name Agency F. Flowers Community Relations G. Roberts Street Theatre Pay Rate $1.80 1.80 “OH WE on > Name Arnold Chapman Dozier Lewis Moore Quillins Sinkfield York Howard Kreger Mincey Holiday Smith SPELMAN College Work-Study Students Agency Pay Rate Kirkwood Center Gate City Nursery Easter Seal Atlanta Girls Club Library Kirkwood Center Atlanta Youth Council Family Counseling " Non-College Work-Study Students Literacy Action Fulton County Health Dept. Wheat Street Church Declining Students $2.20 2.20 2.20 1.89 2a20 2.20 2.20 2.20 2520 2.20 Volunteer  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 5, Document 19 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/815f8d8d345b3405c18b6c7e09014fde.pdf 7adc40c3e127e5622860609e4d5be293 Scripto Transcription A written representation of a document. ATLANTA VRBAN CORPS 30 COURTL A ND STREET, N .E . / PHONE [404] 524-8091 / ATLANTA , GEORG I A 30303 MEMORANDUM TO : FROM: Date - July 3, 1969 Dan Sweat Sam Williams<--? SUBJECT: Black Students1 Involvement in the Urban Corps Pursuant to the meeting that you, Johnny Robinson and I had July 2, 1969, the following is a list of interns assigned to the Office of the Mayor and their race. Jon Martin James Bruce Tommy Issac Dan Christenberry Mary Woodward Walter Bloom ~er Dave Whelan Resna Hammer Inmond Deen Dianne Wilson Margaret Gerber Ken Mill wood Tara Swartsel Tim Rogers Dawn White Bettye Underwood Di ane Lovejoy Mac Rabb Patty Harwell Margie Langford Janice Foster Steve Mwamba Tom Flennning Joe Menez Mennie Berk White White White White White White --w:h-4'-tce White Non-White White Non-White White White White White Non-White Non-White Non-Wllite Wllite White Non-White White Non-White White White White In addit ion, you will find attached a list by college of all Urban Corps interns. Although I have no exact r acial census, I estimate roughl y 45% of our 219 interns are non-white. �Page 2 July 3, 1969 Additional students were offered intern positions in the Mayor's Office but declined. They are · Kenneth Martin Richard Scholes Lew Holland Melvin Mccrary Arlene Bird Non-White White Non-White ~ on-White White If you need the address or telephone number of these students, I can furnish them on request. cc : 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 ATLANTA URBAN CORPS 30 COURTLAND STREET, N.E. / PHONE [404] 524-8091 / ATLANTA, GEORGIA 30303 MEMORANDUM TO: Dan Sweat Date July 3, 1969 FROM: Sam caesar SUBJECT: Black Students’ Involvement in the Urban Corps Pursuant to the meeting that you, Johnny Robinson and I had July 2, 1969, the following is a list of interns assigned to the Office of the Mayor and their race. Jon Martin White James Bruce White Tommy Issac White Dan Christenberry White Mary Woodward White Walter Bloom White ——_Sue-“ender White— Dave Whelan White Resna Hammer Non-White Inmond Deen White Dianne Wilson Non-White Margaret Gerber White Ken Millwood White Tara Swartsel White Tim Rogers White Dawn White Non-White Bettye Underwood Non-White Diane Lovejoy Non-White Mac Rabb White Patty Harwell White Margie Langford Non-White Janice Foster White Steve Mwamba Non-White Tom Flemming White Joe Menez White Mennie Berk White In addition, you will find attached a list by college of all Urban Corps interns. Although I have no exact racial census, I estimate roughly 45% of our 219 interns are non-white. Page 2 July 3, 1969 Additional students were offered intern positions in the Mayor's Office but declined. They are- Kenneth Martin Non-White Richard Scholes White Lew Holland Non-White Melvin McCrary Non-White Arlene Bird White If you need the address or telephone number of these students, I can furnish them on request. ee: 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 5, Document 18 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/24e474ac73e57706f736f10eef5c4196.pdf 4a16425d408a70153fd4ae7b9e667f5d Scripto Transcription A written representation of a document. N E WS L E T T E R ATLANTA Edition I, May 5, 1969 URBAN CORPS 30 Courtland Street, S. E., Atlanta, Georgia, 30303 Phone - 524-8091 THE ATLANTA URBAN CORPS IS OFF THE GROUND! To those of you nho have worked closely with the program this is welco me news , and in the follo wing summary several areas of the program will be outlined to date. We hope by way of a regular newsletter we can keep you informed of progress made in the program as it develops throughout these next months and on i nto the summer. The Public Relations staff will be publishing the ne wsletter, and we will attempt to cover all areas of interest within the Urban Corps program. I I WE HAVE AN OFFICE Locate d on the s econd floor of the old city auditorium, 30 Cour t land Street, is th e ne w office of the Atlanta Urban Corps. Wi t h the gen erous help of the City the office is beginning to be equipped more adequately with desks, typewriters, fili ng c a bine t s and gen eral office supplies. Full-time staff now i nclude s four: Sam Williams, Dianne Wilson, Sue Zander and Arl en e Bi r d . Melvin McCray and Stephen Mwamba of Georgia State Coll ege al s o hav e been employed part time to develop payroll and f i nan c e pr ode dur es. Volunt ee rs hav e be en in th e offic e to help with the vo lume s o f mail a n d a pplic a tio n s, etc . whic h have begun to come in , STUDENT RECRUITMENT Our student recrui tmen t ef f or t , s o vital to t h e quality of our summer program, was begun t wo weeks ago on the campuses of the participating colleges here in At lanta. Recruitment is being handled by the College Re l ations Board, chaired by Marc Dash. The Coll ege Relations Board has been working quite effectively on the campuses and is to be commended for representing the A. U. C, well, A report submitted by Marc on Apr il 29 sho wed the following figures: �Page 2 College \ ... . Appro x . No. With One Week Remaining -Geor-gia State College Emory University Agnes Scott College Clark College Morris Brown College Morehouse College Spelman College Georgia Tech DeKalb Junior College 30 25 70 120 115 100 110 70 Total 25 bb5 4/24/69 4/28/69 5/ 1/69 4/29/69 4/29/69 5/ 1/69 4/29/69 4/28/69 4/29/69 ·. ... . . ._f, Formal recruitment c.losed on the campuses Friday, May 2. Marc Dash predicts that an overall fi gure of 1000 applications will be in hand to be reviewed for student placement. A REPORT ON FINANCE Bill Adams, Private Fund Raising Chairman, has submitted the followin g report on e fforts being made in this area of the A. U. C. In t he initial conception of the Atlanta Urban Corps , the idea of soliciting the business co mmunity for financial a s s ista n ce was co n sidered to be absolutely necessary in order to make the A. U. c. a r epre sentative student pro gram. Without finan ci al as sistanc e f r om the bu si ne ss s ector only students who could qualify f or colle ge work study money would be able to s e rve as int e rns in the A, U. C. unles s they volunteered their time . Business support will enable the Atlanta Urban Corps to i nvolv e s tu dent s fro m all l evels of i n come in th e program and also will allo w i nte r ns t o work i n a gencies that cannot afford the cost. Presentl y we ar e in t h e proc es s o f con tacting the major busin esses i n the Atl an ta a r ea. We f e el t he A. U. C. pr ovi des busin e s s t he opportuni t y t o co n tribut e t o a wor t hwhil e urban proj ect as well as to provi de t hem a n exc ell en t avenu e f or public · re l ations. Money avai labl e t o da t e can be bro ken down as f ollo ws: College Work St udy Gran t s ( approx. 220 i nterns ) $1 95,000 Southern Regional Educ atio n Bo ard 20,000 City Finance Depar t ment Gran t 9,000 Fulton County Health Depar t men t 5,500 Stern Foundation Gran t 1,000 Total $230,500 J ' .~,.,, , ·. · ,. .. ,,,... ,. ·".,14 . .- ·.-.i --... ,-; .. .. ·., .... ' .:.t: ~ ... f ' �Our goal is 300 interns, half in city agencies and half in non-city agencies such as YMCA, DeKalb County Government, etc. At present in our administrative department we need twenty-four interns. If private businesses contribute l40,000 we will be able to operate at planned capacity. Our financial effort has been greatly enhanced by the assistance of Mr. Dave Houser of Arthur J. Anderson and Co. Mr. Houser has been very beneficial in directing our approach to the business sector. BOARD OF TRUSTEES MEETS The Board of Trustees of the Atlanta Urban Corps met officially for the first time April 17, 1969 in the Wilby Room of the Georgia Tech Library. Mr. Bill Ramsay of the Southern Regional Education Board presided. Rich Speer, Student Director, spoke to the Board on the A. U. C. overall concept, followGd by an organization report given by Sam VJiJ.liams, Staff Director. R0por ts vrnre made by David Whelan, Internship Development Director and by Sam Williams and Bill Adams who both reported on the financial aspect of the program. Tara Swartsel, Secretary of t he Colle ge Relations Board, gave a short report on the work being done on the campuses by our College Relations Board representatives, and Marc Dash, Director of the College Relations Board described the actual program of student recruitment. Mr. Dennis Webb of Nall, Miller, !Cadenhead, and Dennis reported on the legal status of th e A. U. c., explaining to the Board that our charter ha s been approved by the State of Georgia and is being presented to the Internal Revenue Service for taxexempt status as a non-profit organization. BUSINESSMEN'S BREAKFAST A SUCCESS On Tuesday, April 29 at 9:00 a.m. a breakfast was given in the tea room of Rich's downtown, made possible by Mr. Harold Brocke of Rich I s and hosted by i'-'i r. Kavanagh of Ric I s personel department. Forty leading Atlanta businessmen were invited to become personall y adquainted with the A. U. C. program. Good attendance and obvious interest proved our belief I i I· ' �Page 4 that the Atla.nta business community will play a vital role in the success of our program. Mayor Ivan Allen and Georgia Tech:s past president Edwin Harrison each made opening comments on the Urban Corps, and Sam Williams, Rich Speer and Bill Adams made reports on specific areas of the Urban Corps concept. The businessmen were invited to commit themselves to the concept of the A. U. C. and if possible to make a financial commitment as well. Bill Adams is to make personal appointments to talk wi t h individual businessmen from the group soono INTF.RNSHIP DEVELOPMENT UNDERWAY In ord e r that the students who work with our program this summer serve in rel evant positions, the A. U, C. is utilizing students in the field to develop the job slots, or internships, in which students uill be placed . Twenty-five students are no w working on this development procedure, including students fro ~ Agnes Scott College, Georgia Tech, and the Atlanta University Compl ex; Dianne Wilson and Marlene Rounds are both ~orking out of the A. U. C. office on this same development program . Contacts are being made at t wenty city departments and fo r t y extra-city ag enci e s ranging from the local school bo a r ds to the Ec ono mi c Opportunity Atlao.ta program. To date so me fift y devel oped internships are in hand with an expected fi gur e of over three hundred. Wally Bloom, Extra-City Coordinator and Da vid Whelan, City Coordinator both are quite optimistic about th e success 0 f this particular aspect of the A. U. C. deve lo pmenL �~ I Y-\~<,c:'. J~ - Ii / Mr. Dan Sweat Government 1· Mayor-ts O _i a s on c·t ff i c e l Y Hall Atlanta , . Ga . I i I I i I I l I I I AY 6 ,L , ~ , ·}b ..._,-- >7Y""' " 143.215.248.55 -~ ~/_~ U .S.Pof .r '.' , t . .,.~ . . . . ~ P.B N!TE R ......___ , . 8~61/3 Ir, V 0 o( ...,t( ,: 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 AY NEWSLETTER ( ATLANTA URBAN CORPS Edition I, May 5, 1969 30 Courtland Street, S. E., Atlanta, Georgia, 30303 Phone - 524-8091 THE ATLANTA URBAN CORPS IS OFF THE GROUND! To those of you who have worked closely with the progran this is welcome news, and in the following summary several areas of the program will be outlined to date. We hope by way of a regular newsletter we can keep you informed of pro-= gress made in the program as it develops throughout these next months and on into the summer. The Public Relations staff will be publishing the newsletter, and we will attempt to cover all areas of interest within the Urban Corps program, WE HAVE AN OFFICE Located on the second floor of the old city auditoriun, 50 Courtland Street, is the new office of the Atlanta Urban Corps. With the generous help of the City the office is begin- ning to be equipped more adequately with desks, typewriters, filing cabinets and general office supplies. Full-time staff now includes four: Sam Williams, Dianne Wilson, Sue Zander and Arlene Bird, Melvin McCray and Stephen Mwamba of Georgia State College also have been employed part time to develop payroll and finance prodedures. Volunteers have been in the office to help with the volumes of mail and applications, etc, which have begun to come in, STUDENT RECRUITMENT Qur student recruitment effort, so vital to the quality of our summer program, was begun two weeks ago on the campuses of the participating colleges here in Atlanta. Recruitment is being handled by the College Relations Board, chaired by Marc Dash. The College Relations Board has been working quite effectively on the campuses and is to be commended for repre= senting the A, U. C, well, A report submitted by Mare on April 29 showed the following figures: Page 2 Approx. No. With College One Week Remaining Date Georgia State College 30 4/24/69 Emory University 25 L./28/69 Agnes Scott College 70 5/ 1/69 Clark College 120 4/29/69 Morris Brown College 115 4/29/69 Morehouse College 100 5/ 1/69 Spelman College 110 4/29/69 Georgia Tech 20 4/28/69 DeKalb Junior College a 4/29/69 Total 5 Formal recruitment closed on the campuses Friday, May 2. Marc Dash predicts that an overall figure of 1000 applications will be in hand to be reviewed for student placement. A REPORT ON FINANCE Bill Adams, Private Fund Raising Chairman, has submitted the following report on efforts being made in this area of the A. U. C. In the initial conception of the Atlanta Urban Corps, the idea of soliciting the business community for financial assist- ance was considered to be absolutely necessary in order to make the A. U. C. a representative student program, Without financial assistance from the business sector only students who could qualify for college work study money would be able to serve as interns in the A, U. CG. unless they volunteered their time, Business support will enable the Atlanta Urban Corps to involve students from all levels of income in the program and also will allow interns to work in agencies that cannot afford the cost, Presently we are in the process of contacting the major businesses in the Atlanta area, We feel the A. U. C. provides business the opportunity to contribute to a worthwhile urban project as well as to provide them an excellent avenue for public relations, Money available to date can be broken down as follows: College Work Study Grants (approx. 220 interns) $195, 000 Southern Regional Education Board 20,000 City Finance Department Grant 9, 000 Fulton County Health pene bint 5,500 Stern Foundation Grant 1,000 Total $230, 500 Beh nai nae Lo. ago 3 Our goal is 300 interns, half in city agencies and half in non-city agencies such as Y MC A, DeKalb County Government, etc, At present in our administrative department we need twenty-four interns, If private businesses contribute $40,000 we will be able to operate at planned capacity. Our financial effort has been greatly enhanced by the assistance of Mr, Dave Houser of Arthur J, Anderson and Co. Mr. Houser has been very beneficial in directing our approach to the business sector, BOARD OF TRUSTEES MEETS The Board of Trustees of the Atlanta Urban Corps met officially for the first time April 17, 1969 in the Wilby Room of the Georgia Tech Library. Mr. Bill Ramsay of the Southern Regional Education Board presided, Rich Speer, Student Director, spoke to the Board on the A, U. C. overall concept, followed by an organization report given by Sam Williams, Staff Director. RepOr ss were made by David Whelan, Internship Development Director and by Sam Williams and Bill Adams who both reported on the financial aspect of the program. Tara Swartsel, Secretary of the College Relations Board, gave a short report on the work being done on the campuses by our College Relations Board representatives, and Marc Dash, Director of the College Relations Board described the actual program of student recruitment, Mr, Dennis Webb of Nall, Miller, Kadenhead, and Dennis reported on the legal status of the A. U. C,, explaining to the Board that our charter has been approved by the State of Georgia and is being presented to the Internal Revenue Service for tax- exempt status as a non-profit organization, BUSINESSMEN'S BREAKFAST A SUCCESS On Tuesday, April 29 at 9:00 a.m. a breakfast was given in the tea room of Rich's downtown, made possible by Mr, Harold Brocke of Rich's and hosted by Mr, Kavanagh of Ric's personel department. Forty leading Atlanta businessmen were invited to become personally adquainted with the A. U, C. program, Good attendance and obvious interest proved our belief Page lL that the Atlanta business community will play a vital role in the success of our program. Mayor Ivan Allen and Georgia Tech's past president Edwin Harrison each made opening comments on the Urban Corps, and Sam Williams, Rich Speer and Bill Adams made reports on specific areas of the Urban Corps concept. The businessmen were invited to commit themselves to the concept of the A, U. C. and if possible to make a financial commitment as well. Bill Adams is to make personal appointments to talk with individual businessmen from the group soon. In order that the students who work with our program this summer serve in relevant positions, the A. U. C. is utilizing students in the field to develop the job slots, or internships, in which students rill be placed. Twanty-five students are now working on this development procedure, including students from Agnes Scott College, Georgia Tech, and the Atlanta University Complex; Dianne Wilson and Marlene Rounds are both working out of the A. U, C. office on this same development program, Contacts are being made at twenty city departments and forty extra-city agencies ranging from the local school boards to the Economic Opportunity Atlmta program, To date some fifty developed internships are in hand with an expected figure of over three hundred, Wally Bloom, Extra-City Coordinator and David Whelan, City Coordinator both are quite optimistic about the success of this particular aspect of the A, U. C, development.  Mr. Dan Sweat Government Liason Mayor*s Office City Hall Atlanta, Ga,  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 5, Document 17 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/ff6a505cd3d4b3fdfe3f2fe3676a9f39.pdf 6f5173c3f7efd648da6bdc965a0c3940 Scripto Transcription A written representation of a document. rma...cm INTERNSHIPS IlffERN'S Gat~ City y Nurs ry DEVELOFMENT - IC DEVELOPER 7 Tom King 5-5-69( ) Christin Counci l 1 Truly T Communi ty Couno11 2 Kin2 C nt ,r of A-"1;s 1 Truly n. Visiting Ifur."' Ric (2) a El.iza starne orial Pr uyt, rian ( 2) Church our,,r,n D • Mul'pby Page ( 2) (4) (2) ts Boy S 0d l C1t1 s nncni t HOUG t . Vine nt At ul ta Girl 1 s Club f'~'r-1'TV nLJ<.iKYH (8) Ja ( ... ) C l (2) C 11 Brc:. (1) Chtu-11 {10) GU' Cl (5) th (20) t C y t C 1 (3) (50) J.C. y• (-) . 0. A. Cl ( on) A Br ( LE!TER SENT - �DEVELO AA1!EI Pm!& IQ. ? LE'f'TRR CCl-ll'IE!'E ily Couns l ine Cent~ ( a.l Soe • • East :r 1- hborhoOd orvices , Inc . due :tion tJrb cloe aicn City Pl.annillf lb County eatur ( Gr s~) Rospit ~ -~ 1.Aif.rA bar of C ree ahool ] lb Ar n Fulton catur tl r tr ?1 nt V City tion Arl 'X Di I , I t All n � 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 AGENCY Gate City Day Nursery Christian Council Commnity Couneil Center of Arts . Visiting Nurses Asgn. Y W YF + (2) Rice Memorial Presbyterian Church Sarah D. Murphy Kirkwood Christian Center Department of Catholic Soc. Serv. Boy Seouts Model. Cities Mennonite House St. Vineent DePaul Atlanta Girl's Club Grady Howes Girls Club Falton County Health Falton County BOA J.C.€. | ¥.M. @. AL Metro Atlante Boys Club Phyllis Wheatley YWOA Hillside Cottages American Cancer Society (2) (2) (4) (2) (8) (-) (2) (1) (10) (5) (20) (3) (50) (~) NON-CITY INTERNSHIPS DEVELOPER Tom Kins King Elige Starnes Page Page Mary Chapman Mary Chapman Jack Adans Charlie Brown Charlie Brown Charlie Brown Marlene Rounds Marlene Rounds Linda Bullock Wally Bloom Wally Bloom Wally Bloom Terry Allen Wally Bloom ze 5~5-69( ) Tues ( ) (Mon) DEVELOPMENT LETTER COMBLETE SENT aE  ae == #34£ mem Family Counseling Center Gea. Easter Seal Soc. Neighborhood Services, Inc. Urban Leb in Education Maclog, City Planning Commission Dekalb County Decatur ( Som ) Grady Hospital | Chamber of Commerce Schools DeKalb Fulton Decatur Butler Street YMCA Piedmont Vine City Foundation Royal Knights Independent Youth Couneit (22) JA HEL \ 1 ‘ ’ j ' Arlene Arlene Terry Allen DEVELOPMENT § LETTER es. si  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 5, Document 16 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/efcd167051b4507eb89d65c7cf572b86.pdf 03ef298eaee8ce1cdb93cd074baa04e3 Scripto Transcription A written representation of a document. July 18, 1969 Mr . Andrew Glasberg Urban Corps National Development Office 250 Broadway New York City, New York Dear Andy: I am leaving Atlanta the first week of September for Harvard Business School and we n ed a Director . I ' ve been talking to M ike Goldstein about possible directors and he suggested you. I don ' t know your ogligations at pre ent, but Mike thought you had a con.tract to teach through June, 1970 . As you know , Atlanta ' s Urban Corps is progressing very well . We have cooperative re ources from area colleges, busine s donors, city government and private agencie • I have no doubts about expansion possibilities only through planning . City government is co-sponsoring an Urban Life Center with Georgia State College through a sp cial grant from Housing and Urban Develop m nt . It is a "kind' of" university relation office with promising opportunity . Th Mayor ' s a sistant say that if_ a deci Jpn'\ was made to hire a per on of your caliber that you could po sibly be a professor in the Urban Life Center as w 11 as direct the Urban C o rps . If you ar intere ted, could you please about arranging a vi it? Director SAM:dl rf.c: M yor's Office .. Dan Sweat nd me r ume and call m e � 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 July 18, 1969 Mr. Andrew Glasberg Urban Corps National Development Office 250 Broadway New York City, New York Dear Andy: I am leaving Atlanta the first week of September for Harvard Business School and we need a Director. I've been talking to Mike Goldstein about possible directors and he suggested you. I don't know your ogliga- tions at present, but Mike thought you had a c ontract to teach through June, 1970. As you know, Atlanta's Urban Corps is progressing very well. We have cooperative resources from area colleges, business donors, city govern- ment and private agencies. I have no doubts about expansion possibilities only through planning. City government is co-sponsoring an Urban Life Center with Georgia State College through a special grant from Housing and Urban Development. It is a ''kind’ of" university relations office with promising opportunity. The Mayor's assistant says that if a decis {9", was made to hire a person of your caliber that you could possibly be a professor in the Urban Life Center as well as direct the Urban Corps. If you are interested, could you please send me a resume and call me about arranging a visit? Sincerely, SAM A, WILBMIAMS Director SAM: dl Yee: Mayor's Office ~ 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 5, Document 15 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/7b210d945a9afc02af128f66d3d9366b.pdf 786de887f98b808e65cff10807d3446a Scripto Transcription A written representation of a document. ~ J Mayor Ivan Allen A Sam Willi ms , Direc-::i" July 25 , 1969 TO: FROM: DATE: SUBJECT : Possible Viait To New York City Persuant of our rece nt dis c ussion about a pos ible vi it t o Ne w York in c onnection with the Ne w York Urban Corps , I re c eived a call fro m Mayor Lindsay offi c e inquiring about po · s i ble dates you might be available for such a visit . Mrs . Mo es gav e me severa l dates whi c h I passed along to Mayor Lindsay ' aide . Today, I received a call from yor Lindsay ' s taff, stating that they would invite you to spe lt to the New York Urban Corps intern , du.ring the fina l se sion, August 19 . All thi information will be c oming to you soon in a letter from Mayor Lindsay himself. A you suggested, thi would be n ideal time to give more e xposure to the Atlanta U r ban Corp by t king few of our interns with you. Plea e dvil!le me of your a ction after rec iving Mayor Lind ay 's letter . SW/kJJ.r / c c; D n Sweat � 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 TO: Mayor Ivan Allen < FROM: Sam Williams, Directo DATE: July 25, 1969 SUBJECT: Possible Visit To New York City Persuant of our recent discussion about a possible visit to New York in connection with the New York Urban Corps, I received a call from Mayor Lindsay's office inquiring about possible dates you might be available for auch a visit. Mrs. Moses gave me several dates which I passed along to Mayor Lindsay's aide. Today, I received a call from Mayor Lindsay's staff, stating that they would invite you to speak to the New York Urban Corps interns, during the fn session, August 19. All this information will be coming to you soon in a letter from Mayor Lindsay himself. As you suggested, this would be an ideal time to give more exposure to the Atlanta Urban Corps by taking a few of our interns with you. Please serine me of your action after receiving Mayor Lindsay's letter. ae /kar cc; Dan Sweat Si at a inal il i nel cca si tt i i i a a ee  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 5, Document 14 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/a7e77c3512f9c68f71084d354c41e474.pdf 6afec3601ac8255a6f83a56b42b95b06 Scripto Transcription A written representation of a document. July 21. 1969 Bal~·r P titt 3399 Buford Big ay Mi u Y• l or ta t Atlanta. Der Hts P titt : Yo r 1 tter re tiug info ti children int Atl ta a bu been fo Ivan All n, Jr. tter N of • I itt ' I D al / , / /';I ,· j' /, /! lp to you, leue let ~ - I I 1 I I eor • ut � 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 July 21, 1969 Miss Barbara Petitt 3399 Buford Highway Apartment Y-2 Atlanta, Georgia Dear Miss Petitt: Your letter requesting information about working with underpriveleged children in the Atlanta area has been forwarded to my office by Mayor Ivan Allen, Jr. The Atlanta Urban Corps is a summer internehip progran for college students. We have interns working with agencies concerned with under- priveleged children, however most of these projects will end around September first. I would like to suggest that you contact Mr. Jack Millkey at 525-2068 of Economic Opportunity Atlanta's "Start Now-Atlanta." This program is involving over 500 Atlanta residents as volunteers in such projects as you desire. In this manner you could receive additio training in your field of interest which would better equip you £ future employment. ug I may be of additional help to you, please let me know. fy f f rs / Sincerely, ! f / / / Director Wem / ee: « & Ivan Allen, Jr. Jack Millkey  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 5, Document 13 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/77a101a509bf2381b21ce3257062026e.pdf e5ff1fd26c831c494fbcf9d1e999e169 Scripto Transcription A written representation of a document. July 10, 19 69 r . t Mr. Lee Heubner Staff Assistant to the President The White House 1600 Pennsylvania Avenue, N o W . Washington, D. C Dear Lee : Thank you very much for taking an extra effort and interest in addressing the recent Atlanta Service Learning Conference. It was mutually ~greed upon by our staff members that your talk was an excellent ynopsis of the service-learning concept and the idea 0£ college involvement in communitie . We are presently transcribing your speech and 1 will send you a copy when it is completed. Dan Sweat and Mayor Allen have both indicated their pleasure of being able to s e young enthusiasts (and liberal ) such as yourself in the White House. As we di cussed, I am sending you a list of people instrwnental in the Conf rence that you may be interested in contacting later. I only hope your next vi it to Atlanta allow u more time to relax nd enjoy some of our "eouthern hospitality." Sincerely, SAM A . WILLIAM$ Director SAW:az Encloeuri � 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 July 10, 1969 Mr. Lee Heubner Staff Assistant to the President The White House 1600 Pennsylvania Avenue, N. W. Washington, D. C, . | Dear Lee: Thank you very much for taking an extra effort and interest in addressing the recent Atlanta Service Learning Conference. it was mutually agreed upon by our staff members that your talk was an excellent synopsis of the service-learning concept and the idea of college involvement in communities. We are presently transcribing your speech and I will send you a copy when it is completed. Dan Sweat and Mayor Allen have both indicated their pleasure of being able to see young enthusiasts (and liberals) such as yourself in the White House. As we discussed, I am sending you a list of people instrumental in the Conference that you may be interested in contacting later. I only hope your next visit to Atlanta allows us more time to relax and enjoy some of our “southern hospitality." Sincerely, SAM A, WILLIAMS Director SAW:az Enclosuré  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 5, Document 12 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/90775bec407278995ef842fb021f531b.pdf 2fa5b478dd6914f4ca2e3eace1cfd64b Scripto Transcription A written representation of a document. July 14, 1969 Dr. James E . Allen, Jr. A s sistant Secretary for E ducation and U. S . Comrnl ioner of Education U. S. Department ot He th. Edu.cation and W lfare Washington. D . C . Dear Dr. Allen: I want to thank you in for taking the tun to come to Atlanta and support the Uort of our coll ge tud nts . The Atlanta Servic Loaming Confer nee wa your ap ~ance nd tat ment w s certaf.nly conference. l know th stud nt gr great ucc s nd hi h light of the with m • Slncer ly your • Da..n Swe t DS:fy � 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 July 14, 1969 Dr, James E. Allen, Jr. Assistant Secretary for Education and U. S. Commissioner of Education U. S. Department of Health, Education and Welfare Washington, D. C. Dear Dr. Allen: I want to thank you again for taking the time to come to Atlanta and support the efforts of our college students. The Atlanta Service Learning Conference was a great success and your appearance and statement was certainly a high light of the conference. I know the students agree with me, Sincerely yours, Dan Sweat DSify am a Ri a al el ‘ MA a a ct a a a A iN ak AN a et  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 5, Document 11 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/cc99066a32d63b5fc6cf99428e0c50d2.pdf 5afaa8d6b0132bfb75ed3a5b58d45422 Scripto Transcription A written representation of a document. July 14, 1969 Mr. Le Heubner Staff Assistant to the President The White House 1600 Pennsylvani Av nue, N- W., Washi.n gton, D. C. ne - r Lee: It wa a pl aeure me ting you and having th opportunity to di cuss thing of mutual inter st. I appr ei te you ssi ting ou~ young coll ge students in making th Service L ming Com renc· su.cc • tf yo g t any idea aa to ho w c tr ngthen thi typ progt m, pl e do not he l to call on ua. In the m.eantim ., f l fre to call on us lf th re is lp you itb fi-om ~ - nd of th line. Sine r ly you.re, Dan Sw at DS;fy nything e c n � 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 Mr. Lee Heubner Staff Assistant to the President The White House 1600 Pennsylvania Avenue, N,.W. Washington, D. C. Dear Lee: It was a pleasure meeting you and having the opportunity to discuss things of mutual interest. I appreciate you assisting our young college students in making the Service Learning Conference a success, If you get any ideas as to how we can strengthen this type program, please do not hesitate to call on us. In the meantime, feel free to call on us if there is anything we can help you with from this end of the line. Sincerely yours, Dan Sweat DS:fy  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 5, Document 10 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/0ba433eb7366e0a25542770fff3e08a6.pdf 2240bbf0a7e875e53bdb487e49244a4e Scripto Transcription A written representation of a document. I July 17, 1969 Mr. Roy 0. Elrod Director Atlanta Civic Center 395 Piedmont Av nue, N .. E . Atlanta, Georgia 30303 Dear Roy: l wa vef!y disappointed to hear that the Municipal Building nd Athletic Committe have taken an action, the effect of which i to prohibit th centr 1 staff of the Urban Corp Project from utilizing the available parking space at the M unicipal Atlditorium. I am e pecially di appointed that,, not being a re that you w re propo in . to ubmit thi question to the committee, I did not have an opportunity to di cu thla matter with th committee c - irman or members . Whil 1 can well under tand yo\lr proper concern r garding s e curity~ int rferenc • etc. , it i my f eling th t ther re som extremely important reasons why the city should do aom thing more than i b olutely r quired of u for the e· stud nta who ar doin eo much for the city. Th re outstanding youn p ople who will definlt ly be playing 1 ading p rt in thi community in th futur . It i dUficult for u to ,q,lain to them th t w re not hid bound bur aucracy when w are unwilling to accomod t them on euch a routine matter a thle one. Roy, l aincer ly hope that this h not r pr ntativ of the m nner in hich w ork tog th r to solve problems in the future. 1 d talk d to you on July 7, an ult Wld r the impr a ion th t you and 1 could work tbi ' out to I am lookln1 forward to orkin with you in th futur , nd 1 am co nl.z nt of th xc 11 ht Job you r doing t the Civic Cen r. I nt you to kno that l stand r ady and wUU.n to a iat you in nyway that 1 c n t y tim • Very truly your , Dn D ~l':je � 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 July 17, 1969 Mr. Roy O. Elrod Director Atlanta Civic Center 395 Piedmont Avenue, N.E. Atlanta, Georgia 30303 Dear Roy: J I was very disappointed to hear that the Municipal Buildings and Athletics Committee have taken an action, the effect of which is to prohibit the central staff of the Urban Corps Project from utilizing the available parking spaces at the Municipal Auditorium. lam especially disappointed that, not being aware that you were proposing to submit this question to the committee, I did not have an opportunity to discuss this matter with the committee chairman or members. While I can well understand your proper concern regarding security, inter- ference, etc., it is my feeling that there are some extremely important reasons why the city should do something more than is absolutely required of us for these students who are doing so much for the city. These are outstanding young people who will definitely be playing a leading part in this community in the future. It is difficult for us to explain to them that we are neta hidebound bureaucracy when we are unwilling to accomodate them on such a routine matter as this one. Roy, I sincerely hope that this is not representative of the manner in which we work together to solve problems in the future. I had talked to you on July 7, and as a result was under the impression that you and I could work this out together. Iam looking forward to working with you in the future, and lam cognizant of the excellent job you are doing at the Civic Center. I want you to know that I stand ready and willing to assist you in anyway that I can at any time. Very truly yours, Dan Sweat, Jr.  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 5, Document 9 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/3e70b3a0c62109e4fdf0e81a2d792e11.pdf d6c5a2610c6a6eb1d77706fe761ba4b3 Scripto Transcription A written representation of a document. Southern Regional Education Board 130 Sixth Street, NW· Atlanta, Georgia 30313 · 404 872-3873 July 16, 1969 R esource D evelop ment Project Mr. Daniel Sweat Governmental Liaison Office of the Mayor City of Atlanta Atlanta, Georgia Dear Mr. Sweat: Your participation in the seminar was very much appreciated by the student interns. The tough realities of how you move people and ideas for the development of an area is a new concern for most of these students. I believe that you and Dean Stephens were able to raise some of the right issues for these students from their scattered questions. I want to personally thank you for spending the morning with us and for adding a significant dimension to the seminar experience. Robert L. Sigmon Internship Coordinator Resource Development Project RLS:ht � 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 Southern Regional Education Board 130 Sixth Street, N.W. + Atlanta, Georgia 30313 + 404 872-3878 Resource Development Project July 16, 1969 Mr. Daniel Sweat Governmental Liaison Office of the Mayor City of Atlanta Atlanta, Georgia Dear Mr. Sweat: Your participation in the seminar was very much appreciated by the student interns. The tough realities of how you move people and ideas for the development of an area is a new concern for most of these students. I believe that you and Dean Stephens were able to raise some of the right issues for these students from their scattered questions. I want to personally thank you for spending the morning with us and for adding a significant dimension to the seminar experience. Sincerely, Dh. Sms Robert L. Sigmon Internship Coordinator Resource Development Project RLS :ht  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 5, Document 8 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/e6767531fb83539a2cc761fb01fda68b.pdf dd0e191d9a977734ef9e283a222f21c1 Scripto Transcription A written representation of a document. I } July 10, 1969 Dr . James E. Allen, Jr . Assistant Secretary for Education & U. S . Conunissioner of Education Dep rtment of Health, Education & Weliare Washington, D. C. Dear Dr. Allen: On behalf of the 225 intern of the Atlanta Urban Corps , I thank you for addressing the recent Atlanta Service Learning Conference. Your interest and presence indicated to college students that the national leadership of higher education is indeed in tune with their concern. Your statement about college work- tudy funding and the reversal of off-campus expenditures is, in my opinion, a mild tone to college involvement in community action. I only hope that colleges will encourage thorough planning by off-campu agencies to develop m aningful progr-ams for student involvement. If our project can be of any help to you for material or ideas, please let me know. 1 am •ending under eparate cover a 1,000 p ge re e rch book on community-colleg program in twelve cities which 1 compiled _oQAl__,~ce Dir ctor on Youth and the Federal Government for President SAM A. WILLIAMS Director SAW:sz �I l .'It ,as.CIA .:i es.en.st .'la ao.i:t ::,.ub:3: -iol y,: ~'!:> v sJai A 13 aol:ts::,ub3. lo 'I aoiaal.mmoO .8 .tJ o ... sU W ao.i:ts:>ub3. ,d:tl H lo :laemh:aq a .o .a .ac»aairlas nsUA oy ,!nstU I , q,:o nsd"lU .'la ,: ~ .cU lo a.a•Ht1ni cS d:t lo Us oo aO ,lv"loa s:tnsUA :ta !> "l sd:t aalaas'tbbs -xol n:i.UA laoO rua'l rlJ :tstU a nobu:te e lo:, o:t b :ts:>.ibni :,n s'lq ba 4 .a"l :,no:> "Ii rl:t .ciHw aui a.i bs bni e1 noUa:,ub~ ,: .d id l qJrl -r.uoY .$:>a 'I l.caolt uoY aibrusl y ,n -'1'10 s Uo:> tuod s :tn m :t :t >•llo &aeUo::, o:t sno:t bUm s ,aoltd o ym a! ,al s,:v:t JU Uo::, :tsdf eqo ylno I .n i:t yUaum Iul ala 1 a i:> as a q.m ::, .. lo '{d ga.ia 'lq .:ta m viovai n lo 1 e 9 "I eb! ri:t ba "IO at .1-s 000 ,I a 'I vo:> bu mo:> I tfaidw aUb svl ia 'I 'I l :aema"levoD la'I be, d:>'I a a 'I ta .AI JI � 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 July 10, 1969 Dr. James E. Alien, Jr. Assistant Secretary for Education | & U. S. Commissioner of Education Department of Health, Education & Welfare Washington, D. C. Dear Dr. Allen: On behalf of the 225 interns of the Atlanta Urban Corps, I thank you for addressing the recent Atlanta Service Learning Conference. Your interest and presence indicated to college students that the national leadership of higher education is indeed in tune with their concern. Your statement about college work-study funding and the reversal of off-campus expenditures is, in my opinion, a mildstone to college involvement in community action, I only hope that colleges will en- courage thorough planning by off-campus agencies to develop meaningful programs for student involvement. If our project can be of any help to you for materials or ideas, please let me know. I am sending under separate cover a 1,000 page research book on community-college programs in twelve cities which I compiled ce Director on Youth and the Federal Government for President SAM A, WILLIAMS Director SAW: 82  Pe Rice Stuart? a TO ar ry F SE ’ ' + edel Of ysl tt ,asliA .d esmst .10 soitsoubZ soi ytsie1202 jasiaiasA 3 noltsoubG to remoiealmim00 .2 .U etsiisW 8 nolisoubad ,diiseH to taeai1sqed Pe, oO . ,noignidaesW wmoelfA .+1d tse woy Aasd3 I ,eqroD asdtU sinsisA ed? to anzeiat GSS ed? to Usdod a0 1u0Y .9onetstnoD gninrsel essivre® sinsitA tneoex edi gaiaaetbbs rot {snolten od? ted} atnobute egellos o3 beissibni soneee1q bas jas tein -f1teone> tied dibw saui ai beebni si nciisoubs 1sdgid to qidastebsol to Isexevet on? bus gaiban? ybute-dairow sgelfos juods inemeisie 10 Y egelios of snoteblic: s ,noiaigo yar al ,ai estyiibmeqxe axqmaiso-tio -a® Iliw asgelloo tad? sqod yino 1 .noitos yiinuoumos at jnemoeviovat iuigainser: goleveb of eeigneys auqmsa-tio yd gainasiq dguotods egs1n05 -inecnroviovai tnebusa 10) amergotg eeselq .ssebt to elsitesse 103 voy o3 qled yas to ed as tos(org 100 dowseast o92q 000 .! s t9voo stsisqes tebay yaibase msl .wond or tol beiiqmos I doidw aeitio sview? ni amstgorq ogslioa-ysinumm«ios ao Aood inebieorS 10% tnemnatevoD Istebe% ai} bas divoY ano rot2e7i0 99 ° - ieteanle “a te ®@MALLIIW .AMA2 saojoesid sa:WA@  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 5, Document 7 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/59f64990dd42f55db3cd2f3aa7eec500.pdf 33f75afc4ca4a492e2abe3f10ae286eb Scripto Transcription A written representation of a document. The Atla ta .... The critical thing about the service-learning concept is the hyphen. Lee Heubner Staff Assistant to President Nixon .... When the Urban Corps interns came here in June, we discovered there was no baseball league for inner city kids and nearby facilities were closed to them. \Ve called a meeting, talked with some key people, and now have two leagues operating for 200 young men. Karl Paul Atlanta Urban Corps Intern n Co ference .... The need is to concentrate on ways of helping the young to realize the potential of their new sense of purpose and spirit for service .... It places upon our colleges and universities the obligation to examine their policies and practices and to make those adjustments necessary for the proper exercise of student participation .... Of the 35 0, 000 young people taking part in the College Work-Study Program, most have been employed on their campuses. We would like to see the ratio reversed, with the majority working off-campus. James E. Allen, Jr. Assistant Secretary for Education and lJ. S. Commissioner of Education a r port on h 8 n June 30 - July 1, 1969 �TABLE OF CONTENTS I. Introduction ..•.••••..•.•••.•.••..•..••.•....•. 1 II. Address by Dr. James E. Allen, Jr •••.••.••....• 6 III. Ina.ugura.l Meeting Summa.ries .••••••••••••••••••• 14 IV. Inaugural Meeting Work Group Reports •••••.•••.• 23 V. List of Participants •••.••••••.••••.•••••..•.•. 31 Further information on the Conference ma.y be obtained from: Atlanta Service-Learning Conference c/o The Atlanta. Urban Corps 30 Courtland Street, N.E. Atlanta., Georgia 30303 404-524-8091 �I. INTRODUCTION The Service-Learning Concept To serve and to learn ; these fundamental goals of our society are engrained 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 "servtce 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 :!.imj_ted abi- lity to respond to the individual and with oftimes old-fashioned views of what is education and what is not. However, considerable attention is currently being given to the role of uni versitie s i n service to soci ety. At one extreme, a r guments a r e heard that community involvement by an academic institution thr eatens its integrity and dra ins its r e source s. At t he ot he r end of the spe c trum of opinion i s the v iew of the unive rsity as a shaper of s oci ety with speci al social responsibi lities because of its objectivity , standar ds, and resources of knowledge . These arguments abou t campus - in- c ommunity may obscure fundamental que stions of the r ole cf the community a s an educati or.al resour ce. Can the univ ersity pe rform i ts primary func t i ons of education and t he discove ry of r;.,,,w knowl edge without an involvement in s oc i e t y ? Can educational institutions dev elop the type of manpo~er needed by a r apidly changing soc iety, both as professional s and as citizens in a democracy, without i n cludi ng the resources of socie tal experience i n t he educational process? How migh t community service, sought by many student s, best be deslgned as a learnlng experiec1ce and integrated with other. acpects of a total educational program? .i. �2 It is the thesis of the ,::onvenors of this Conference--many cf whom a.re a t the interface between education aud community--that by combining the ne eds and resources of education both will better be served. It is hypotlies i zed that the tensio~ between the practical urgent demands of community and the requirements of disciplined rational thought of education can be a very productive force for the development of society and for l earning and the advancement of knowledge. This combination of action and reflection, of experience and examina t:i.c,:-. ) this integration of service and learning can foster a style of life where education and vocation are parts of the same fabric and the gap between community and education is closed. Simply stated, then, s e r vice-learning is a n integration of the accomplishment of a needed task with educational growth. I t is clear tha t greater student involvement i n community affa irs i s coming--it i s already here in many ways bu t i t i s grouing . Student s want i t , agencies need their servi ces, colleges increasingly are encouraging it. Na.tional l egi sla t i on to supplement Peace Corps, VISTA, Teacher Corps , and o ::her programs i s under consideration in Washington: a r e we prepared t o utilize these growing opportunities productivel y f 0r all pa rties? A new approach is both ne cessa ry and pos s ible. It r equires new meaning for upracticality," new openness to change, new commitment to experiment ation, new acceptance of the ability of youth, and indeed new social institutions and attitudes • • • • t o say nothing of competent human beings who are prepared to function in the new s ociety. It is to search for these new attitudes and processes that the Atlanta Service-Learning Conference is convened. �3 Th2 Atla·,1ta Service-Learning Conference Although there is a grow:!.ng incJ.i.nati.011 to accep t t he service-lear..1.i ng concept a s a valuable element of a l earning expe·.dence, ther e is relatively l ittle un.deratandi ng of how the abstraction can be t :rauslated into a pra ct icab l e model. model. Local lea Gers recognized the urgency for develop i ng thb Consequently, the Atlan ta Service-Learning Conf erence was organized ir;. t h e s priu g of 1.969 to explore the i mplications c,f the serv:!.ce- l e arniue; conce:pt, to define the elements necessary fo r a succe 3s ful program, a.r:.d t0 structure and implement a program in the Atlanta area to s e!'.'ve as a moo.el for similar pr ograms in other urban center s. The diversi t y of the spon- s oring or ganizati ons is evidence of the broadly bas ed interes t and support a t both national and local le,.,·els for the developmen t of t h is prog!.' am. The list of sponsors includes: The Ci ty of Atlanta, The Atlanta Urban Corps , Economic Oppor. tuni ty At lanta, The Colleges and Universities of Atlanta, Depar tment of Healt h, Educa t ion , and We l f are, The Sout hern Regional Education Board , Vol un t eer s in Service to America, and The Pea ce Corps . With the a ddition of Atlanta businessmen a nd per sons f r om outs ide Atlant a , the s ponsor s ar e representati v e of the per s o~s who a re participating in the confer ence . In the o:.:gen:i.,laticmal me e t ing, the s p onsoring agen::::ies de c ided on a six-month period for t he conference during which the participants rn:l s ht. uti l i ze all avai lable resources and examine in depth se,,eral i mpor t an t aspec t s of the service-lear ni ng concept. In order to faci l i t ate this t ype of s tudy , the con fer ence has been div ided into s i~ wor k groups: namely, s er vice, learning, curriculum and i n ter- institutiona l relations , .:esear '!h, fin.nn ce, and methods and progl'.'ams . �4 Each of the work groups will meet in a number of individual s~ssions in order to study the topic, r aise pertinent questions, and suggest possible answers. During the six-·month period each work group will chair a formal session of the conference, These sessions will have the dual roles of first, allowing the host group to profit from the e.xperie:'.J.ce of the other participants and, second, giving each participant the opportunity ~o relate his area of interest and study to the complete work of the conference. Having profited from this exchange of ideas, each work group will produce a report to be submitted to a Steering Ccmmittee, composed of· work group chairmen and re~,resentatives of the sponsoring organizations. Th:ts Steering Committee will chair the final session of the CuJ ference, to be held in December, At this session the integrated report will be presented and a program will be proposed for implementation. The first session of the Conference was held on June 30 and July 1 and attended by over 300 persons. The format of t h e initi al meeting in- cluded a number of speake r s, s eminars to introduce par ~icipants to the concept of service-learning, and organi zational meetings of the work groups. The balance of this r eport contains the keynot e address by U.S. Commissioner of Education, James E. Allen, Jr., s ummari es of o t he~ speeches and discussions, and a list of participants who attended the inaugura l session. Coincide nt wit h t he l aunching of the Conference has been the creation in 1969 of t he At lant a Ur ban Cor ps , a gr oup of 220 student s ser ving ful l time throughout the summer with 15 city and 35 private non-pr ofit or ganizations i n Atlant a. Most Urban Corps memb ers are fund ed on the ba sis of 80% frrjm the f ederal College Wor k- Study Pr ogram and 20;~ f rom t he employing a gency. The Souttlern Regional Education Board under gxauts from t h e �5 Economic Development Administration, Office of Economic Opportunity and Department of Labor is providing support along with the 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. Sam Williams, director of the Atlanta Urban Corps, points to the relevance of the educational aspect of the program. Nine staff members make up the evaluation team which is responsible for developing and assuring an education dimension for each intern's summer assignment. Five professors serve as counselors to lend technical c:.nd educational assistance to individual interns and groups of interns , and one professio1m:1• ~nd three student staff members in the office plan seminars and coordina te oi:h er means of helping the interns make their summer work experiences e.,:ucationally relevant. Each student is required to present to the Urban Corps a report on his internship at the completion of his service period. Thus the Urban Cor ps, in addition to accomplishing needed tasks in the community and offering both a summer job and a relevant educational experj_ence to its members, provides a practical service-learning laboratory for the Confer ence. Through observation of the Urban Cor ps and participation of its members, the Confer ence is assured the necessary dialogue be tween theory and practice. This is the setting in which the Conference is convened. Each of a variety of perspectives has a distinct contribution t o make to the enterprise . Additional participants, assistance and information are welcome. I t i s only a beginning. But if theory and practice, students and faculty, public and private bodies int eract in the manner outlined, the Conference will have something significant to say to Atlanta and the nation by the eLd of 1969 . �II. EDUCATIONAL NEEDS OF YOUNG PEOPLE TODAY 6 Remarks by James E. Allen, Jr. Assistant Secretary for Education and U.S. Commissioner of Education None of you would be here today at this conference on service-learning if you were not aware of how different the educational needs of young people are today from those of past generations. All of you know that the needs of the new generation are defin°ed by its aspirations. And that aspiration is the edge of the great divide between the generations. For past generations,--and I mean not only the parents but the older brothers and sisters of today's young people--the touchstone was vocation. well-being. The career as a means to the economic ends of material The career as a means to the psychological ends realized in achievement, success, and prestige. Sometimes, of course, members of preceding generations thought of the career as an avenue of service to conceptions beyond the self--there are many professions with a humanitarian dimension in both theory and practice. But for most people, the furtherance of such ideals as the betterment of society was accepted as an extra-curricular activity. Something to be done after the serious business of the day, if time permitted . �7 For large and increasing numbers of young people today this sj_tuation is not only changed but reversed. It is the pursuit of goals beyond the self that comes first and the money and success that take second place, Clearly it will take a new kind of educatj_on to accommodate such a change in traditional ways of thinking about man and society. We are still in the process of identifying it, but some things we know. For example, we can be sure that an education that fits the needs of young people today must be broader than the school. Among the many artificialities the young reject is the idea that the classroom and the library are the best, if not the only, places for learning. Today's youth is as bored with four wall abstractions as it is with materialism. Today's youth want an education geared to realities more vital t han eit,her· theory or things. values. It is less interested in ideas than in Young people want their education to take them past knowledge to wisdom, and past wisdom to action--the kind of action that ca n translate their energy and their vision into new patterns of life. The "now" generation doesn't want to wai t for any of th is. finds the old hierarchies an ineffectual structuring of society. It It has no use for the protocol of power as we have known it. The new attitudes of young people toward education and the life for which it is presumably preparing them are sometimes crit:i.cized as �8 irresponsible. asking for. But it is precisely responsibility that they are Some people think youth wants to start at the top and rearrange society without bothering to find out what makes our institutions operate. In my opinion, it is the other way around. Young people want first-hand experience with our institutions to teach them their sociology. They want to learn the mechanics of social change by experimenting where it can actually happen. This is the positive side of activism. This is what has taken students out of classrooms andaway from well-paid, conventional jobs, leading them instead into the Peace Corps, Vista, and the Teacher Corps. This positive activism has moved young people past the Peace Corps, Vista, and the Teacher Corps; it has inspired them to invent their own ways of reaching people who need help. Store-front schools, street academies and many other innovative institutions testify to their enterprise. By nm,,1 it is quite clear that the activism of the 1960's is much different from that of other decades. The meaning of the difference has been captured in the words of Arthur Mendel, professor of Russian . history at the University of Michigan "Youth no longer speaks for itself; it defines an era." At the same time, in all their eagerness for a chance t o deal directly with the raw stuff of history, in the making, today's young �9 people continue to want what school in the old classroom-and-library sense of the word should and can give them. They want background against which they can measure their experience. They want an education that breaks down the old barriers between school and community without breaking down either the school or the community. This is what work-study programs are all about. There is no trend in education more promising, and the Federal Government is wholeheartedly behind it. Secretary Finch and my colleagues i n the Office of Education are convinced advocates of the work-study concept, and the Department of Health, Education, and Welfare is actively involved in promoting it. It is very much in line with President Nixon ' s emphasis on volunteer effort as the key to community renewal. The President has called for a national clearinghouse on voluntary activities, with a computerized data bank to make available information about what has been t r ied a nd wher e , how well i t work ed, and what the problems were. The student emp loyees wor king at HEW this summer will hel p assemble i nformation of t his kind on t he volunteer activi t i es of the young. As you know, HEW is r e spons ib le for administering a pr ogr am of Federal grants t o co lleges which pr ovide s s ome 350 , 000 s t udents with the opportunity t o work on or off t h e campus duri ng their co l l ege ca reer. HEW can pay ap t o 80% of the wages of t he s tuden t s as they partake of the edu~ational expe riences of working in a wide range of socially constructive projects. the social scene. The s cope of their activities is as broad as �10 Of the 350,000 young people taking part in such work-study programs, most have been employed on their campuses, but increasing numbers are employed in local government agencies, schools, hospitals and other organizations, public and private. We hope to learn from student community service activities wherever they are taking place. In Michigan, for example, we know that students are leading the way in productive volunteer activities for various segments of the population of their state . Currently, some 10,000 student volunteers on the 27 differ8nt Michigan campuses, are engaged in projects many of which they have developed on their own initiative and maintain without much fin~ncial help from government sources. As an example of the varied and numer01.1s proj ,:,cts, agriculture students from Michigan State University work together with inner city people in developing community garden cooperatives. Elsewhere in the nation we find students contributing social service to their communities. other types of There is the Memphis Area Project South which sponsors "clothes closets " for needy families. Through this project, students also collaborate in planned parenthood programs in South Memphis and help in nutrition classes for low-income people. Your own city has always been noted for its progressiveness. The fact that Atlanta is hosting the opening of the six-month conference is a fine example. It is equally encouraging to see Atlanta adopt the program of the Urban Corps as a model to meet urban needs . �11 Last summer there were 76,000 students employed in programs supported by Federal work-study funds. This summer, the Office of Education will have 225 students on its own payroll. I should like to tell you something about the projected activities of these summer employees. A goal of the summer program is to promote communication between government and the youth community. Some students will be organizing seminars for the Office staff. on topics of concern and "relevance" to students today. Such topics include curriculum reform, university administration, urban universities , and an urban extension service. Other students will be researching programs and practices of the Office as related to student and youth participation. In particular we hope they will gather and analyze information on activities in the areas of work-study and volunteer community service, in order to help us determi ne where Federal involvement might be most constructive . t~e can already begin to see the shape of some of the problems to be dealt with . One is how to get more of the students involved in work-study programs off the campus, into the communi ty. We would like to see the ratio of on- campus to off-campus work reversed, with the majority working off-campus instead of t he opposi te situation which prevails now. Another problem is how to overcome the dilemmas and disadvantages of t he work- study pr ogr am. Such as the difficulty of int egr a ting new people i nto es t abl ished or ganizat ions on a short- t i me basis. The accreditadon dilemma--it i s agree d tha t there should b e recognition of service as a part of higher educa tion, ye t some univers ities have �12 found that formal accreditation of cot!lIIlunity work turns it into a nine-to-five routine and diminishes dedication. However, other universities and colleges have developed means for granting academic credit to learning-service activities , making them integral to the academic life . These are not impossible problems. Like you, we believe that what Aristotle said is t r ue , "What we have to learn to do , we learn by do_ing . " We, too, will l earn by doing. We feel that we are opening up avenues of many kinds--between youth and the larger com.~unity, between youth and government , between the generations. We are committed to the new view of educational needs that this implies. The experience of gLoups like yours will be helpf ul to us as we try to adapt the Federal Government's role to the changes taking place i n our society . We look forward to your r ecommendations as you r eview and study the l e arning-servi ce concept i n the months ahead . I hope we ~an draw on t he r eport of your del i berations as a source of new models f or student contribu tion to community renewa l. With so much of the business of Ameri ca a nd the wor ld still unfinished, it i s hear tening indeed to obser ve t ha t per ha ps t he greates t awareness of this unfinished business exis t s in the young. The need, therefore, is to concentrate on ways of helping the young to realize the potential of their new sense of purp ose and spirit for service. This involves intens ive efforts -- far greater than yet �13 evidenced. It also places upon our colleges and universities the obligation to examine their policies and practices and to make those adjustments necessary for the proper exercise of student participation. So rather than challenging youth, it is they who are challenging us and it is, I believe, a most heartening and hopeful situation when exhortation is more needed by age than by youth. # # # # # # # �14 III. I NAUGURAL MEETING SUMMARIES Welcome by Mayor Ivan Allen, Jr. Atlanta.'s Mayor Ivan Allen opened the Conference on June 30 by focusing on the problems of the cities and the effect t hat young p0ople can have on the solutions. Allen defined the foremost urban problems as race, t r ansportation, and financing of city services. He said tha.t although 11 the structure of government is capab1e of coping with these problems ••• it is the failure of man to a.dapt which prevents the solution. n "Atla.nta, 11 sa.id Mayor Allen, "welcomes the entrance into city government of a group of concerned young citizens." He concluded that if the need is going to be met, it will be met by the youthful generation "that has the concern." Service- Learning in Action in Atlanta : Cha.irman : Members: An Up-To- The-Minute Report Sam Williams, Dir ector of t he Atlanta Ur ba.n Corps Don Nel son , Georgi a Te ch Communi ty Services Coordi na.tor Don Roe, Special Assi s tant to t he President of Ci tizens and Southern National Bank Charl e s Pyl es, Associate Profess or, Polit ica.l Science at Georgia St ate College; Stern Int ern Coordinator Tara Swartsel, At l anta Ur ban Corps I nt er n Dan Sweat, De:put y Adminis t rator, Cit y of Atlanta Atlanta Urban Corps Sam Williams explained its purposes as: (1) providing students with the pra.ctical educational �15 expzrience of learning through servi,:!e to tne local cormnunity. (2) giving needed manpower to local agencies and community organizations (3) encouraging students to not only learn about urban problems but to pursue careers in urban affairs. He said that the Atlanta. Urban Corps plans to grow from 220 interns in the summer of 1969 to 1000 interns in the summer of 1970, Also, plans a.re being made for a number of internships during the forthcoming academic year. Georgia. Tech Community Services Office Don Nelson reported that the Georgia Tech community had thought that money could solve the problems of urban America. Now, he said, we are discovering tha.t we can't live in a major city and not respond with some kind of feeling or action. It's no longer a question of money but how one commits himself to what's happening around him that really counts . Dean Miller Templeton and he got together in November, 1969, and found that fifteen or twenty programs were being spons ored by Tech students,so the t wo of them formed the Community Services Coordinating Staff. Their primary objective was to coordinate the pr ojects then operating and to try to get more students and f aculty i nterested and i nvolved. In the last few months he's had troubl e j us t keepi ng up with what' s going on ! Some of t he pr ojects students are i nvolved in are : Hi gh Step, Free Universit y, Techwood Tutorial , YMCA Ins titute of Understanding and the Te ch Acti on Committee. £~£Bank Communit y Act ion Programs Don Roe r eport ed that C & S Bank instituted the "Georgia Plan", �16 a 11 peo:ple to people proC:; ram 11 , i n May of 1968. He said that it was an action program on the part of private enterprise , without government funds, to provide business opportunities to low income and disadvantaged Americans. It is based on simplicity and sincerity and on four basic assumptions: (1) Two of the fundamental principals of democracy are government by reason, not force, and the most good for the most people. (2) Everyone wants to improve his standard of living. (3) The incentive method is the best way to accomplish things. ( 4) Government steps in to f ill needs when business does not. He -said that the 1'Georgia Plan" was inagura.ted in Savannah with a. " spring cleaning" in wh ich most of the volunteers came from two local colleges, Armstrong and Savannah State. This was such a. success that in ensuing months thirteen other Georgia. cities had clean-up operations. In Atlanta., Vine City wa s the area affected. Altogether approximately 74, 800 Georgians have participated in these clean-up endeavors. he s aid , a one day clea n-up won't solve problems . is most i mportant . But , What comes afterwar ds So t he C & S Community Development Corporation was est ablished la.st winter with a. budget of one million dollars. The purpose of t his organization is to pr ovide funds f or down-payment loans so t hat first mortgage home f i nan cing can b e obt ai ned and to provide equity capital f or new busine s ses . So f ar, 1 ,000 fam ilies and t wenty businesses have dir ectly bene fitte d f r om t hese loans . The Ster n I nter ns Charle s Pyl es reported t hat three ye ars ago t he Stern Foundation approached t he American Societ y for Public Administration and said that they had $30 ,000 avail able and would l i ke to sponsor an internship program, specifically for black students in public administr ati on . �17 The challenge wa.s not met at that time, but in the summer of 1968 the Georgia. chapter decided to explore possibilities in this area. After one year of planning fifteen students from eleven colleges and five faculty advisors began a ten week work assignment . in state and local government agencies. From over forty applications, the students chosen were selected on the basis of academic achievement, written expression, personality and character references. Manpower Survey Tara. Swartsel reported that the Department of Labor is conducting a survey to find out how student manpower is being used in Atlanta. One student on each of ten campuses in Atlanta is researching to try to find out what is now available and wha.t the potential is for service-learning a.tea.ch college. When a.11 the reports a.re compiled the schools will be compared and variations will be considered. The Service-Learning Concept looks good, she said, on paper and looks like it would apply to everyone, but how can the concept be applied on all campuses without the curriculum becomi ng "gimicky" ? Curr iculum committees are jealous of cla.ss t ime. They don't want to use a. professor's time and skills and have students taking time out of the classroom unless they see definite re sults in the field work as it r elates to t he cla ssroom. She thinks t his is t he problem t he participants of the service-learning conf erence must keep :for emost i n their minds. Atl ant a 's Urban Obs ervatory Dan Sweat r eported t hat f i ve years ago Rob er t Wood, Under Secret ary of Housing and Urban Development (HUD), saw a nee d f or involvement of the academic community i n t he affairs of t he local community. The �18 mechanism he envisioned wa.s a system of urban observatories in major metropolitan areas. The passage of the 1968 Housing Act enabled HUD to assist in establishing urban observatories in Atlanta., Albuquerque, Baltimore, Kansas City, Milwaukee, Nashville, and Washington, D.C. The Atlanta Urban Observatory is based at Georgia. State College and has a close working relationship with City Hall, from which it originated. It is also in the process of developing linkages with the other colleges and universities in Atlanta. Mr. Sweat said he believed tha.t the Atlanta. program ha.s a headstart because the Urban Corps program, whose philosophy is so close to that of the urban observatory, is already in operation in Atlanta. Address by Lee Heubner Lee Heubner, staff assistant to President Nixon, addressed the Conference at the dinner session on June 30. He struck a note of caution, a note of perception and a note of hope for the participants.: Let's be sure we have projects that make sense in terms of the people being served and the person being educated. Unless we're willing to do this rigorously and precisely and uncompromisingly, I don't think the service-learning program will be as successful as .it really ought to be •..• The critical thing about service-learning is the hyphen .•.. One thing under discussion in the White House is a federally- assisted program to support the position of campus service coordinator, someone to whom the students could visit to inquire about specific opportunities in community service. Also, the service coordinator would discuss with faculty members questions regarding academic credit and curricular changes related to community service. �19 Addl'ess by William Allison Bill Allison, Director of Economic Opportunity Atlanta, spoke on June 30 on the "Needs of Urban America." are troubled times . Our He said that 1'these campuses a.re witnessing a revolutionary r esponse by young people who want to do something about the world they live in. Wha.t happens on campus cannot be separated from what happens in the larger society. " Allison urged cooperation between the academic community, government, and private agencies to solve t he problems of the cities. He expressed a faith that the nAtlant-a Service-Learning Conference is destined to spearhead the development of t his union." long ov-erdue. He sai d that the idea. of cooperation and union was "Now is the time for them to work together." Allison concluded that par ticipation is the key factor and, "service-lear ning i s one way partici pation can be r ealized. " Service-Learning and National Programs The national and i nternational components of service-l earning were highlight ed at a symposium that i ncluded Tom Houser, Deputy Director of t he Peace Corps; H. Jeffrey Binda, Exe cutive As si stant to the Director of VISTA; Paul Cromwell, Special Assistant to the Director of the Teacher Corps and Michael Goldstein, Director of the Urban Corps National Development Office. Dr. Carl Wieck of Morehouse College was the moderator. Noting that the Peace Corps had been in the service-learning business for eight years, Mr . Houser reported that "most returning volunteers say they l earned more than they gave. u Mr. Cromwell said colleges could become more relevant by working with businesses and �20 government agencies in arranging work assignments linked with classroom studies. Mr. Binda stressed the service aspect, saying it was vital, when arranging for aid to the poor and disadvantaged, to assign persons who can do the job well. Mr, Goldstein, former director of the nation's first Urban Corps in New York City, outlined the program in which college students serve with municipal agencies and are funded largely by the College Work-Study Program. The panelists agreed that experience in a service-learning program would be valuable background for entry into a long term service program. Also, it would help the participant to decide whether to apply for such a service program. Remarks by Edward DuCree and Arthur Hansen The final session of the Conference dramatically focused on the diverse and sometimes conflicting interests which must have a part in determining the nature of a service-learning program. Ed DuCree , director of Emory University's Upward Bound Program, called for the examination of goals and effects of current service programs. Quoting from Shakespeare's "Hamlet" , DuCree said the question remains, "to be or not to be. 11 he s tated . Black people want to be , to exist , Service programs which fail to help people to exist as human bei ngs are of l ittle or no use, he said , For exampl e , he said that some tutorial pr ograms i n whi ch white vol unteers teach black ch i ldren have the effect of impr ess i ng on t he childr en the value of being white rather than t eaching them t he a b e's. Dr. Hansen, Pres ident el e ct of Georgia Tech, reminded the audience of the university's traditisma.1 roles of learning and research. �i 21 Service to the community , ,·rhich became a major goal of many universities following the land-grant a.ct of a century ago, is also a legitimate goal, he said. The question is whether service per~ is a learning experience and therefore deserving of academic recognition. Hansen said he would not want to accredit service experiences until he was convinced of their learning inputs. A small demonstration decrying the effect of Georgia. Tech's expansion on nearby residents interrupted Dr. Hansen's speech and led to an extended session in which heated debate gradually gave way to some fundamental problems in the areas of service-learning and black-white relations. A partial report on the exchanges is contained in 'M r. DuCree' s reply to a participant who described the role he was playing. .Mr. DuCree said, you to be a. person." ';We don't want you to play a role; we want �22 Seminar Summaries . :Midway through the inaugural meeting, seminars were held to discuss all aspects of the service-learning concept and to assist participants in selecting a work group. The seminar chairmen were: James Austin, Georgia. .Municipal Association Robert Clayton, Spelman College Clavin Cox, the Atlanta Constitution Phillip~ Ruopp, Peace Corps Russell Williams, Atlanta University No conclusions emerged from the seminars, but among the comments and questions were the following : How is learning-by-serving different from learning-in-the-classroom? The service-learning concept may lead to a radical change in the concept of the university and education in general. Government administrators mu·s t control service-learning programs, not colleges. A consortium of colleges should run the service-learning program in Atlanta. Can cultural empathy be taught? High school students, drop-outs, and housewives should be in servicelearning programs. Urban Corps interns should receive academic credit for their learning experiences. Wha t er:iteria should be applied to matching an intern with an opening to insure th::it pot~. p e r-fht·1nnnoe ;:ind 1An.rnine; wi 1.1 be a·t a high level? These observations, t ogether with the questions posed in Section IV, will be considered by the r e spective work groups. �I' 23 IV. WORK GROUP SUMMARIES The Conference is functioning primarily through its six work groups: service, learning, curriculm and inter-institutional relations, finance,research, and methods and programs. Each work group is to marshal available resources, study in depth its assigned topic, sponsor a session of the Conference, and submit a report describing its observations and reconnnendations leading toward a comprehensive model for a continuing service-lear n i ng pr ogram. Sponsorship and dates of subsequent Conference sessions are as fol lows: Service Learning Curriculum F inance Rese arch Me t hods and Programs Steering Committee August 18 August 19 mid-Se ptember Octobe r November November December Below are summaries of the first wor k group me et ings on July 1 and some of t he questi ons each i s exploring . Service Wor k Group Chairman: Ross Coggins, Regional Dir ec t or of VISTA Ros s Coggins opened the di scus s i on by a sking t hose pre s e n t to mention what services students are now doing or could do in regard t o servicelearning. The dis c ussion of this question raised many others, most of which were left una nswered . I t will be the purpose of t his group t o answer such questions as : (1) What criteria define . relevant services and who should have priority in determining the relevance or potential learning experience of a service-type job? (2) Can agencies and colleges cooperate among themselves and with each other in the rendering of services? (3) Who is to be served: the student, the college, the agency or the people, or a combination of all? �24 (4) Are universities attuned to the needs of the community and can they accept the idea that a service career mode is vital to our society? (5) What should be the size of the service rendered, in comparison with societal needs? (6) Should service be full-time or part-time and how long should it last? (7) What services can agencies accept and what accept youth in service? (8) Does tutoring, etc., satisfy the needs of the "now generation" with their sense of urgency and need to see quick results? (9) What do students think are the major service needs and will the university allow the student to work for meaningful change in the system? kinds of agencies can Learning Work Group Chairman: Sally cantor, Atlanta Urban Corps Intern The meeting of the section on Learning was begun by a description of the Mars Hill Project, its origin and outline. One enthusiastic professor was given a grant to instigate and develop interest in the concept of servicelearning . He looked into curriculum and local service oppor tunities . with a tutorial program and then a recreational program, work for physical education, sociology, etc. It b'egan This be came the ~i e J_n The communi c1:1t.ion which is necessary for this to come about smoothly is possible in a small school. There is a problem in the structure of a large university which makes it almost impossible to integrate this kind of learning. How might this be overcome? Many segments of society are concerned with this kind of l earning taking place. Students are the l argest mass of participants . Thus the training ground for students, i.e. the university, must be changed first. There are places in the traditi onal college stl:ucture which could be changed to be more in line with this new concept. an education major. For example, in the practice-teaching part of Instead of being a. complete b l ock of time at the end of the learning period, it would be more relevant and thus valuable to have the �25 practice-teaching interwoven with the academic study, over a greater length of time. Practical experience makes theory more concrete but it requires a pl~ce to plug into the traditional curriculum. Practice-teaching is an easier area to see the possibilities; but how can this type of learnj og be given academic credit in other courses? You can learn something from anything you do if you are pGrceptive, but to be given academic credit what one is doing must be put to acaa_emic analysis. Learning is not just of one type; it consists of different processes. What kind of learning happens when one is put in a context of people and problem-solving? If the ultimate goal is being sensitive to each other, how can one avoid complete relativism? Perhaps this is only a part of the desired goal and can be fitted into the whole as a matter of degree. It would be valuable to question a.n intern to see if his learning can be classified , i f an analysis can be made of the learning possibilities . It is very important, however, that this not become Step 1, 2, 3 on how to become a successful learner. There is always the problem of how to bring out what has been, or is learned. l>e in g It is difficult to bring life-style to a conscious level where it must be for our purposes. It will be necessary to compare the goals and patterns of both traditional university-learning and service-learning. For example, a university stresses committment to truth, to principle; service stresses committment to people , to becoming involved with those a.round you. In univers ity-le13rriing ,<lecisions are mArt.e after all the facts are gathered and a logical assessment of them has been ma de. situation demands that a<.:t:ion mnsl:; With service-learning, the 0 1·1:;en he +Aken wj t.h out all the facts, by a "feel" for the right moment of what seems the most viable alternative. One must have confidence to do this and live with the consequences, be willing to make changes as factors change priorities . �26 Questions to be consider ed by the work gr oup include t he following: Can learning take place i n roles which students consider socially irrel evant ? How can students be helped to grasp the broader i mplications of what they really learn by serving? What relationship exists between individual student goals and the choice of alternative service opportunities? How can students be helped to raise the important, r elevant questions about their service experiences? How can interested, knowledgeable, and accessible f aculty be identif ied and enlisted in t he service-learning exper ience ? What i mplicat i ons of exper ience-ba s ed learning a.re pertinent t o hi gher education in general? How, in fa.ct, do students learn from exper ience ? How can it be mea sured ? How can community needs, student inter ests, and uni ver sity programs i nt er act to yiel d s ignifi cant l e ar ning on the part of everyone i nvolved? What methods and techniques are most effective in pr eparing students for their job and community roles? Curriculum and I nter- Inst i t uti onal Relations Work Group Cha i rman: Dr . William W. Pendleton, Prof essor of Sociol ogy, Emor y Uni versity In t he openi ng meeting of the curriculum work gr oup t here was a very general dis cussion of t he problems invol ved in i ncorporating a s ervi ce-J_e:=irnj np; program into est a:t lished academic f r amework of hi gher education. A question wa s rai sed as to whet her a service-learning program was a l egitimat e element of any a.cademic program . There was s ome debat e as t o whether it coul d be considered the responsi bi l ity or even a l egitimate function of a university to provide the student with a broadening experience~ It wa s decided that one of the maj or tasks of the work group woul d be t he development of a structure which would i nsure that thE> stnaent utilized t he full learning pote ntial of the service eA'J)erience. Several suggested elements of t his str uc ture were: seminars, and student reports. facu1 t )r advisors, �27 There were other questions concerning the basic structure of the program. For example: How would service-learning experiences be integrated into the existing departmental structure? On what basis would credit be given? What would be the ratio of hours worked to credit-hours received? How many credit- hours of service-learning could be counted toward graduation? What channels, such as independent study, special programs or seminars with labs, aJ.rea.dy exist which could be used as a. mechanism for giving credit for a service-learning course? Certainly the most valuable product of this initial meeting was an awareness of the complexities of the problems confronting the work group. A number of questions were raised, several others will be focused on at l ater meetings. The following questions a.re a few of those for which the curriculum work group will attempt to provide conclusion. What courses now exist as training for other forms of service which could be relevant to service-learning programs? 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 are the potentials of a fa culty consultant ser vice? What a.re the possibilities for utilizing community members a s instructors or resource people within the classroom ? What a.re the possibilities for and problems of cross--~r editing institutions? among Finance Work Group Chairman: Presiding: William Jones, Department of Health, Education and Wel fare Charles Hamblen and Charles Moore , Department of Health , Education and Welfare The first questions raised about funding were : who, how much, and bow? It wa s stated that the program was not to be directed by the Federal gover nment , but t hat t he government should be. a source of funds , pr imarily t hrough l ez ~~sla.tion. �28 lv'T.r. Hamblen reviewed what was available through Federal programs. He said that perhaJ>s the best sources have suffered a cutback in appropriation ( the Cooperative Education Program and Education for Public Service), b~t they might be refunded in the next fiscal year. Mr. HambJ.en was asked how to go about requesting Work-Study funds. He sa.id that the application must be made by an institution by November 1st. If the institution includes a proposal for meaningful off-campus activities it will receive priority in the allocation of Work-Study funds. It was remarked that many colleges did not use a large amount of their funds or did not include descriptions of off-campus activity in their requests for funds. The funding for such a proposal would be 80% federally fund~d and 20% funded by the agency. Discussio~ then centered on the study made by 22 Republican Congressmen concerntng student unrest. Their recommendations were: 1. Don't cut off funds to institutions which have experienced student rebellions. 2. Establish a Na:tional Youth Foundation to encom:age student pa.r ti cipation in community problems. 3. Incr ease funds fo:i;- student ai q. 4. The government should expand its lines of communication wi th stu<i..ents . I n addition to raising money from f ederal programs , it was suggested that ser vice-learning -pr oje~t. s approach . f'oundations and bus i nes ses as t hey might have grea.ter fle xibility in a:wa.r ding funds for the purposes of the particular proj e ct . It was stated that a progr am al r eady under way might stand a goo<;l chance of obtaining support as it would demonstrate committment to the idea . Other suggestions were that s t udents are good at max imizing funds if all owed to go after them, and that students should be a par t of the decisionmaking process when financial a.i d of ficer s submit pla.ns for uti lizing WorkStudy funds . �29 Additional questions to be examined by t he work group are: (1) In funding service-learning programs , what share should be borne by the agency being served ? by the student of a.n educational institution? by t he government? (2) How should the Atlanta Urban Corps be financed in t he future ? (3) What pr oportions of Work-Study funds should be spent on off-campus service activities ? (4) Should all student s i n a. service-learning program receive a stipend f or t heir E2Tvices? Research Work Group Chairman : Timothy R,\·:.e s, Assistant Professor of Political Science, Georgi a. State Col l ege The i mmediate obje ctive of t he research work group i s t o determine the av ailab i lit y of student manpower f or s ervi ce -learning programs i n Atlanta . With over 40,000 college student s in metr o Atlanta , a Confer ence-relat ed survey i s being made to f i nd out how many of t hem would be interested in service-lea:rning projects , and under what conditi ons (such a s s tipends and academi c cr edit) . Survey s are also being conducted t o deter mi ne t he demand for students in service-learni ng pr ograms , attitudes of employers t owar d t hem , and attitude s of student interns . Over t he longer r ange t he work group plans to cons i der ways of invoJ.vj ng st udents in resear ch and ways of linking r e search on ser vi ce-.lean1ing with the curricul um . It was agreed t hat the quality of research should not be compromis ed s impl y t o give students respons ibility f or it . Thus , s ome students will need t r ai ning in research methodol ogy . The work group a.gr eed t o try t o i dentify 11 wha.t we don 't know about servicelearni ng . 11 As an exampl e of a practicci J. resear ch proj ect, i t was suggested t hat a s t udy be ma.de of what makes a "good" Urban Corps placement and what makes a i;bad" one. Such r ese arch woul d be conducted in close cooperation with t he Urban ".;orps staff. �30 Methods and Programs Work Group Chairman: Presiding: William W. Allison, Economic Opportunity Atlanta John Cox, Atlanta Youth Council The work group decided to begin by finding out what.methods are used ·by other intern agencies in the nation. chairman of this field work group. Michael Goldstein was named national Other members are:· Phyllis Atkins, Truly Bracken, and Cynthia Knight--Atla:hta Margaret Davis--Athens, Georgia Gordon Drennen--Georgia Tim Collins--North Carolina. John Bromley-Kentucky and Tennessee Alga Hope--Florida Sanar~ Mincey--Alabama Kent Christison--Virginia After obtaining basic information on existing programs in servi.c elearning, the work group decided tA consider alternative methods and examine · possible ways in which +.be . .Conferen e.e should relate 'tl1 other programs. �31 V. ATL.fu\J'TA SERVICE·-LEA...'R.NING CONFERENCE PARTICIPANTS Ivan Allen, Jr.-City of Atlanta James E. Allen, Jr.- U. S. Office of Education William Allison-Economic Opportunity .Atlan·ta (EOA) Walter Anderson-EOA James Austin-Georgia Municipal Association Yvonne Bankston-EDA H. Jeffrey Binda-VISTA (Washington, D.C.) John Blakley -Stern Intern William Boone, Jr.-Stern Intern David Bootier-Southern Regional Education Board (SREB-Tennessee) John Bromley-Peace Corps (Tennessee) Norman Brooks-U.S. Office of Education Charlotte Buford-SREB (Georgia) Linda Bulloch-SREB (Georgia) Stephanie Bush-Stern Intern Russell Caldwell-SREB (Georgia Municipal Association) Kenneth Christisori,:SREB (University of Virginia) Mary Ann Carroll-Peace Corps (Georgia) Robert Clayton-Spelman College Lee Clowers-Florida Governor's Office Ross Coggins-VISTA (Georgia) Timothy Collins-Guilford College William Combs-Peace Corps (Texas) Calvin Cox-Atlanta Constitution John Cox- Atlanta Youth Council William Cozzins-Georgia Tech Paul Cromwell-Teacher Corps (Washington, D.C.) Terrence Cullinan-Stanford Research Institute Kenneth Darnell-Defense Contract Administration Service Margaret Davis-Stern Intern Sue Day-U.S. Department of Health, Education and Welfare (Georgia.) Michael Douglas-Atlanta University Edward K. Downs, Jr.-Stern Intern Carthur Drake-Morehouse College Gordon Drennen-Stern Intern Eleanor Duckett-Mars Hill Community Development Institute Edward DuCree-Emory University Upward Bound Noel Dunivant-North Carolina Resource nevelopment Internship Program Roscoe Dunlap, Jr.-Stern Intern Elizabeth Dyer-Peace Corps (Georgia) Donald J. Eberly-National Service Secretariat David L. Edwards-SREB (Lynchburg College) James Elens-SREB (Mars Hill College) Davie Ford-Stern Intern Members of Conference Steering Committee �32 Casey Fredrick-Mars Hill College Michael Goldstein-Urban Corps National Development Office (New YorkJ Claude B. Green-Clemson University Katherine Griggs-SREB (South Carolina) David Grubbs-Middle Tennessee State University Douglas Haire-SREB (Georgia State College) Charles Hamblen-U.S. Office of Education (Georgia) Grace Hammonds-Stern Intern Arthur G. Hansen-Georgia Tech Michael Hart-SREB (Georgia) James Hertenstein-Georgia Tech YMCA Lee Heubner-Office of President Nixon Richard Hoffman-Mars Hill College Lois Hollis-Stern Faculty Solomon Hollis-Stern Faculty Edward Holmes-Emory University Alga Hope-SREB (Florida A & M University) Martin Hope-Georgia Department of Family and Children Services Roma Hopper-Georgia State College John Hough-Mars Hill College Thomas Houser-Peace Corps (Washington, D.C.) John Howard-Wheat Street Baptist Church James Irwin-Georgia Municipal Association Enoch Johnson-EOA Joy Jones-EOA William Jones-HEW (Georgia) Tyrone Joubert-Stern Intern Ernest M. Kahn-University of Maryland Anders Kaufmann-SREB (South Carolina) Patrick Kelly-Georgia Tech Daniel Kendr i ck-Georgia Department of Family and Children Services Jane Kibler-Ur ban Training Organization Joseph D. Kimmi ns-Peace Corps (Georgia) Earl O. Kline~Georgia State College Paul Knipper- Pea.ce Corps (Louisiana) Joseph Kushner- Valdosta State College Al ex Lacey-Georgia State College Ant oi ne Laiche-Peace Corps (Georgia) H. Page Lee-Mars Hill College Ear.l Lei ni nger-Mars Hill Coll ege Carol Li m- American Fr iends Service Committee Ele:arnor Main·~Emor y Uni vers ity John Mallet-Psychologis t, At l anta Thomas Manley- Nor th Carolina Sta t e Planning Task For ce Kathy Marks-SREB (Geor gi a) Jenifer Mauldin-Fulton County Health Department William E. McMurry-Geor gia Stat e College Lou Moelchert-Mars Hill College Toby Mof fett-EEW (Washington, D.C . ) Charles Moore-U.S. Office of Education (Georgia) �- -- ---· ·--- .------ - E. Phillip Morgan-Emory University Robert Mostellar-Southern Regional Council Ukanga C. Mudakha-Stern Faculty Donna Mull-SREB (Georgia) Ryland Needam-Stern Intern Donald Nelson-Georgia Tech Community Services Gloria Nelson-Peace Corps (Georgia) Robert Nelson-Peace Corps(Georgia) John Niblock-SREB (Georgia) Jerry Norris-Stern Intern Patrick Ntukogu-Morehouse College William O'Connell-SREB (Georgia) David Palmer~Georgia State College William Pendleton-Emory University Mario Perez-Reilly-Middle Tennessee State University Rogbert Phillips-Stern Intern George Podelco-City of Nashville Roger Prior-U.S. Department of Commerce (EDA-Washington, D.C.) Charles B. Pyles-Georgia State College Frank Raines-White House Fellow William R. ·Ramsa~SREB (Georgia) Sara H. Reale-Georgia State College Doris Richardson-YWCA (Georgia) David Roberts-Southern Education Foundation Donald Roe-Citizens & Southern National Bank, Atlanta J ack W. Rollow-Georgia State College Thomas Roth-Mars Hill College Marlene Rounds-SREB (Atlanta University) Phillip Ruopp-Peace Corps (Washington, D.C . ) Roger Rupnow-Georgia Tech Wendell H. Russell-Oak Ridge Associated Universities Ti mot hy Ryles-Georgia State College Logan Sallada- U, S. Office of Education Char les Sanders- Stern Faculty Paul Sholar - Mars Hi ll College Rob er t Si gmon-SREB (Georgia) Doris Sims-Stern Inter n Peter Skinner-Peace Corps (F l or i da ) Dora Skyp eck- Emory Uni versi ty Margaret Ruth Smith- SREB (Geor gia ) Janis Somervil l e- Nor th Car olina State Planning Task Force Sandra Sprui l l-City of Atlant a, Avia t ion Departmen t Gideon Stanton, III-Tul ane Univers ity Mary Stevens-Emory University Lonnie Stewart-SREB (Geor gia State College) Daniel Sweat-City of Atlanta Levi Terrill-VISTA (Georgia) Barbara Thompson-National Student YWCA 33 �34 Sherman Thompson-University of South Florida William Traylor-Emory University Legal Services Center Wallace Tyner-Peace Corps (Texas) Simeon Udunka-EOA Princella Wade-Stern Intern Merle Walker-Agnes Scott College Phil Walker-Georgia Tech W. P. Walker-Mars Hill College Frank Walls-City of Savannah Oliver Welch-State Planning Department Plemon Whatley-EOA Anthony Whedon-Morehouse College Daniel White-Georgia Tech Carl Wieck-Morehouse College Larry R. Williams-Office of Economic Opportunity (Georgia) Russell S. Williams-Atlanta University Dorothy Wilson-Atlanta Public Library Prince Wilson-Atlanta University Center Corporation Kenneth Wittemore-Fulton County Health Department Michael Wittman-Florida Governor's Office J. McDonald Wray-University of Georgia Institute of Government James Wyatt-Mars Hill College Gayle Yates-HEW (Georgia) �r ===, I 35 ATLANTA URBAN CORPS INTERN PARTICIPANTS Linda Alexander Rudine Arnold Phyllis Atkins Burnley Bainbridge Stanley Ball Edwin Barrett Franklin Benfield Manie Berk Solomon Berry Jacqueline Blackwell Walter Bloom Marianne Boder Carol Bonner Truly Bracken Regina Brackston Jane Bridges Charles Brown Lisebeth Brown Robert Brown James Bruce Sally Cantor Raines Carroll Steve Chandler Roosevelt Childress Charles Choice Dan Chri stenberry Nancy Coenran Richard Combes Brenda Comer Di ane Cousinea Carea tha Dani e ls Mary Danie ls Ma rk Dash Sylvia Dawson I nmond Deen Sarah Dennard Pame la Do zier Wal ter Dricer Peggy Durrah Joanne Flemister Michael Floyd Grange Fretwell Kytle Frye Beverly Gaither Maggie Gerber Frank Goodson Mary Ellen Gordon Beverly Grimes Alice Hamilton Resna Hammer David Hanley Charles Haynes Rose Haywood Ernest Henderson Janice Herring Dorothy Hicks Joseph Hill Elizabeth Hillbrath Joan Hollenbach John Hotard Mostaffa Howeddy Narma Ingram Martha Irby Tormny Isaac Margaret Jaccino Rudolph Jefferson ~c Babs Kalvelage Alvin Keck Kathleen Kennedy Lloyd Keys Steve Kiemele Ria Kirshstein Cynthia Knight Maur.een Kreger Judith E. Lange Melinda Lawrence Stephen Lester Diane Lewis Ki ng Fun Liang Andrea Luce Gordon Lurie John Mann Jon Martin Jenifer Mauldin Anna Mayeaux Emmett McCord Alber tin~ Mccrar y Patr ici a McLaugh lin Joseph Menez Bill Mil lkey Alan Mi ller Ken Millwood Sandra Mincey Addie Mitchell Madie Moore J ames Mulligna Carmencita Myrick Haroli;:i R. Nash Helen Newman Nancy Ann Norbert Shirley Owens Richard Padgett Bill Patterson Belinda Pennington Betty Peters John Petzelt Susan Pickard Sanford Prater · Bessie Quillens Gene Roberts Linda Robinson Tim . Rogers Russell Rucker Lloyd Sanders Valerie Scalera Michael Silberstein Carol Simmons Teia Sinkfield Deborah Small Christine Smith Jani_e Snider Tom Snider Valinda Spalding Jim Spence Julius Stephens Michael Stubbelfield Evans Sturdivant Tara Swartsel Charles Thomas Jerry Thompson Constance Thurmand Valerie Tomlinson Bill Tr avis Sally Tucker Larry Tully John Tuml i n Betty Underwood John Waggener Car ol Watkins Pa tric i a Watki ns Paula Wha tley Col oria Wheeler Dave Whe lan Ben White Dawn White Ros liad Williams Sam Williams Olivia Williamson Diane Wilson Susan Windom Mike Winston Gary Wood June Woodward Carolyn York Sue Zander .. ,, , � 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 Atla ta .... The critical thing about the service-learning concept is the hyphen. Lee Heubner Staff Assistant to President Nixon .... When the Urban Corps interns came here in June, we discovered there was no baseball league for inner city kids and nearby facilities were closed to them. \Ve called a meeting, talked with some key people, and now have two leagues operating for 200 young men. Karl Paul Atlanta Urban Corps Intern n Co ference .... The need is to concentrate on ways of helping the young to realize the potential of their new sense of purpose and spirit for service .... It places upon our colleges and universities the obligation to examine their policies and practices and to make those adjustments necessary for the proper exercise of student participation .... Of the 35 0, 000 young people taking part in the College Work-Study Program, most have been employed on their campuses. We would like to see the ratio reversed, with the majority working off-campus. James E. Allen, Jr. Assistant Secretary for Education and lJ. S. Commissioner of Education a r port on h 8 n June 30 - July 1, 1969 �TABLE OF CONTENTS I. Introduction ..•.••••..•.•••.•.••..•..••.•....•. 1 II. Address by Dr. James E. Allen, Jr •••.••.••....• 6 III. Ina.ugura.l Meeting Summa.ries .••••••••••••••••••• 14 IV. Inaugural Meeting Work Group Reports •••••.•••.• 23 V. List of Participants •••.••••••.••••.•••••..•.•. 31 Further information on the Conference ma.y be obtained from: Atlanta Service-Learning Conference c/o The Atlanta. Urban Corps 30 Courtland Street, N.E. Atlanta., Georgia 30303 404-524-8091 �I. INTRODUCTION The Service-Learning Concept To serve and to learn ; these fundamental goals of our society are engrained 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 "servtce 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 :!.imj_ted abi- lity to respond to the individual and with oftimes old-fashioned views of what is education and what is not. However, considerable attention is currently being given to the role of uni versitie s i n service to soci ety. At one extreme, a r guments a r e heard that community involvement by an academic institution thr eatens its integrity and dra ins its r e source s. At t he ot he r end of the spe c trum of opinion i s the v iew of the unive rsity as a shaper of s oci ety with speci al social responsibi lities because of its objectivity , standar ds, and resources of knowledge . These arguments abou t campus - in- c ommunity may obscure fundamental que stions of the r ole cf the community a s an educati or.al resour ce. Can the univ ersity pe rform i ts primary func t i ons of education and t he discove ry of r;.,,,w knowl edge without an involvement in s oc i e t y ? Can educational institutions dev elop the type of manpo~er needed by a r apidly changing soc iety, both as professional s and as citizens in a democracy, without i n cludi ng the resources of socie tal experience i n t he educational process? How migh t community service, sought by many student s, best be deslgned as a learnlng experiec1ce and integrated with other. acpects of a total educational program? .i. �2 It is the thesis of the ,::onvenors of this Conference--many cf whom a.re a t the interface between education aud community--that by combining the ne eds and resources of education both will better be served. It is hypotlies i zed that the tensio~ between the practical urgent demands of community and the requirements of disciplined rational thought of education can be a very productive force for the development of society and for l earning and the advancement of knowledge. This combination of action and reflection, of experience and examina t:i.c,:-. ) this integration of service and learning can foster a style of life where education and vocation are parts of the same fabric and the gap between community and education is closed. Simply stated, then, s e r vice-learning is a n integration of the accomplishment of a needed task with educational growth. I t is clear tha t greater student involvement i n community affa irs i s coming--it i s already here in many ways bu t i t i s grouing . Student s want i t , agencies need their servi ces, colleges increasingly are encouraging it. Na.tional l egi sla t i on to supplement Peace Corps, VISTA, Teacher Corps , and o ::her programs i s under consideration in Washington: a r e we prepared t o utilize these growing opportunities productivel y f 0r all pa rties? A new approach is both ne cessa ry and pos s ible. It r equires new meaning for upracticality," new openness to change, new commitment to experiment ation, new acceptance of the ability of youth, and indeed new social institutions and attitudes • • • • t o say nothing of competent human beings who are prepared to function in the new s ociety. It is to search for these new attitudes and processes that the Atlanta Service-Learning Conference is convened. �3 Th2 Atla·,1ta Service-Learning Conference Although there is a grow:!.ng incJ.i.nati.011 to accep t t he service-lear..1.i ng concept a s a valuable element of a l earning expe·.dence, ther e is relatively l ittle un.deratandi ng of how the abstraction can be t :rauslated into a pra ct icab l e model. model. Local lea Gers recognized the urgency for develop i ng thb Consequently, the Atlan ta Service-Learning Conf erence was organized ir;. t h e s priu g of 1.969 to explore the i mplications c,f the serv:!.ce- l e arniue; conce:pt, to define the elements necessary fo r a succe 3s ful program, a.r:.d t0 structure and implement a program in the Atlanta area to s e!'.'ve as a moo.el for similar pr ograms in other urban center s. The diversi t y of the spon- s oring or ganizati ons is evidence of the broadly bas ed interes t and support a t both national and local le,.,·els for the developmen t of t h is prog!.' am. The list of sponsors includes: The Ci ty of Atlanta, The Atlanta Urban Corps , Economic Oppor. tuni ty At lanta, The Colleges and Universities of Atlanta, Depar tment of Healt h, Educa t ion , and We l f are, The Sout hern Regional Education Board , Vol un t eer s in Service to America, and The Pea ce Corps . With the a ddition of Atlanta businessmen a nd per sons f r om outs ide Atlant a , the s ponsor s ar e representati v e of the per s o~s who a re participating in the confer ence . In the o:.:gen:i.,laticmal me e t ing, the s p onsoring agen::::ies de c ided on a six-month period for t he conference during which the participants rn:l s ht. uti l i ze all avai lable resources and examine in depth se,,eral i mpor t an t aspec t s of the service-lear ni ng concept. In order to faci l i t ate this t ype of s tudy , the con fer ence has been div ided into s i~ wor k groups: namely, s er vice, learning, curriculum and i n ter- institutiona l relations , .:esear '!h, fin.nn ce, and methods and progl'.'ams . �4 Each of the work groups will meet in a number of individual s~ssions in order to study the topic, r aise pertinent questions, and suggest possible answers. During the six-·month period each work group will chair a formal session of the conference, These sessions will have the dual roles of first, allowing the host group to profit from the e.xperie:'.J.ce of the other participants and, second, giving each participant the opportunity ~o relate his area of interest and study to the complete work of the conference. Having profited from this exchange of ideas, each work group will produce a report to be submitted to a Steering Ccmmittee, composed of· work group chairmen and re~,resentatives of the sponsoring organizations. Th:ts Steering Committee will chair the final session of the CuJ ference, to be held in December, At this session the integrated report will be presented and a program will be proposed for implementation. The first session of the Conference was held on June 30 and July 1 and attended by over 300 persons. The format of t h e initi al meeting in- cluded a number of speake r s, s eminars to introduce par ~icipants to the concept of service-learning, and organi zational meetings of the work groups. The balance of this r eport contains the keynot e address by U.S. Commissioner of Education, James E. Allen, Jr., s ummari es of o t he~ speeches and discussions, and a list of participants who attended the inaugura l session. Coincide nt wit h t he l aunching of the Conference has been the creation in 1969 of t he At lant a Ur ban Cor ps , a gr oup of 220 student s ser ving ful l time throughout the summer with 15 city and 35 private non-pr ofit or ganizations i n Atlant a. Most Urban Corps memb ers are fund ed on the ba sis of 80% frrjm the f ederal College Wor k- Study Pr ogram and 20;~ f rom t he employing a gency. The Souttlern Regional Education Board under gxauts from t h e �5 Economic Development Administration, Office of Economic Opportunity and Department of Labor is providing support along with the 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. Sam Williams, director of the Atlanta Urban Corps, points to the relevance of the educational aspect of the program. Nine staff members make up the evaluation team which is responsible for developing and assuring an education dimension for each intern's summer assignment. Five professors serve as counselors to lend technical c:.nd educational assistance to individual interns and groups of interns , and one professio1m:1• ~nd three student staff members in the office plan seminars and coordina te oi:h er means of helping the interns make their summer work experiences e.,:ucationally relevant. Each student is required to present to the Urban Corps a report on his internship at the completion of his service period. Thus the Urban Cor ps, in addition to accomplishing needed tasks in the community and offering both a summer job and a relevant educational experj_ence to its members, provides a practical service-learning laboratory for the Confer ence. Through observation of the Urban Cor ps and participation of its members, the Confer ence is assured the necessary dialogue be tween theory and practice. This is the setting in which the Conference is convened. Each of a variety of perspectives has a distinct contribution t o make to the enterprise . Additional participants, assistance and information are welcome. I t i s only a beginning. But if theory and practice, students and faculty, public and private bodies int eract in the manner outlined, the Conference will have something significant to say to Atlanta and the nation by the eLd of 1969 . �II. EDUCATIONAL NEEDS OF YOUNG PEOPLE TODAY 6 Remarks by James E. Allen, Jr. Assistant Secretary for Education and U.S. Commissioner of Education None of you would be here today at this conference on service-learning if you were not aware of how different the educational needs of young people are today from those of past generations. All of you know that the needs of the new generation are defin°ed by its aspirations. And that aspiration is the edge of the great divide between the generations. For past generations,--and I mean not only the parents but the older brothers and sisters of today's young people--the touchstone was vocation. well-being. The career as a means to the economic ends of material The career as a means to the psychological ends realized in achievement, success, and prestige. Sometimes, of course, members of preceding generations thought of the career as an avenue of service to conceptions beyond the self--there are many professions with a humanitarian dimension in both theory and practice. But for most people, the furtherance of such ideals as the betterment of society was accepted as an extra-curricular activity. Something to be done after the serious business of the day, if time permitted . �7 For large and increasing numbers of young people today this sj_tuation is not only changed but reversed. It is the pursuit of goals beyond the self that comes first and the money and success that take second place, Clearly it will take a new kind of educatj_on to accommodate such a change in traditional ways of thinking about man and society. We are still in the process of identifying it, but some things we know. For example, we can be sure that an education that fits the needs of young people today must be broader than the school. Among the many artificialities the young reject is the idea that the classroom and the library are the best, if not the only, places for learning. Today's youth is as bored with four wall abstractions as it is with materialism. Today's youth want an education geared to realities more vital t han eit,her· theory or things. values. It is less interested in ideas than in Young people want their education to take them past knowledge to wisdom, and past wisdom to action--the kind of action that ca n translate their energy and their vision into new patterns of life. The "now" generation doesn't want to wai t for any of th is. finds the old hierarchies an ineffectual structuring of society. It It has no use for the protocol of power as we have known it. The new attitudes of young people toward education and the life for which it is presumably preparing them are sometimes crit:i.cized as �8 irresponsible. asking for. But it is precisely responsibility that they are Some people think youth wants to start at the top and rearrange society without bothering to find out what makes our institutions operate. In my opinion, it is the other way around. Young people want first-hand experience with our institutions to teach them their sociology. They want to learn the mechanics of social change by experimenting where it can actually happen. This is the positive side of activism. This is what has taken students out of classrooms andaway from well-paid, conventional jobs, leading them instead into the Peace Corps, Vista, and the Teacher Corps. This positive activism has moved young people past the Peace Corps, Vista, and the Teacher Corps; it has inspired them to invent their own ways of reaching people who need help. Store-front schools, street academies and many other innovative institutions testify to their enterprise. By nm,,1 it is quite clear that the activism of the 1960's is much different from that of other decades. The meaning of the difference has been captured in the words of Arthur Mendel, professor of Russian . history at the University of Michigan "Youth no longer speaks for itself; it defines an era." At the same time, in all their eagerness for a chance t o deal directly with the raw stuff of history, in the making, today's young �9 people continue to want what school in the old classroom-and-library sense of the word should and can give them. They want background against which they can measure their experience. They want an education that breaks down the old barriers between school and community without breaking down either the school or the community. This is what work-study programs are all about. There is no trend in education more promising, and the Federal Government is wholeheartedly behind it. Secretary Finch and my colleagues i n the Office of Education are convinced advocates of the work-study concept, and the Department of Health, Education, and Welfare is actively involved in promoting it. It is very much in line with President Nixon ' s emphasis on volunteer effort as the key to community renewal. The President has called for a national clearinghouse on voluntary activities, with a computerized data bank to make available information about what has been t r ied a nd wher e , how well i t work ed, and what the problems were. The student emp loyees wor king at HEW this summer will hel p assemble i nformation of t his kind on t he volunteer activi t i es of the young. As you know, HEW is r e spons ib le for administering a pr ogr am of Federal grants t o co lleges which pr ovide s s ome 350 , 000 s t udents with the opportunity t o work on or off t h e campus duri ng their co l l ege ca reer. HEW can pay ap t o 80% of the wages of t he s tuden t s as they partake of the edu~ational expe riences of working in a wide range of socially constructive projects. the social scene. The s cope of their activities is as broad as �10 Of the 350,000 young people taking part in such work-study programs, most have been employed on their campuses, but increasing numbers are employed in local government agencies, schools, hospitals and other organizations, public and private. We hope to learn from student community service activities wherever they are taking place. In Michigan, for example, we know that students are leading the way in productive volunteer activities for various segments of the population of their state . Currently, some 10,000 student volunteers on the 27 differ8nt Michigan campuses, are engaged in projects many of which they have developed on their own initiative and maintain without much fin~ncial help from government sources. As an example of the varied and numer01.1s proj ,:,cts, agriculture students from Michigan State University work together with inner city people in developing community garden cooperatives. Elsewhere in the nation we find students contributing social service to their communities. other types of There is the Memphis Area Project South which sponsors "clothes closets " for needy families. Through this project, students also collaborate in planned parenthood programs in South Memphis and help in nutrition classes for low-income people. Your own city has always been noted for its progressiveness. The fact that Atlanta is hosting the opening of the six-month conference is a fine example. It is equally encouraging to see Atlanta adopt the program of the Urban Corps as a model to meet urban needs . �11 Last summer there were 76,000 students employed in programs supported by Federal work-study funds. This summer, the Office of Education will have 225 students on its own payroll. I should like to tell you something about the projected activities of these summer employees. A goal of the summer program is to promote communication between government and the youth community. Some students will be organizing seminars for the Office staff. on topics of concern and "relevance" to students today. Such topics include curriculum reform, university administration, urban universities , and an urban extension service. Other students will be researching programs and practices of the Office as related to student and youth participation. In particular we hope they will gather and analyze information on activities in the areas of work-study and volunteer community service, in order to help us determi ne where Federal involvement might be most constructive . t~e can already begin to see the shape of some of the problems to be dealt with . One is how to get more of the students involved in work-study programs off the campus, into the communi ty. We would like to see the ratio of on- campus to off-campus work reversed, with the majority working off-campus instead of t he opposi te situation which prevails now. Another problem is how to overcome the dilemmas and disadvantages of t he work- study pr ogr am. Such as the difficulty of int egr a ting new people i nto es t abl ished or ganizat ions on a short- t i me basis. The accreditadon dilemma--it i s agree d tha t there should b e recognition of service as a part of higher educa tion, ye t some univers ities have �12 found that formal accreditation of cot!lIIlunity work turns it into a nine-to-five routine and diminishes dedication. However, other universities and colleges have developed means for granting academic credit to learning-service activities , making them integral to the academic life . These are not impossible problems. Like you, we believe that what Aristotle said is t r ue , "What we have to learn to do , we learn by do_ing . " We, too, will l earn by doing. We feel that we are opening up avenues of many kinds--between youth and the larger com.~unity, between youth and government , between the generations. We are committed to the new view of educational needs that this implies. The experience of gLoups like yours will be helpf ul to us as we try to adapt the Federal Government's role to the changes taking place i n our society . We look forward to your r ecommendations as you r eview and study the l e arning-servi ce concept i n the months ahead . I hope we ~an draw on t he r eport of your del i berations as a source of new models f or student contribu tion to community renewa l. With so much of the business of Ameri ca a nd the wor ld still unfinished, it i s hear tening indeed to obser ve t ha t per ha ps t he greates t awareness of this unfinished business exis t s in the young. The need, therefore, is to concentrate on ways of helping the young to realize the potential of their new sense of purp ose and spirit for service. This involves intens ive efforts -- far greater than yet �13 evidenced. It also places upon our colleges and universities the obligation to examine their policies and practices and to make those adjustments necessary for the proper exercise of student participation. So rather than challenging youth, it is they who are challenging us and it is, I believe, a most heartening and hopeful situation when exhortation is more needed by age than by youth. # # # # # # # �14 III. I NAUGURAL MEETING SUMMARIES Welcome by Mayor Ivan Allen, Jr. Atlanta.'s Mayor Ivan Allen opened the Conference on June 30 by focusing on the problems of the cities and the effect t hat young p0ople can have on the solutions. Allen defined the foremost urban problems as race, t r ansportation, and financing of city services. He said tha.t although 11 the structure of government is capab1e of coping with these problems ••• it is the failure of man to a.dapt which prevents the solution. n "Atla.nta, 11 sa.id Mayor Allen, "welcomes the entrance into city government of a group of concerned young citizens." He concluded that if the need is going to be met, it will be met by the youthful generation "that has the concern." Service- Learning in Action in Atlanta : Cha.irman : Members: An Up-To- The-Minute Report Sam Williams, Dir ector of t he Atlanta Ur ba.n Corps Don Nel son , Georgi a Te ch Communi ty Services Coordi na.tor Don Roe, Special Assi s tant to t he President of Ci tizens and Southern National Bank Charl e s Pyl es, Associate Profess or, Polit ica.l Science at Georgia St ate College; Stern Int ern Coordinator Tara Swartsel, At l anta Ur ban Corps I nt er n Dan Sweat, De:put y Adminis t rator, Cit y of Atlanta Atlanta Urban Corps Sam Williams explained its purposes as: (1) providing students with the pra.ctical educational �15 expzrience of learning through servi,:!e to tne local cormnunity. (2) giving needed manpower to local agencies and community organizations (3) encouraging students to not only learn about urban problems but to pursue careers in urban affairs. He said that the Atlanta. Urban Corps plans to grow from 220 interns in the summer of 1969 to 1000 interns in the summer of 1970, Also, plans a.re being made for a number of internships during the forthcoming academic year. Georgia. Tech Community Services Office Don Nelson reported that the Georgia Tech community had thought that money could solve the problems of urban America. Now, he said, we are discovering tha.t we can't live in a major city and not respond with some kind of feeling or action. It's no longer a question of money but how one commits himself to what's happening around him that really counts . Dean Miller Templeton and he got together in November, 1969, and found that fifteen or twenty programs were being spons ored by Tech students,so the t wo of them formed the Community Services Coordinating Staff. Their primary objective was to coordinate the pr ojects then operating and to try to get more students and f aculty i nterested and i nvolved. In the last few months he's had troubl e j us t keepi ng up with what' s going on ! Some of t he pr ojects students are i nvolved in are : Hi gh Step, Free Universit y, Techwood Tutorial , YMCA Ins titute of Understanding and the Te ch Acti on Committee. £~£Bank Communit y Act ion Programs Don Roe r eport ed that C & S Bank instituted the "Georgia Plan", �16 a 11 peo:ple to people proC:; ram 11 , i n May of 1968. He said that it was an action program on the part of private enterprise , without government funds, to provide business opportunities to low income and disadvantaged Americans. It is based on simplicity and sincerity and on four basic assumptions: (1) Two of the fundamental principals of democracy are government by reason, not force, and the most good for the most people. (2) Everyone wants to improve his standard of living. (3) The incentive method is the best way to accomplish things. ( 4) Government steps in to f ill needs when business does not. He -said that the 1'Georgia Plan" was inagura.ted in Savannah with a. " spring cleaning" in wh ich most of the volunteers came from two local colleges, Armstrong and Savannah State. This was such a. success that in ensuing months thirteen other Georgia. cities had clean-up operations. In Atlanta., Vine City wa s the area affected. Altogether approximately 74, 800 Georgians have participated in these clean-up endeavors. he s aid , a one day clea n-up won't solve problems . is most i mportant . But , What comes afterwar ds So t he C & S Community Development Corporation was est ablished la.st winter with a. budget of one million dollars. The purpose of t his organization is to pr ovide funds f or down-payment loans so t hat first mortgage home f i nan cing can b e obt ai ned and to provide equity capital f or new busine s ses . So f ar, 1 ,000 fam ilies and t wenty businesses have dir ectly bene fitte d f r om t hese loans . The Ster n I nter ns Charle s Pyl es reported t hat three ye ars ago t he Stern Foundation approached t he American Societ y for Public Administration and said that they had $30 ,000 avail able and would l i ke to sponsor an internship program, specifically for black students in public administr ati on . �17 The challenge wa.s not met at that time, but in the summer of 1968 the Georgia. chapter decided to explore possibilities in this area. After one year of planning fifteen students from eleven colleges and five faculty advisors began a ten week work assignment . in state and local government agencies. From over forty applications, the students chosen were selected on the basis of academic achievement, written expression, personality and character references. Manpower Survey Tara. Swartsel reported that the Department of Labor is conducting a survey to find out how student manpower is being used in Atlanta. One student on each of ten campuses in Atlanta is researching to try to find out what is now available and wha.t the potential is for service-learning a.tea.ch college. When a.11 the reports a.re compiled the schools will be compared and variations will be considered. The Service-Learning Concept looks good, she said, on paper and looks like it would apply to everyone, but how can the concept be applied on all campuses without the curriculum becomi ng "gimicky" ? Curr iculum committees are jealous of cla.ss t ime. They don't want to use a. professor's time and skills and have students taking time out of the classroom unless they see definite re sults in the field work as it r elates to t he cla ssroom. She thinks t his is t he problem t he participants of the service-learning conf erence must keep :for emost i n their minds. Atl ant a 's Urban Obs ervatory Dan Sweat r eported t hat f i ve years ago Rob er t Wood, Under Secret ary of Housing and Urban Development (HUD), saw a nee d f or involvement of the academic community i n t he affairs of t he local community. The �18 mechanism he envisioned wa.s a system of urban observatories in major metropolitan areas. The passage of the 1968 Housing Act enabled HUD to assist in establishing urban observatories in Atlanta., Albuquerque, Baltimore, Kansas City, Milwaukee, Nashville, and Washington, D.C. The Atlanta Urban Observatory is based at Georgia. State College and has a close working relationship with City Hall, from which it originated. It is also in the process of developing linkages with the other colleges and universities in Atlanta. Mr. Sweat said he believed tha.t the Atlanta. program ha.s a headstart because the Urban Corps program, whose philosophy is so close to that of the urban observatory, is already in operation in Atlanta. Address by Lee Heubner Lee Heubner, staff assistant to President Nixon, addressed the Conference at the dinner session on June 30. He struck a note of caution, a note of perception and a note of hope for the participants.: Let's be sure we have projects that make sense in terms of the people being served and the person being educated. Unless we're willing to do this rigorously and precisely and uncompromisingly, I don't think the service-learning program will be as successful as .it really ought to be •..• The critical thing about service-learning is the hyphen .•.. One thing under discussion in the White House is a federally- assisted program to support the position of campus service coordinator, someone to whom the students could visit to inquire about specific opportunities in community service. Also, the service coordinator would discuss with faculty members questions regarding academic credit and curricular changes related to community service. �19 Addl'ess by William Allison Bill Allison, Director of Economic Opportunity Atlanta, spoke on June 30 on the "Needs of Urban America." are troubled times . Our He said that 1'these campuses a.re witnessing a revolutionary r esponse by young people who want to do something about the world they live in. Wha.t happens on campus cannot be separated from what happens in the larger society. " Allison urged cooperation between the academic community, government, and private agencies to solve t he problems of the cities. He expressed a faith that the nAtlant-a Service-Learning Conference is destined to spearhead the development of t his union." long ov-erdue. He sai d that the idea. of cooperation and union was "Now is the time for them to work together." Allison concluded that par ticipation is the key factor and, "service-lear ning i s one way partici pation can be r ealized. " Service-Learning and National Programs The national and i nternational components of service-l earning were highlight ed at a symposium that i ncluded Tom Houser, Deputy Director of t he Peace Corps; H. Jeffrey Binda, Exe cutive As si stant to the Director of VISTA; Paul Cromwell, Special Assistant to the Director of the Teacher Corps and Michael Goldstein, Director of the Urban Corps National Development Office. Dr. Carl Wieck of Morehouse College was the moderator. Noting that the Peace Corps had been in the service-learning business for eight years, Mr . Houser reported that "most returning volunteers say they l earned more than they gave. u Mr. Cromwell said colleges could become more relevant by working with businesses and �20 government agencies in arranging work assignments linked with classroom studies. Mr. Binda stressed the service aspect, saying it was vital, when arranging for aid to the poor and disadvantaged, to assign persons who can do the job well. Mr, Goldstein, former director of the nation's first Urban Corps in New York City, outlined the program in which college students serve with municipal agencies and are funded largely by the College Work-Study Program. The panelists agreed that experience in a service-learning program would be valuable background for entry into a long term service program. Also, it would help the participant to decide whether to apply for such a service program. Remarks by Edward DuCree and Arthur Hansen The final session of the Conference dramatically focused on the diverse and sometimes conflicting interests which must have a part in determining the nature of a service-learning program. Ed DuCree , director of Emory University's Upward Bound Program, called for the examination of goals and effects of current service programs. Quoting from Shakespeare's "Hamlet" , DuCree said the question remains, "to be or not to be. 11 he s tated . Black people want to be , to exist , Service programs which fail to help people to exist as human bei ngs are of l ittle or no use, he said , For exampl e , he said that some tutorial pr ograms i n whi ch white vol unteers teach black ch i ldren have the effect of impr ess i ng on t he childr en the value of being white rather than t eaching them t he a b e's. Dr. Hansen, Pres ident el e ct of Georgia Tech, reminded the audience of the university's traditisma.1 roles of learning and research. �i 21 Service to the community , ,·rhich became a major goal of many universities following the land-grant a.ct of a century ago, is also a legitimate goal, he said. The question is whether service per~ is a learning experience and therefore deserving of academic recognition. Hansen said he would not want to accredit service experiences until he was convinced of their learning inputs. A small demonstration decrying the effect of Georgia. Tech's expansion on nearby residents interrupted Dr. Hansen's speech and led to an extended session in which heated debate gradually gave way to some fundamental problems in the areas of service-learning and black-white relations. A partial report on the exchanges is contained in 'M r. DuCree' s reply to a participant who described the role he was playing. .Mr. DuCree said, you to be a. person." ';We don't want you to play a role; we want �22 Seminar Summaries . :Midway through the inaugural meeting, seminars were held to discuss all aspects of the service-learning concept and to assist participants in selecting a work group. The seminar chairmen were: James Austin, Georgia. .Municipal Association Robert Clayton, Spelman College Clavin Cox, the Atlanta Constitution Phillip~ Ruopp, Peace Corps Russell Williams, Atlanta University No conclusions emerged from the seminars, but among the comments and questions were the following : How is learning-by-serving different from learning-in-the-classroom? The service-learning concept may lead to a radical change in the concept of the university and education in general. Government administrators mu·s t control service-learning programs, not colleges. A consortium of colleges should run the service-learning program in Atlanta. Can cultural empathy be taught? High school students, drop-outs, and housewives should be in servicelearning programs. Urban Corps interns should receive academic credit for their learning experiences. Wha t er:iteria should be applied to matching an intern with an opening to insure th::it pot~. p e r-fht·1nnnoe ;:ind 1An.rnine; wi 1.1 be a·t a high level? These observations, t ogether with the questions posed in Section IV, will be considered by the r e spective work groups. �I' 23 IV. WORK GROUP SUMMARIES The Conference is functioning primarily through its six work groups: service, learning, curriculm and inter-institutional relations, finance,research, and methods and programs. Each work group is to marshal available resources, study in depth its assigned topic, sponsor a session of the Conference, and submit a report describing its observations and reconnnendations leading toward a comprehensive model for a continuing service-lear n i ng pr ogram. Sponsorship and dates of subsequent Conference sessions are as fol lows: Service Learning Curriculum F inance Rese arch Me t hods and Programs Steering Committee August 18 August 19 mid-Se ptember Octobe r November November December Below are summaries of the first wor k group me et ings on July 1 and some of t he questi ons each i s exploring . Service Wor k Group Chairman: Ross Coggins, Regional Dir ec t or of VISTA Ros s Coggins opened the di scus s i on by a sking t hose pre s e n t to mention what services students are now doing or could do in regard t o servicelearning. The dis c ussion of this question raised many others, most of which were left una nswered . I t will be the purpose of t his group t o answer such questions as : (1) What criteria define . relevant services and who should have priority in determining the relevance or potential learning experience of a service-type job? (2) Can agencies and colleges cooperate among themselves and with each other in the rendering of services? (3) Who is to be served: the student, the college, the agency or the people, or a combination of all? �24 (4) Are universities attuned to the needs of the community and can they accept the idea that a service career mode is vital to our society? (5) What should be the size of the service rendered, in comparison with societal needs? (6) Should service be full-time or part-time and how long should it last? (7) What services can agencies accept and what accept youth in service? (8) Does tutoring, etc., satisfy the needs of the "now generation" with their sense of urgency and need to see quick results? (9) What do students think are the major service needs and will the university allow the student to work for meaningful change in the system? kinds of agencies can Learning Work Group Chairman: Sally cantor, Atlanta Urban Corps Intern The meeting of the section on Learning was begun by a description of the Mars Hill Project, its origin and outline. One enthusiastic professor was given a grant to instigate and develop interest in the concept of servicelearning . He looked into curriculum and local service oppor tunities . with a tutorial program and then a recreational program, work for physical education, sociology, etc. It b'egan This be came the ~i e J_n The communi c1:1t.ion which is necessary for this to come about smoothly is possible in a small school. There is a problem in the structure of a large university which makes it almost impossible to integrate this kind of learning. How might this be overcome? Many segments of society are concerned with this kind of l earning taking place. Students are the l argest mass of participants . Thus the training ground for students, i.e. the university, must be changed first. There are places in the traditi onal college stl:ucture which could be changed to be more in line with this new concept. an education major. For example, in the practice-teaching part of Instead of being a. complete b l ock of time at the end of the learning period, it would be more relevant and thus valuable to have the �25 practice-teaching interwoven with the academic study, over a greater length of time. Practical experience makes theory more concrete but it requires a pl~ce to plug into the traditional curriculum. Practice-teaching is an easier area to see the possibilities; but how can this type of learnj og be given academic credit in other courses? You can learn something from anything you do if you are pGrceptive, but to be given academic credit what one is doing must be put to acaa_emic analysis. Learning is not just of one type; it consists of different processes. What kind of learning happens when one is put in a context of people and problem-solving? If the ultimate goal is being sensitive to each other, how can one avoid complete relativism? Perhaps this is only a part of the desired goal and can be fitted into the whole as a matter of degree. It would be valuable to question a.n intern to see if his learning can be classified , i f an analysis can be made of the learning possibilities . It is very important, however, that this not become Step 1, 2, 3 on how to become a successful learner. There is always the problem of how to bring out what has been, or is learned. l>e in g It is difficult to bring life-style to a conscious level where it must be for our purposes. It will be necessary to compare the goals and patterns of both traditional university-learning and service-learning. For example, a university stresses committment to truth, to principle; service stresses committment to people , to becoming involved with those a.round you. In univers ity-le13rriing ,<lecisions are mArt.e after all the facts are gathered and a logical assessment of them has been ma de. situation demands that a<.:t:ion mnsl:; With service-learning, the 0 1·1:;en he +Aken wj t.h out all the facts, by a "feel" for the right moment of what seems the most viable alternative. One must have confidence to do this and live with the consequences, be willing to make changes as factors change priorities . �26 Questions to be consider ed by the work gr oup include t he following: Can learning take place i n roles which students consider socially irrel evant ? How can students be helped to grasp the broader i mplications of what they really learn by serving? What relationship exists between individual student goals and the choice of alternative service opportunities? How can students be helped to raise the important, r elevant questions about their service experiences? How can interested, knowledgeable, and accessible f aculty be identif ied and enlisted in t he service-learning exper ience ? What i mplicat i ons of exper ience-ba s ed learning a.re pertinent t o hi gher education in general? How, in fa.ct, do students learn from exper ience ? How can it be mea sured ? How can community needs, student inter ests, and uni ver sity programs i nt er act to yiel d s ignifi cant l e ar ning on the part of everyone i nvolved? What methods and techniques are most effective in pr eparing students for their job and community roles? Curriculum and I nter- Inst i t uti onal Relations Work Group Cha i rman: Dr . William W. Pendleton, Prof essor of Sociol ogy, Emor y Uni versity In t he openi ng meeting of the curriculum work gr oup t here was a very general dis cussion of t he problems invol ved in i ncorporating a s ervi ce-J_e:=irnj np; program into est a:t lished academic f r amework of hi gher education. A question wa s rai sed as to whet her a service-learning program was a l egitimat e element of any a.cademic program . There was s ome debat e as t o whether it coul d be considered the responsi bi l ity or even a l egitimate function of a university to provide the student with a broadening experience~ It wa s decided that one of the maj or tasks of the work group woul d be t he development of a structure which would i nsure that thE> stnaent utilized t he full learning pote ntial of the service eA'J)erience. Several suggested elements of t his str uc ture were: seminars, and student reports. facu1 t )r advisors, �27 There were other questions concerning the basic structure of the program. For example: How would service-learning experiences be integrated into the existing departmental structure? On what basis would credit be given? What would be the ratio of hours worked to credit-hours received? How many credit- hours of service-learning could be counted toward graduation? What channels, such as independent study, special programs or seminars with labs, aJ.rea.dy exist which could be used as a. mechanism for giving credit for a service-learning course? Certainly the most valuable product of this initial meeting was an awareness of the complexities of the problems confronting the work group. A number of questions were raised, several others will be focused on at l ater meetings. The following questions a.re a few of those for which the curriculum work group will attempt to provide conclusion. What courses now exist as training for other forms of service which could be relevant to service-learning programs? 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 are the potentials of a fa culty consultant ser vice? What a.re the possibilities for utilizing community members a s instructors or resource people within the classroom ? What a.re the possibilities for and problems of cross--~r editing institutions? among Finance Work Group Chairman: Presiding: William Jones, Department of Health, Education and Wel fare Charles Hamblen and Charles Moore , Department of Health , Education and Welfare The first questions raised about funding were : who, how much, and bow? It wa s stated that the program was not to be directed by the Federal gover nment , but t hat t he government should be. a source of funds , pr imarily t hrough l ez ~~sla.tion. �28 lv'T.r. Hamblen reviewed what was available through Federal programs. He said that perhaJ>s the best sources have suffered a cutback in appropriation ( the Cooperative Education Program and Education for Public Service), b~t they might be refunded in the next fiscal year. Mr. HambJ.en was asked how to go about requesting Work-Study funds. He sa.id that the application must be made by an institution by November 1st. If the institution includes a proposal for meaningful off-campus activities it will receive priority in the allocation of Work-Study funds. It was remarked that many colleges did not use a large amount of their funds or did not include descriptions of off-campus activity in their requests for funds. The funding for such a proposal would be 80% federally fund~d and 20% funded by the agency. Discussio~ then centered on the study made by 22 Republican Congressmen concerntng student unrest. Their recommendations were: 1. Don't cut off funds to institutions which have experienced student rebellions. 2. Establish a Na:tional Youth Foundation to encom:age student pa.r ti cipation in community problems. 3. Incr ease funds fo:i;- student ai q. 4. The government should expand its lines of communication wi th stu<i..ents . I n addition to raising money from f ederal programs , it was suggested that ser vice-learning -pr oje~t. s approach . f'oundations and bus i nes ses as t hey might have grea.ter fle xibility in a:wa.r ding funds for the purposes of the particular proj e ct . It was stated that a progr am al r eady under way might stand a goo<;l chance of obtaining support as it would demonstrate committment to the idea . Other suggestions were that s t udents are good at max imizing funds if all owed to go after them, and that students should be a par t of the decisionmaking process when financial a.i d of ficer s submit pla.ns for uti lizing WorkStudy funds . �29 Additional questions to be examined by t he work group are: (1) In funding service-learning programs , what share should be borne by the agency being served ? by the student of a.n educational institution? by t he government? (2) How should the Atlanta Urban Corps be financed in t he future ? (3) What pr oportions of Work-Study funds should be spent on off-campus service activities ? (4) Should all student s i n a. service-learning program receive a stipend f or t heir E2Tvices? Research Work Group Chairman : Timothy R,\·:.e s, Assistant Professor of Political Science, Georgi a. State Col l ege The i mmediate obje ctive of t he research work group i s t o determine the av ailab i lit y of student manpower f or s ervi ce -learning programs i n Atlanta . With over 40,000 college student s in metr o Atlanta , a Confer ence-relat ed survey i s being made to f i nd out how many of t hem would be interested in service-lea:rning projects , and under what conditi ons (such a s s tipends and academi c cr edit) . Survey s are also being conducted t o deter mi ne t he demand for students in service-learni ng pr ograms , attitudes of employers t owar d t hem , and attitude s of student interns . Over t he longer r ange t he work group plans to cons i der ways of invoJ.vj ng st udents in resear ch and ways of linking r e search on ser vi ce-.lean1ing with the curricul um . It was agreed t hat the quality of research should not be compromis ed s impl y t o give students respons ibility f or it . Thus , s ome students will need t r ai ning in research methodol ogy . The work group a.gr eed t o try t o i dentify 11 wha.t we don 't know about servicelearni ng . 11 As an exampl e of a practicci J. resear ch proj ect, i t was suggested t hat a s t udy be ma.de of what makes a "good" Urban Corps placement and what makes a i;bad" one. Such r ese arch woul d be conducted in close cooperation with t he Urban ".;orps staff. �30 Methods and Programs Work Group Chairman: Presiding: William W. Allison, Economic Opportunity Atlanta John Cox, Atlanta Youth Council The work group decided to begin by finding out what.methods are used ·by other intern agencies in the nation. chairman of this field work group. Michael Goldstein was named national Other members are:· Phyllis Atkins, Truly Bracken, and Cynthia Knight--Atla:hta Margaret Davis--Athens, Georgia Gordon Drennen--Georgia Tim Collins--North Carolina. John Bromley-Kentucky and Tennessee Alga Hope--Florida Sanar~ Mincey--Alabama Kent Christison--Virginia After obtaining basic information on existing programs in servi.c elearning, the work group decided tA consider alternative methods and examine · possible ways in which +.be . .Conferen e.e should relate 'tl1 other programs. �31 V. ATL.fu\J'TA SERVICE·-LEA...'R.NING CONFERENCE PARTICIPANTS Ivan Allen, Jr.-City of Atlanta James E. Allen, Jr.- U. S. Office of Education William Allison-Economic Opportunity .Atlan·ta (EOA) Walter Anderson-EOA James Austin-Georgia Municipal Association Yvonne Bankston-EDA H. Jeffrey Binda-VISTA (Washington, D.C.) John Blakley -Stern Intern William Boone, Jr.-Stern Intern David Bootier-Southern Regional Education Board (SREB-Tennessee) John Bromley-Peace Corps (Tennessee) Norman Brooks-U.S. Office of Education Charlotte Buford-SREB (Georgia) Linda Bulloch-SREB (Georgia) Stephanie Bush-Stern Intern Russell Caldwell-SREB (Georgia Municipal Association) Kenneth Christisori,:SREB (University of Virginia) Mary Ann Carroll-Peace Corps (Georgia) Robert Clayton-Spelman College Lee Clowers-Florida Governor's Office Ross Coggins-VISTA (Georgia) Timothy Collins-Guilford College William Combs-Peace Corps (Texas) Calvin Cox-Atlanta Constitution John Cox- Atlanta Youth Council William Cozzins-Georgia Tech Paul Cromwell-Teacher Corps (Washington, D.C.) Terrence Cullinan-Stanford Research Institute Kenneth Darnell-Defense Contract Administration Service Margaret Davis-Stern Intern Sue Day-U.S. Department of Health, Education and Welfare (Georgia.) Michael Douglas-Atlanta University Edward K. Downs, Jr.-Stern Intern Carthur Drake-Morehouse College Gordon Drennen-Stern Intern Eleanor Duckett-Mars Hill Community Development Institute Edward DuCree-Emory University Upward Bound Noel Dunivant-North Carolina Resource nevelopment Internship Program Roscoe Dunlap, Jr.-Stern Intern Elizabeth Dyer-Peace Corps (Georgia) Donald J. Eberly-National Service Secretariat David L. Edwards-SREB (Lynchburg College) James Elens-SREB (Mars Hill College) Davie Ford-Stern Intern Members of Conference Steering Committee �32 Casey Fredrick-Mars Hill College Michael Goldstein-Urban Corps National Development Office (New YorkJ Claude B. Green-Clemson University Katherine Griggs-SREB (South Carolina) David Grubbs-Middle Tennessee State University Douglas Haire-SREB (Georgia State College) Charles Hamblen-U.S. Office of Education (Georgia) Grace Hammonds-Stern Intern Arthur G. Hansen-Georgia Tech Michael Hart-SREB (Georgia) James Hertenstein-Georgia Tech YMCA Lee Heubner-Office of President Nixon Richard Hoffman-Mars Hill College Lois Hollis-Stern Faculty Solomon Hollis-Stern Faculty Edward Holmes-Emory University Alga Hope-SREB (Florida A & M University) Martin Hope-Georgia Department of Family and Children Services Roma Hopper-Georgia State College John Hough-Mars Hill College Thomas Houser-Peace Corps (Washington, D.C.) John Howard-Wheat Street Baptist Church James Irwin-Georgia Municipal Association Enoch Johnson-EOA Joy Jones-EOA William Jones-HEW (Georgia) Tyrone Joubert-Stern Intern Ernest M. Kahn-University of Maryland Anders Kaufmann-SREB (South Carolina) Patrick Kelly-Georgia Tech Daniel Kendr i ck-Georgia Department of Family and Children Services Jane Kibler-Ur ban Training Organization Joseph D. Kimmi ns-Peace Corps (Georgia) Earl O. Kline~Georgia State College Paul Knipper- Pea.ce Corps (Louisiana) Joseph Kushner- Valdosta State College Al ex Lacey-Georgia State College Ant oi ne Laiche-Peace Corps (Georgia) H. Page Lee-Mars Hill College Ear.l Lei ni nger-Mars Hill Coll ege Carol Li m- American Fr iends Service Committee Ele:arnor Main·~Emor y Uni vers ity John Mallet-Psychologis t, At l anta Thomas Manley- Nor th Carolina Sta t e Planning Task For ce Kathy Marks-SREB (Geor gi a) Jenifer Mauldin-Fulton County Health Department William E. McMurry-Geor gia Stat e College Lou Moelchert-Mars Hill College Toby Mof fett-EEW (Washington, D.C . ) Charles Moore-U.S. Office of Education (Georgia) �- -- ---· ·--- .------ - E. Phillip Morgan-Emory University Robert Mostellar-Southern Regional Council Ukanga C. Mudakha-Stern Faculty Donna Mull-SREB (Georgia) Ryland Needam-Stern Intern Donald Nelson-Georgia Tech Community Services Gloria Nelson-Peace Corps (Georgia) Robert Nelson-Peace Corps(Georgia) John Niblock-SREB (Georgia) Jerry Norris-Stern Intern Patrick Ntukogu-Morehouse College William O'Connell-SREB (Georgia) David Palmer~Georgia State College William Pendleton-Emory University Mario Perez-Reilly-Middle Tennessee State University Rogbert Phillips-Stern Intern George Podelco-City of Nashville Roger Prior-U.S. Department of Commerce (EDA-Washington, D.C.) Charles B. Pyles-Georgia State College Frank Raines-White House Fellow William R. ·Ramsa~SREB (Georgia) Sara H. Reale-Georgia State College Doris Richardson-YWCA (Georgia) David Roberts-Southern Education Foundation Donald Roe-Citizens & Southern National Bank, Atlanta J ack W. Rollow-Georgia State College Thomas Roth-Mars Hill College Marlene Rounds-SREB (Atlanta University) Phillip Ruopp-Peace Corps (Washington, D.C . ) Roger Rupnow-Georgia Tech Wendell H. Russell-Oak Ridge Associated Universities Ti mot hy Ryles-Georgia State College Logan Sallada- U, S. Office of Education Char les Sanders- Stern Faculty Paul Sholar - Mars Hi ll College Rob er t Si gmon-SREB (Georgia) Doris Sims-Stern Inter n Peter Skinner-Peace Corps (F l or i da ) Dora Skyp eck- Emory Uni versi ty Margaret Ruth Smith- SREB (Geor gia ) Janis Somervil l e- Nor th Car olina State Planning Task Force Sandra Sprui l l-City of Atlant a, Avia t ion Departmen t Gideon Stanton, III-Tul ane Univers ity Mary Stevens-Emory University Lonnie Stewart-SREB (Geor gia State College) Daniel Sweat-City of Atlanta Levi Terrill-VISTA (Georgia) Barbara Thompson-National Student YWCA 33 �34 Sherman Thompson-University of South Florida William Traylor-Emory University Legal Services Center Wallace Tyner-Peace Corps (Texas) Simeon Udunka-EOA Princella Wade-Stern Intern Merle Walker-Agnes Scott College Phil Walker-Georgia Tech W. P. Walker-Mars Hill College Frank Walls-City of Savannah Oliver Welch-State Planning Department Plemon Whatley-EOA Anthony Whedon-Morehouse College Daniel White-Georgia Tech Carl Wieck-Morehouse College Larry R. Williams-Office of Economic Opportunity (Georgia) Russell S. Williams-Atlanta University Dorothy Wilson-Atlanta Public Library Prince Wilson-Atlanta University Center Corporation Kenneth Wittemore-Fulton County Health Department Michael Wittman-Florida Governor's Office J. McDonald Wray-University of Georgia Institute of Government James Wyatt-Mars Hill College Gayle Yates-HEW (Georgia) �r ===, I 35 ATLANTA URBAN CORPS INTERN PARTICIPANTS Linda Alexander Rudine Arnold Phyllis Atkins Burnley Bainbridge Stanley Ball Edwin Barrett Franklin Benfield Manie Berk Solomon Berry Jacqueline Blackwell Walter Bloom Marianne Boder Carol Bonner Truly Bracken Regina Brackston Jane Bridges Charles Brown Lisebeth Brown Robert Brown James Bruce Sally Cantor Raines Carroll Steve Chandler Roosevelt Childress Charles Choice Dan Chri stenberry Nancy Coenran Richard Combes Brenda Comer Di ane Cousinea Carea tha Dani e ls Mary Danie ls Ma rk Dash Sylvia Dawson I nmond Deen Sarah Dennard Pame la Do zier Wal ter Dricer Peggy Durrah Joanne Flemister Michael Floyd Grange Fretwell Kytle Frye Beverly Gaither Maggie Gerber Frank Goodson Mary Ellen Gordon Beverly Grimes Alice Hamilton Resna Hammer David Hanley Charles Haynes Rose Haywood Ernest Henderson Janice Herring Dorothy Hicks Joseph Hill Elizabeth Hillbrath Joan Hollenbach John Hotard Mostaffa Howeddy Narma Ingram Martha Irby Tormny Isaac Margaret Jaccino Rudolph Jefferson ~c Babs Kalvelage Alvin Keck Kathleen Kennedy Lloyd Keys Steve Kiemele Ria Kirshstein Cynthia Knight Maur.een Kreger Judith E. Lange Melinda Lawrence Stephen Lester Diane Lewis Ki ng Fun Liang Andrea Luce Gordon Lurie John Mann Jon Martin Jenifer Mauldin Anna Mayeaux Emmett McCord Alber tin~ Mccrar y Patr ici a McLaugh lin Joseph Menez Bill Mil lkey Alan Mi ller Ken Millwood Sandra Mincey Addie Mitchell Madie Moore J ames Mulligna Carmencita Myrick Haroli;:i R. Nash Helen Newman Nancy Ann Norbert Shirley Owens Richard Padgett Bill Patterson Belinda Pennington Betty Peters John Petzelt Susan Pickard Sanford Prater · Bessie Quillens Gene Roberts Linda Robinson Tim . Rogers Russell Rucker Lloyd Sanders Valerie Scalera Michael Silberstein Carol Simmons Teia Sinkfield Deborah Small Christine Smith Jani_e Snider Tom Snider Valinda Spalding Jim Spence Julius Stephens Michael Stubbelfield Evans Sturdivant Tara Swartsel Charles Thomas Jerry Thompson Constance Thurmand Valerie Tomlinson Bill Tr avis Sally Tucker Larry Tully John Tuml i n Betty Underwood John Waggener Car ol Watkins Pa tric i a Watki ns Paula Wha tley Col oria Wheeler Dave Whe lan Ben White Dawn White Ros liad Williams Sam Williams Olivia Williamson Diane Wilson Susan Windom Mike Winston Gary Wood June Woodward Carolyn York Sue Zander .. ,, , � 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 5, Document 6 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/acaa51d486ac0a7d038634356bf81cfb.pdf df64645729cb7be8c82cf94a9c693aa7 Scripto Transcription A written representation of a document. _-- \ \ \I Atlanta Service-Learning c/o Atlanta Urban Corps 30 Courtland Street, N.E. Atlanta, Georgia 30303 - - (4o4) 524~80~ ... --,------- -- -- - ) . We're pleased to enclose the report on our inaugural meeting of June 30 - July 1, 1969. Please note that the next two sessions of the Conference are scheduled for Monday and Tuesday, August 18 and 19 in Atlanta. · The session to be sponsored by the Service Work Group is to be held August 18 at Central Presbyterian Church (across from the Capitol), 201 Washington Street, Atlanta. The meeting is to begin at 10:00 a.m. and run until 5:00 p.m. The session to be sponsored by the Learning Work Group i s to be held August 19 from 1:00 to 6:00 p.m. also at the Ce ntral Presbyteria n Church. This is the only notice you will receive of these meetings. We hope you will attend and bring friends interested in an exploration of the service-learning conc ept . Both groups are planning a brief general meeting at the beginning and end of their sessions with the bulk of the time devoted to small dis cussion groups . The Conference Staff Sally Ca ntor Don Eberly Kytle Frye Babs Kaivelage Melinda Lawrence � 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 ’ e/o Atlanta Urban Corps 30 Courtland Street, N.E. Atlanta, Georgia 30303 nH _ (404) 524-8091 \ _ Atlanta Service-Learning Conference yt We're pleased to enclose the report on our inaugural meeting of June 30 - July 1, 1969. Please note that the next two sessions of the Conference are scheduled for Monday and Tuesday, August 18 and 19 in Atlanta. — The session to be sponsored by the Service Work Group is to be held August 18 at Central Presbyterian Church (across from the Capitol), 201 Washington Street, Atlanta. The meeting is to begin at 10:00 a.m. and run until 5:00 p.m. The session to be sponsored by the Learning Work Group is to be held August 19 from 1:00 to 6:00 p.m. also at the Central Presbyterian Church. This is the only notice you will receive of these meetings. We hope you will attend and bring friends interested in an exploration of the service-learning concept. Both groups are planning a brief general meeting at the beginning and end of their sessions with the bulk of the time devoted to small discussion groups. The Conference Staff Sally Cantor Don Eberly Kytle Frye Babs Kalvelage Melinda Lawrence  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 5, Document 5 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/9127b6118ec2e954ace9f259a12b15a1.pdf 265518be120b9402f23fb3218850298e Scripto Transcription A written representation of a document. ATtANTil '-J'RBAN CORPS 30 COURTLAND STREET, N.E . / PHONE [404) 52 4-8 0 9 1 / ATLANTA , GEORGIA 30 303 July 30, 1969 Dear Intern Supervisor: As you know, we are presently planning our fall intern program and also trying to project needs for next summer. In order to support a year-round operation and adequately prepare for a large summer influx of interns, we need funds for a full-time staff. We are approaching private donors and government agencies for administrative funds, but need some proof of performance of interns from you. Will you please write a letter to us to be used for fund raising that gives a brief outline of y our opinions of the Urban Corps and the interns placed with your agency. We also welcome constructive criticism. _Your prompt cooperation will be greatly appreciated. t+ [{k~{Wfav SAM A. WILLIAMS Director SAW~ ,, JV(JLC{ ~ ~wrvk. � 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 ATLANTA URBAN CORPS 30 COURTLAND STREET, N.E. / PHONE [404] 524-8091 / ATLANTA, GEORGIA 30303 July 30, 1969 Dear Intern Supervisor: As you know, we are presently planning our fall intern program and also trying to project needs for next summer, In order to support a year-round operation and adequately prepare for a large summer influx of interns, we need funds for a full-time staff. We are approaching private donors and government agencies for administrative funds, but need some proof of performance of interns from you, Will you please write a letter to us to be used for fund raising that gives a brief outline of your opinions of the Urban Corps and the interns placed with your agency. We also welcome constructive criticism, Your prompt cooperation will be greatly appreciated. ae rely, Ue. | ww une | SAMA, WILLIAMS Director Ae Roped drome Tt Cooled ” Wye dune diem  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 5, Document 4 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969