331 20 10383 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/abf9196e32a29d7b615af612ad0362b3.pdf 9bd5ab6783d6ee320b3ff1c6bdeeb171 Scripto Transcription A written representation of a document. Lillk NEWS OF THE CORPS Atlanta Urban Corps Mr . Dan Sweat Government Liason Mayor's Office City Hall Atlanta , Georgia 30 Courtland Street, N. E. Atlanta, Georgia 30303 Volume IV HlTERNS hA ·l fl ~ -1£!. CENTER Located in the recreation area of Trinity t·;e thodist Church , .265 Washington Street , is t he Walk- In Counseling Center directed by the the Atlanta Youth Council. The Center is a new proj ect which is dedicated to serving the immediate personal problems of the 13-21 year age group. Three Atlanta Urban Corps interns are managing the program. In an interview with Loyd Sanders , intern from Morehouse College , it was learned that Sanders , Bill Patter son (Univ. o f Indiana) , and Jo Ingle (Georgia College at Milledgeville) spend some seventy hours per week counseling young people whose problems range from general feelings of dejection and lack of personal value drug addiction and illigitimate pregnancies. As the problems of the Center's clientele vary in degrees of urgency and acuteness, Loyd, Bill and Jo have learned through sessions o f debriefing that each must be handled quite s eparately. The interns are fully aware of their own limitations in the field of counseling although all three are upper-level psycholo gy majors at their respe£tive colleges . Therefore, the Center relie s heavily on the relationship i t has est abl ished with various social service agencies which are prepared to offer professional assistance in the treatmen t of more severe cases of adolescen t problems. Loyd praised Georgia State College ' s willingness to donate professional time at a moment ' s notice . Hours of psychological testing and the like are administered by Georgia Stat e professionals who cari be at th e Center within five minutes after having_ been contacted. Great assistance has come too from Mr. John Cox, director of the Atlanta Youth Council , Nr. Lewis Dinkins , assistant to t,,,r. Cox, Mrs. Yvonne Bingham, counselor from Atlanta University , and Mr. David \'/eddi nton, director of the Walk-In Center. Of concern to Sanders and to the other t wo interns is the location of the Walk-In Center. Trinity Methodist is located under the shadow of City Hall itself, and though the Center is grateful to have the comfortable space in the Church, it seems that the Walk-In pDogram might be far more effective were it located in the area of the city were young people live and feel most natural . As Loyd pointed out , 11 Who is i;oing to just 'Walk in to 265 Was hington Street and bare their souls? 11 Sanders feels that the Center might more effectively be located in the Capitol Ho mes area. For the present ,1 .. however , the Center is operating with as much effec tiveness as these three interns can foster . A campaign is on to publicize the program so that young people can learn where they can come for personal counseling and professional help. Loyd , B811 and Jo man the Center from 11 a . m. to 11 p . m. six days per week. They find that most young people respond to th e Center ' s pro gram in the evening and t hus have geared t heir working .hours to meet the needs of the people whom they serve. If the Walk-In Center proves s uccessful in i ts initial operation it is hoped that an expansion program will result in branch offices out in the areas of the city where counseling for adolescents is so desperately needed. At the Walk-In Counseling Center are three Urban Corps interns who are applying their experienc e and educational training to a real need of the city, who are realizing their limitations and finding ways to supplement their own service capaci ties, and who are creatively planning for a more effective program. Theirs is a job of responsibility and relevancy . ATLANTA .!Lfil?Mi CORPS REPRESENTED llL NEW XQEK In a fiv e day trip to t he national of fi c e of the Urban Corps in new York City, Sam Williams, direc to r of the Atlanta Urban Corps , learne d of the operations of other Urban Corps throughout the na tion and represented our Atlanta procram reporting on its progress, its problems and successes. At th e meeting were directors from ei gh t different Urban Corps and represen tatives fro m six other cities which at present do not have Urban Corps but are considering establishing the Urban Corps program . After hearing reports from the directors of Urban Corps in cities such as New York, Boston , Dayton, Detroit, and San Francisc9 , Bo.11l concludes that the Atlanta program is unique in its empl1asis on the educational aspect of the intern experience. Only in Syracuse, N. Y. does there exist a like effort to involve an educationally sound learning experience for Urban Corps interns. In that city I s Urban Corpe program fairly succuss:fUl attempts have been made to develop �! academic cour se-c redit f or Ur ban Corps i nterns hi p experi en c e . Generall y , however , Urban Co rps i n citie s other t han Atl anta a re basic ally pro grams for s ummer emplo ymen t wi th very lit t l e emphasi s place d on educat io nal r el evan cy or s tud ent admi ni strat io n. FALL URBAN CORPS PROGRAM !l.filliQ PLANN ED Under the direction o f Dave Wh elan, the Placement and Development br anch o f t he Urban Corps is i n t he proc ess of planning i ts continuing pro gram. City and a gency s upervisors hav e expres sed gr eat s atisfac t io n wi t h t he wo rk tha t Urban Co rps i nterns have ac co mpl ished t has summer and are anxio us to employ more s tudent s throughout the year . Students may co ntinue their involvment wi th t he Urban Co rps in any of several ways . The pro gram al ways v,el co mes volunteers , t hose co mmuni ty mi nde d s tu den t s who will be abl e to find t ime duri nG t h e s chool year to devote a pa rtial work week to ci ty probl em areas . For t hose studen ts who qual ify f or Collet;e Work-St udy f unds , the Urban Co rps will be able t o f i nd both f ull- t i me and part- t i me jobs , There al s o may be funds available for a limit ed number of s tudent s who nee d t o work dur i ng t he scho ol year but who are no t eligi bl e fo r c.w.s.P. funding . Another \'Jay by whic h s tudents wi ll be able to work with t he Urban Corps pro gram beyond i t s summer 1969 schedule is through coll ege a c creditat i on of the Urban Corps i nternship pro gr am. Several col leges have already a greed t o offer course credit in the f or m of special co urses, s ociology , independent study and the l ike to t heir students who work during the s chool term wi t h the Urban Corps. Two major Atlanta school s will giv e c r edit for Urban Corps i nterns hi ps and/or r elated courses whic h will be trans f erabl e t o t he other colleges. The r e will be t hose s tu den ts v,ho will want to take a qua rter off from re gular course work and devote an en ti re three months to Urban Co rps work . Just as studen ts are urged to continue their involvement nith the Urban Corps con t i nue d prograr:: so i nstitutions are urged to involve their facult;,r memb ers and staff as advisors and consultants to both Urban Corps students and er,, ploy4n- a-genci&a . Dave indicates that if enough Urban Corps staff is available this fall there will be provisioJP.s n!ade to establish an office of co1ur.unity projects. This office will aid individual students and student g~oups in finding oor,uJunicy projects or the in-training equipment for· all·eady existing projects which stude:ets JT.iC;1t sponsor or assist. 7he expansion plans of the Urban Corps are still quite flexible and any comments or suggestions from students, faculty, and others interested in the program are welcomed. Applications for fall participation will be made avaialable in the near future. IN'rERNS A'rTEND HUNGER £NQ. MAL.l'iUTRITION HEARING Representi ng the Ur ban Corps at the Hunger and Ma l nu tri t io n Hearing July 11 and 12 we r e i nterns Ral ph Mar tin and Charli e Br own. Char l ie de scribed t he heari ng i n t erm s o f its attempts to bri ne to t h e a tt entio nc of Fu+ ton County o ffi cial s t he i nade quacies of t he county's s urplus fo od pr oGrarn . At pre sent the Food VJarehouse i s open t o t he publ i c b etwe en the hours o f 9 a . m. and 4 p .m. As Char li e pointed out, it is dur i ng these hours that the peopl e who ar~ dependen t on surplus food fo r exi stence need to be on the job. The f ood pro gram has only on e di stributi on point whic h often make s it very di ff ic ul t f or people who live i n the l a r c e met r opoli s of · Atl anta t o Get t o t he warehouse. \'/hen ask e d if th ere mi ght be other point s of !tis tribution made avai l able a11d more appropriate hours s chedul ed, o ff icial s o f the pr o gr am admitted that the fe a sibili ty o f s uc h plann i i1G had never been dis cussed . At t he he aring it was learned, too, t hat t he f ood pro s ram makes no att empt to me e t the spe ci al diet problems of i t s cus t omer s . ~efe rre d to by the offici als a s " recipi en ts ," a t erm 1,hich t o Char lie connot e s degradation , the people who depend on surplus f ood u s ually are peopl e who are s ick or undernouri s hed i n t he f irs t plac e . Several cas es were heard of peopl e who have received strict medical orders for special diets, eg. so dium di et s f or he a rt patien ts, whol e milk requirements f or cancer .patien t s , and who have been unable to mee t these diet s because of their dependency on a fo o d surplus program whic h is deaf to their needs. Charlie notes that there is no interaction at all between Grady Hospital and t he Food Warehouse whi ch could alleviate this situat ion. Another di s tnrbibg fact is that the Warehouse makes food pick-up avail abl e only once per month. Food issues wei gh 130 pounds for an average welfare fami l y t hus making transportation necessary. Cha rlie has r ecogni zed t he fact t hat taxicabs cost approximately $3 . 50 fo r an average t r i p to the warehouse, and f or each package an addi t ional $.75 is charged. For a fami l y dependent on surplu~ food , such money just fo r ~ae transpoFtat-i-on of that tee seem£ outrageous t o this intera. The Hunger and Malnutrition Hearing was sponsored by the Health, Education and Welfare Department and chaired by Mr. Maynard Jackson. Personal testimony was given by people 1·1ho Imo\'/ t he effects of hunger in Atlanta. Panels discussed the problems and directed their comments to Fulton County officials. It is hoped that from the uncovering of such inadequacies as those of the Commodity Foods program some relief will be found for the hungry people oi our city. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document Link NEWS:OF THE CORPS Atlanta Urban Corps 30 Courtland Street, N. E. Atlanta, Georgia 30303 =a, Volume IV INTERNS MAN A WALK-IN CENTER Located in the recreation area of Trinity Methodist Church, 265 Washington Street, is the Walk-In Counseling Center directed by the the Atlanta Youth Council, The Center is a new project which is dedicated to serving the im- mediate personal problems of the 13=21 year age group. Three Atlanta Urban Corps interns are managing the program. In an interview with Loyd Sanders, intern from Morehouse College, it was learned that Sanders, Bill Patterson (Univ. of Indiana), and Jo Ingle (Georgia College at Milledgeville) spend some seventy hours per week counseling young people whose problems range from general feelings of dejection..ond)Lagk of ‘perponal value drug addiction and illigitimate preg- nancies, As the problems of the Center's clientele vary in degrees of urgency and acuteness, Loyd, Bill and Jo have learned through sessions of debriefing that each must be handled quite separately, The interns are fully aware of their own limitations in the field of counsel-—- ing although all three are upper-level psychology majors at their respective colleges, Therefore, the Center relies heavily on the relationship it has established with various social service agencies which are prepared to offer professional assistance in the treatment of more severe cases of adolescent problems. Loyd. praised Georgia State College's willing- ness to donate professional time at a moment's notice, Hours of psychological testing and the like are administered by Georgia State profes= sionals who can be at the Center within five minutes after having been contacted, Great assistance has come too from Mr. John Cox, director of the Atlanta Youth Council, Mr. Lewis Dinkins, assistant to Mr, Cox, Mrs, Yvonne Bingham, coun- selor from Atlanta University, and Mr. David Veddinton, director of the Walk-In Center, Of concern to Sanders and to the other two interns is the location of the Walk-In Center. Trinity Methodist is located under the shadow of City Hall itself, and though the Genter is grate- ful to have the comfortable space in the Church, it seems that the Walk-In program might be far more effective were it located in the area of the ‘HMR EAA BAA LSS = 05 ‘ “a | " fULasaseob el city were young people live and feel most natural. As Loyd pointed out, "Who is going to just 'Walk in* to 265 Washington Street and bare their souls?" Sanders feels that the Center might more effec- tively be located in the Capitol Homes area, For the present,mhowever, the Center is oper- ating with as much effectiveness as these three interns can foster, A campaign is on to publi- cize the program so that young people can learn where they can come for personal counseling and professional help. Loyd, B811 and Jo man the Center from 11 a.m. to 11 p.m. six days per week. They find that most young people respond to the Center's program in the evening and thus have geared their working hours to meet the needs of the people whom they serve, If the Walk-In Center proves successful in its initial operation it is hoped that an expansion program Will result in branch offices out in the areas of the city where counseling for adolescents is so desperately needed. At the Walk-In Counseling Center are three Urban Corps interns who are applying their experience and educational training to a real need of the city, who are realizing their limitations and finding ways to supplement their own service cap-=- acities, and who are creatively planning for a more effective program. Theirs is a job of responsibility and relevancy, ATLANTA URBAN CORPS REPRESENTED IN NEW YORK In a five day trip to the national office of the Urban Corps in New York City, Sam Williams, director of the Atlanta Urban Corps, learned of the operations of other Urban Corps throughout the nation and represented our Atlanta progran reporting on its progress, its problems and successes. At the meeting were directors from eight different Urban Corps and representatives from six other cities which at present do not have Urban Corps but are considering establishing the Urban Corps program. After hearing reports from the directors of Urban Corps in cities such as New York, Boston, Dayton, Detroit, and San Francisco, Sam concludes that the Atlanta program is unique in its empha= sis on the educational aspect of the intern exper= dence, Only in Syracuse, N. ¥. does there exist a like effort to involve an educationally sound learning experience for Urban Corps interns, In that city's Urban Corps program fairly suc= cussful attempts have been made to develop  academic course-credit for Urban Corps intern-= ship experience. Generally, however, Urban Corps in cities other than Atlanta are basic= ally programs for summer employment with very little emphasis placed on educational rele-= vancy or student administration. FALL URBAN CORPS PROGRAM BEING PLANNED Under the direction of Dave Whelan, the Placement and Development branch of the Urban Corps is in the process of planning its continuing program. City and agency super- visors have expressed great satisfaction With the work that Urban Corps interns have accomplished this summer and are anxious to employ more students throughout the year, Students may continue their involvment with the Urban Corps in any of several ways. ‘The program always welcomes volunteers, those com-= munity minded students who will be able to find time during the school year to devote a partial work week to city problem areas, For those students who qualify for College Work-Study funds, the Urban Corps will be able to find both full-time and part-time jobs. There also may be funds available for a limited number of , students who need to work during the school year but who are not eligible for C.W.S.P, funding. Another way by which students will be able to work with the Urban Corps program beyond its summer 1969 schedule is through college accreditation of the Urban Corps intern= ship program. Several colleges have already agreed to offer course credit in the form of special courses, sociology, independent study and the like to their students who work during the school term with the Urban Corps. Two major Atlanta schools will give credit for Urban Corps internships and/or related courses which will be transferable to the other colleges. There will be those students who will want to take a quarter off from regular course work and devote ‘an entire three months to Urban Corps work. Just as students are urged to continue their involvement with the Urban Corps continued program so institutions are urged to involve their faculty members and staff as advisors and consultants ‘to both Urban Corps students and — Snpiojins agencies, a Dave indicates that if enough Urban Corps staff is available this fall there will be provisions made to establish an office of community projects, This office will aid indi- vidual students and student groups in finding comunity projects or the in=training equipment for already existing projects which students might sponsor or assist; The expansion plans of the Urban Corps are still quite flexible and any comments or , SWesestions from students; faculty, and others interested in the program are welcomed. Appli- Cations )for fall participation will be made avaiialable in the near future, INTERNS ATTEND HUNGER AND MALNUTRITION HEARING Representing the Urban Corps at the Hunger and Malnutrition Hearing July 11 and le were interns Ralph Martin and Charlie Browmm. Charlie described the hearing in terms of its attempts to bring to the attention: of Fulton County officials the inadequacies of the county's surplus food prograii. At present the Food Warehouse is open to the public between the hours of 9 a.m. and 4 p.m. As Charlie pointed out, it is during these hours that the people who aré dependent on surplus food for existence need to be on the job. The food program has only one distribution point which often makes it very difficult for people who live in the large metropolis of-Atlanta to get to the warehouse, When asked if there might be other points of distribution made available and more appropriate hours scheduled, officials of the program admitted that the feasibility of such planning had never been discussed, At the hearing it was learned, too, that the food program makes no attempt to meet the special diet problems of its customers. Re= ferred to by the officials as "recipients," a term which to Charlie connotes degradation, the people who depend on surplus food usually are people who are sick or undernourished in the first place. people who have received strict medical orders for special diets, eg. sodium diets for heart patients, whole milk requirements for cancer patients, and who have been unable to meet these diets because of their dependency on a food surplus program which is deaf to their needs, Charlie notes that there is no inter= action at all between Grady Hospital and the Food Warehouse which could alleviate this situation. Another disturbihg fact is that the Warehouse makes food pick=up available only once per month. Food issues weigh 130 pounds for an average welfare family thus making transportation nec-= essary, Charlie has recognized the fact that taxicabs cost approximately $3.50 for an average trip to the warehouse, and for each package an additional $,75 is charged. For a family de- pendent on surplus food, such money just for Several cases were heard of —the transportation of that food seems outrafeous to this intern, The Hunger and Malnutrition Hearing was spon= sored by the Health, Education and Welfare Department and chaired by Mr. Maynard Jackson. Personal testimony was given by people who know the effects of hunger in Atlanta, Panels discussed the problems and directed their con- ments to Fulton County officials, It is hoped that from the uneovering of such inadequacies as those of the Comaodity Foods program some relief will be found for the hungry people of our city.  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 3 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/a1be2a3d670ac0cfa818c40b66bc9180.pdf 89fae19607dd47591baf9db252f41e16 Scripto Transcription A written representation of a document. 12 App2ndix A Southern Regional Education Board Resource Development Project ACADEMIC YEAR INTERNS 1968-1969 Economic Development Administration Intern, College or University, Dates Dickerson, Oscar Holloway , I,ister Al abama A & M College (10/14--2/11.:.) Grant, William Paone, J ob.21 Ur..iversity of Virginia Project Description Assigned to assist Peoples Cooperat i ve of Madison County, Alabama, through an improved record-keeping system and educational efforts to promote advantages of cooperative efforts. Assigiced to provide follow-up ass istance in dcve lop::.ng Buc}j_ngham County, Virginia, Buyers Co- op . (11/6--5/30) Everhardt, Jerry UNC-CH French, Nita Guilford He:~,ze son, John w.c.u . Participated in Pilot Study (conducted 12/6/682/8/69 ) to determine feasibility of major service-learning study in North Car olina . Part icipating i n stitutions and the SmithRichardson Foundat ion provided support for this effort. .Jolc.nson, Charly N.C.S.U. Ki ng , Gary E.c.u. Penick, George Davi d.:con Wassell, P~yllis J .C. Smith Wi~_liams, Garland Mars Hill Seninar on Economic Development Administration conducted for 12 interns by ·ch'= Departments of Poli ti cal Science and Economics of Middle Tennessee State Univer sity (1/1/69--6/30/ 69 ) Bas ic purpose of this pilot prog~am in the Teaching of Economic Deve l opment Administrat i o:r. was to intensify the l earning environment by providing an opportunity to participate direct ... l y in an actual community development effort. Rural and urban-oriented Model Cities Programs in Sm~thvi lle and Nashville provided learning context. Each intern is pr epari1g a final report and eval uation of the semj_nar . MTSU i s preparing an evaluation report on this approach to teaching Economic Development Administratic!'l. �13 Economic Development Administration (continued) Intern, College or r_Tniversity, Dates Haire, Douglas Georgia State Whelan, David Georgia Institute of Technology Zauderer, Gail Agnes Scott College Project Description Assisted with development of Atlanta ServiceLearning Program. (1/6--3/14) Goodrum, Lloyd Leich, Joan Mars Hill College (1/20--5/23) Hanzlik, Rayburn Uni versity of Virginia (2/20--5/30) Sweet, Charles Duke University (3/18--5/30) OfficE_~ Provided research assistance for Madison-Buncombe Rural Development Council, I nc ., to examine economic and social impact of t he foo:i stamp program and the commodity food program in Madison County, North Carolina. The Center f or the Study of Science , Te chnology and Public Policy of the UniversitY. of Virginia sponsored a project to survey existing resources within the university which are a lrend.y or could in t he f uture pr ovide technica l assistance t o the surroundi ng community i n dealing with commun ity problems . Examination of college Work-Study Program an~ its r e lati onshi p with SREB Servi ce-Learn5.ng Internship Model. _.· · :..:momic Oppor tunity Munsc;.1, Cs.:,~ ~. t~o::-i Un:l.v2~·:3 i ty of }!.':=;r yl and (1.o/ 1;08--,:/ 3O/ 69) Siffcy-,J , We..llac,·~ Mor ga;, St a i::-~ Cc.:ll ege (1/ 20··-7/ 4/69) With the Mar yl and Stat e Office of Economi c Opportun i ty , intern cc 1duct ed comprehensive revi ew of dimens i ons and implement a-: ions of On-the- J ob Training i n Wes t ern Mar yland . with Mor gan St at e College and De l aware Stat e Offi c.8 of Bconomic Oppor tunity, proj ect des i gned to i Jenti fy causes of st udent unre st. �Appendix B Southern Regional Education Board Resource Development Project STATISTICAL ABSTRACT Summer 1968 Project Subject Areas Participating Host Agencies Participating Universities and Colleges Intern Profile Counselor Prof ile Former Intern Status - 1966-1968 Distribution of Int erns by State and Agency 1964-1968 �1· I J.4 PROJECT SU-EJECT JI.RF.AS Summer 1968 EDA Public Adm. & Finance Econ. Analysis & Planning Coinm. Action & Social Service Tourism, Travel & Recreation Manpower Education & Training Health & Sanitation Legal Needs Housing Natural Res. Development 32 19 2 8 8 7 1 OEO TVA CJJ:A 1 3 15 8 6 l 1 3 6 5 6 3 2 Summer Summer 1968 1967 ARC TOI1AL % TCII1AL % 2 3 1 2 1 2 2 - 35 23 . 1 33 17 16 1 15 11~ 8 6 5 2 151 21. 8 11.2 10.6 10.0 9.2 5.3 3.9 3.3 1.3 6 7.1 16 19.C' 10 - 11.9 10 11. 9 14 16.S 5 .5, 5 8.3 7 11 13.1 5. 9 5 0 B4 PARTICIPATING HOST AGENCIES WITH WHOM INTERNS SERVED - Sl001ER 1968 Community Action Agencies Economic Development Districts 1}eneral Development Organizations Ste,te Office Departments Tr ibut ary Area Organizations (TVA) Regional Offices (EDA and OEO) 2!:nployment Service Off ices Model Cities Number of Agencies 1967 Agenci E:8 Repeat ing j_n 1968 1968 1967 29 26 22 15 12 27 14 16 ~- ---11 10 7 ~- 4 10 9 2 1 0 5 1 0 0 0 109 78 42 �15 PARTICI~ATING UNIVERSITIES AND co~~EGES (Summer 1968 Resource Development Internship Programs) Graduate Institutions Undergraduate Institutions Agnes Scott College Auburn University Alcorn A & M College Clemson University Alderson-Broaddus College Delta State College Arkansas A.M. & N. College Duke University Augusta College East Carolina University Berry College East Tennessee State University Carson-Newman College Emory University .Clark College Florida State University Florida Presbyterian College Florence State College Glenville State College Frostburg State College Hampden-Sidney College Furman University Knoxville College Georgia Southern College Lambuth College Georgia State College Little Rock University Louisiana State University Middle Georgia C0llege Medical College of South Carolina Pembroke State College Memphis State University Tougaloo College Middle Tennessee State University University of West Florida Mississippi State University Valdosta State College Morehead State University Wilmington College (N.C.) North Carolina State University West Liberty State College Oklahoma State University (w. Va . ) Salisbury State College \·Test Georgia College Southeastern State College (Okla.) Universi.ty of Alabama Fest Virginia Inst. of University of Arkansas Technology University of Georgia University of Houston University of Kentucky University of Maryland University of Mississippi University of North Carolina (Chapel Hill ) University of Oklahoma University of South Carolina SUWffiRY University of Southern Mississippi ! Lt,_ ,,:;, '?, Unj_versity of Southwestern Louisiana Graduat e Institutions University of Tennessee ' University of Texas Undergraduate Instit uUniversity of Virginia tions Virginia Commonwealth Universit y Virginia State College (Norfolk) Junior Colleges West Virginia University €5'"1 1 Western Carolina University - i �16 1968 SUMMER I NTERN PROFILE ACADEMIC MAJORS OF I NTERNS Soc. Science and Education Bus . & Econ . Law Ar ch . , Eng. , Plng. Humanit ies Ag . , Rec., Home Ee. Medicine Natural Scienc es EDA OTA 29 4 27 5 8 6 1 7 1 3 1 OEO TVA ARC 1968 PERCENT 1967 % 25 7 1 66 43 . 7 40 41. 7 6 3 1 1 6 0 28 .5 7.3 7.3 4.6 3 .3 2.6 2.6 31 1 43 11 11 7 5 4 4 151 32 . 3 13 .5 6 .3 00 . 00 . 3.1 3. 1 5 1 1 1 4 2 13 6 0 0 3 3 9b ACADEMIC STANDING OTA OEO TVA ARC TOTAL PERCENT EDA Sophomore ,Tunior 3enior Masters Fh , D. 1-1 . D. J. D. /Lavr a. A. Graduate 1 14 21 23 8 4 8 79 4 4 4 2 1 15 _ 1 7 2 1 7 10 11 1 4 5 5 1 -1 Ii3" -13 1 26 1 43 4o ~ I 1 12) 4) 10) 15 1 151 47. 0% 43 . 0% 10.0% PERSONAL DATA OTA OEO Male 12 35 70 Female 8 9 3 Average Age 22. 6 22 . 9 22 . 8 Aarri ed 21 29 7 Singl e '.;O 8 22 Wh:i.t e 43 38 77 Non-White 2 2 5 REASONS GIVEN BY INTERNS FOR SEEKING INTERNSHIP APPOINTMENT : 1967 1968 Relate academic theory to real world 32.7% 33 . 1% Contribute to developmental activities 22. 7 33 . 1 Research Experience 6.3 l6.1 Working with people 16,3 10 .5 Help with e: GrC!er cl10ice 18. 1 4. 8 3.6 2.4 Joh EDA TVA ARA TOTAL PERCENT 86.1 12 1 13 0 1 21 13. 9 23.1 22. 0 22.6 41..0 62 5 8 1 59. 0 89 142 94 . o 1 13 6 .o 9 FAMILY I NCCME LEVEL OF I N1I'ERNS Below $5000 5000- 7~~99 7500-9999 10, 000-15,000 15,000-over Total Responses 13 20 14 17 17 BI 16% 24.6 17. 2 21. 21. �17 COUNSELOR PROFILE Highest Degree Attained Ph.D. M.A. Other 1968 Percent 59 55 .6 34.9 9.4 37 10 106 Pos i tions Held Assistant Professor Ass ociate Professor Dept. Chairman Professor Bureau Direct or Instructor/Lecturer Otner Teaching Area 1968 Social Sciences & Education Business & Economics Agriculture, Home Ee. & Recreation Archi tect ure, Eng . & Planni ng Humanities Law Natural Sciences & Mathematics Medici ne 52 29 9 5 ..,";/ 3 3 2 32 23 ,~ _j 12 10 8 8 106 Pe:!:·c:ent 49.0 27. 3 8 r: ! ,I 4. 7 2. 8 2.8 2.8 1. 9 106 Years at University or Coll ege 1-2 years 3-5 years 6-10 _years 11-15 y ears 16-20 years 20-over years unknown 48 27 12 7 4 Average Age 20- 29 30-39 40-49 50-59 60-69 y ear s year s years years years 7 1 106 Counsel ors Repeating f or Second Year : 24, or 22 . 6% 40. 8 y ee,rs 8 5l 27 13 7 106 �18 FORMER Ii~ERN STATUS - 1966-1968 (As of Dece~ber 31, 1968) Current Educational Status Graduate School Undergraduate School OTIIER TOTAL % EDA OEO TiJA 48 37 29 16 16 11 1 65 99 28.5 17.8 8 6 -2 1 1 ~, r7 J+.9 26 5 2 0 1 3 2 0 0 0 0 2 0 42 10 3 13 14 12.1 2.8 o. 8 1.4 3.7 4.o 6 CurrE>nt Em-11loyment Status Privr-tte In::lustry Public Service Education (Teaching ) F~der:=:.l Gov' t. St atP. Gov't . Local Gov 1 t. T-::.~s ou:~-::e Dev. Mili ts.::.· y 10 11 2 1 1 2 2 Unk.110-.,-~ 32 19 14 2 67 20.0 9 1 2 0 12 3.4 187 90 58 12 347 Duplicat es ( Interns who have serve(:l. in more than one internship assig nment) TOTALS 6 2 3 6 5 Intern· Evalua tion reg_uested "yes t1 or "no t1 response to followi ng 1\lould you be interested in receiving informat:'~ on concernquest ion: ing emi:,loyment positions and educational opportunities i n community or re s ource development?" 87.7% answer ed Yes 10. 7% No 1.3% N/ A - - - - - - - -- - --- - -- - --- - - --- - - -- - - - - - -- -- �, ;fi'R~J:~-LiY P.ROG-f:Alv:S - J_J~)-~.-l Sf.:8 Distribution by s ·::-ate a nd Age:1cf Ri_~ ::msorship ALA Aff',_, --·- EDA C1.1A OEO-CAP - -- 0:7-0-LS ·:,_:VA su-67 su-68 su-66 AY-66-67 su-67 AY-67-68 su-68 su-67 su-68 su-67 su-68 su-66 su-67 su-64-65 su-66 AY-66-67 S"l.i·-:'.)'7 U,:;DOL Tm'ALS: su-68 su-67 Part-time Full-time Tota ls %of Ail Interns SUIIM/':..RY: ARC EDA OEO TVA USDOL 1 3 1 ARK 2 3 2 ".) 1 1 1 1 2 1 2 FI.A GA 3 6 5 2 3 6 1 2 42 3 2 2 1 3 5 4 l 3 2 2 2 1 1 1 2 19 21 5.9 2 196 90 58 10 356 KY LA MISS 4 1 3 NC 2 3 3 3 3 6 1 2 2 1 _) 3 1 3 4 5 1 OKLA SC 1 1 1 1 4 2 2 4 T:r-;x Vl\. 1 1 2 4 3 1 4 4 1 9 4 W VA DC 2 3 3 3 1 1 1 - 3 l 1 2 3 4 l" -/ 25 28 24 79 4 5 2 3 2 5 6 5 1 11 6 5 5 6 2 1 1 1 5 1 3 0 1 0 0 8 0 19 12 39 16 5 6 11 · 16 63 1 r~ 4 82 6 11 24 1 13 42 17 5 Ll 1.1 3.6 10. 8 1.4 .4.8 23. 1 1. 7 3.1 6. 8 0.3 0 4 0 4 Tor.AL 1 1 6 4 -:> TENl\T 1 1 1 2 1 1 2 3 0 0 9 7 13 7 70 20 13 7 79 2·:· 3. 6 1. 9 21. 9 ·;- . .-; MD 19 10 15 27 43 10 10 11 14 10 10 13 10 50 306 356 � 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 12 Appendix A Southern Regional Education Board Resource Development Project ACADEMIC YEAR INTERNS 1968-1969 Economic Development Administration Intern, College or University, Dates Dickerson, Oscar Holloway, lister Alabama A & M College (10/14--2/11) Grant, William Paone, Jonn University of Virginia (11/6--5/30) Everhardt, Jerry UNC-CH French, Nita Guilford Heizeson, John W.C.U. Johnson, Charly N.C.S.U. King, Gary E.C.U. Penick, George Davicson Wassell, Phyllis J.C. Smith Williams, Garland Mars Hill Seninar on Economic Development Administration conducted for 12 interns by the Departments of Political Science and Economics of Middle Tennessee State Uni- versity (1/1/69--6/30/69) Project Description Assigned to assist Peoples Cooperative of Madison County, Alabama, through an im- proved record-keeping system and educa- tional efforts to promote advantages of cooperative efforts. Assigned to provide follow-up assistance in developing Buckingham County, Virginia, Buyers Co-op. Participated in Pilot Study (conducted 12/6/68- 2/8/59) to determine feasibility of major service-learning study in North Carolina. Participating institutions and the Smith- Richardson Foundation provided support for this effort. Basic purpose of this pilot program in the Teaching of Economic Development Administration was to intensify the learning environment by providing an opportunity to participate direct~ ly in an actual community development effort. Rural and urban-oriented Model Cities Programs in Smithville and Nashville provided learning context. Each intern is prepariig a final report and evaluation of the seminar. MTSU is preparing an evaluation report on this approach to teaching Economic Development Administraticn. 13 Economic Development Administration (continued) Intern, College or Mniversity, Dates Haire, Douglas Georgia State Whelan, David Georgia Institute of Technology aZauderer, Gail Agnes Scott College (1/6--3/14) Goodrum, Lloyd eich, Joan Mars Hill College (1/20--5/23) Hanzlik, Rayburn University of Virginia (2/20--5/30) Sweet, Charles Duke University (3/18--5/30) Project Description Assisted with development of Atlanta Service- Learning Program. Provided research assistance for Madison-- Buncombe Rural Development Council, Inc., to examine economic and social impact of the food stamp program and the commodity food program in Madison County, North Carolina. The Center for the Study of Science, Technology and Public Policy of the University of Virginia sponsored a project to survey existing re- sources within the university which are already or could in the future provide technical assistance to the surrounding community in dealing with community problems. Examination of college Work-Study Program and its relationship with SREB Service-Learning Internship Model. Offic: of ~.onomic Opportunity Munson, Can>.bon University of Maryland (10/1/58--5,/30/69) Sifforl, Vallacs Morgan State College (1/20---7/%/'69) With the Maryland State Office of Economie Opportunity, intern conducted comprehensive review of dimensions and implementations of On-the-Job Training in Western Maryland. With Morgan State College and Delaware State Cffice of Feonomic Opportunity, project de- signed to identify causes of student unrest. Appendix B Southern Regional Education Board Resource Development Project STATISTICAL ABSTRACT Summer 1968 Project Subject Areas Participating Host Agencies Participating Universities and Colleges Intern Profile Counselor Profile Former Intern Status - 1966-1968 Distribution of Interns by State and Agency 1964-1968 FROJECT SUBJECT AREAS Summer 1968 Public Adm. & Finance 32 Econ. Analysis & Planning Comm. Action & Social Service Tourism, Travel & Recreation Manpower Education & Training Health & Sanitation Legal Needs Housing Natural Res. Development Cormunity Action Agencies Economic Development Districts Seneral Development Organizations Stete Office Departments Tributary Area Organizations (TVA) Regional Offices (EDA and OKO) Employment Service Offices Model Cities Summer Summer 1968 1967 EDA OTA OFO TVA ARC TOTAL % TOTAL % - 1 2 - 35 23.1 6 Toil 19 8 3 3 ~ 33 P1L.8 16 19.0 2 - 15 - SF GS BY . LES 8 6 1 1 - 16 10.6 10 i1.9 8 1 3 2 1 15 “D000 Te 36.6 7 - 6 1 - 1 9.2 5 5.9 1 - 5 2 a 18 §.3° oF 8.3 - - 6 - ah - S55 “422- 350: 2 - 3 - & FF) 353 “DS 59 - - - 2 eB BiB <O =ae bb1 Sk PARTICIPATING HOST AGENCIES WITH WHOM INTERNS SERVED - SUMMER 1968 1967 Agencies Number of Agencies Repeating in 196 1967 1968 29 27 11 26 Lh 10 22 16 7 15 4 4. 12 10 9 4. 2 i: 0 5 0 1 0 0 109 78 1 15 PARTICIPATING UNIVERSITIES AND COLLEGES : (Summer 1968 Resource Development Internship Programs ; Graduate Institutions Auburn University Clemson University Delta State College Duke University East Carolina University East Tennessee State University Emory University Florida State University Florence State College Frostburg State College Furman University Georgia Southern College Georgia State College Louisiana State University Medical College of South Carolina Memphis State University Middle Tennessee State University Mississippi State University Morehead State University North Carolina State University Oklahoma State University Salisbury State College Southeastern State College (Okla. ) University University University University University University University University University University University University University University University Virginia Commonwealth Universit y Virginia State College (Norfolk) West Virginia University Western Carolina University of of of of of of of of of of of of of of of Undergradvete Institutions Agnes Scott College Alcorn A & M College Alderson-Broaddus College Arkansas A.M. & N. College Augusta College Berry College Carson-Newman College Clark College Florida Presbyterian College Glenville State College Hampden-Sidney College Knoxville College Lambuth College Little Rock University Middle Georgia College Pembroke State College Tougaloo College University of West Florida Valdosta State College Wilmington College (N.C.) West Liberty State College (W. Va.) West Georgia College Alabama West Virginia Inst. of Arkansas Technology Georgia Houston Kentucky Maryland Mississippi North Carolina (Chapel Hill) Oklahoma a South Carolina SUMMARY } Southern Mississippi Southwestern Louisiana Graduate Institutions 42} Tennessee ; Texas Undergraduate Institu- Virginia tions 23 Junior Colleges ey 67 Soc. Science and Education Bus. & Econ. Law Arch., Eng., Plng. Humanities Ag., Rec., Home Ec. Medicine Natural Seiences Sophomore Juni or senior Masters Fhe dD; UM. OD. J. D./Law B. A. Graduate Male Female Average Age Married Single White Non-White REASONS GIVEN BY INTERNS FOR SEEKING 1968 SUMMER INTERN PROFILE ACADEMIC MAJORS OF INTERNS 16 EDA OTA OEO TVA ARC 1968 PERCENT 1967 % 29 3 7 1 66 43.7 ho 8=—4.. 7 aT 7 6 3 43 28.5 33. 3223 5 - 5 1 = 11 7.3 13. 33.5 8 1 1 1 = ts 7.3 6 6.3 6 - 1 - ~ 7 4.6 O. “06. ni 2 z 1 5 3.3 6.00; a = iB = - 4 2.6 3 3.1 3 be & of oh 2.6 3 3.2 151 96 ACADEMIC STANDING EDA OTA OEFO TVA ARC TOTAL PERCENT 1 é = - “ 1 14 4 T 1 - 26 47.0% 21 4 10 7 t. «kB 23 4 Ll 2 - ho) 8 2 1 1 lL 12) “ as h s z h) 43.0% iH - 5 1 - 10) 8 hee ee 10. Of 7? TF 3 33 IT D1 PERSONAL DATA EDA OTA OO TVA ARA TOTAL PERCENT TO 12 #35 #12 1 130 86.1 9 3 8 1 - el 13.9 22.6 22.9 22.8 23.1 22.0 22.6 29 , 2 5 - 62 43.0 56 8 22 8 iL 89 59.0 77 4300 «338 S83 1 le 94.0 2 2 5 - - 9 6.0 aNTERNSHTP APPOINTMENT : Relate academic theory to real world Contribute to develop- mental activities Research Fxperience Working with people Help with career choice Job 1967 1968 Below $5000 13 32.7% 33.1% 5000-7499 20 7500-9999 i4 S87 2361 10,000-15, 000 LT 6.3 16.1 15, 000-over LT ee a Total Responses = $26. 2.4 16% FAMILY INCGME LEVEL OF INTERNS 2h..6 17.2 el. 21. COUNSELOR PROFILE Highest Degree 17 Attained 1968 Percent Positions Held 1968 Ph.D. 59 55.6 Assistant Professor 32 M.A. om 34.9 Associate Professor 23 Other 10 9.4 Dept. Chairman 13 106 Professor 12 ani Bureau. Director 10 Instructor/Lecturer 8 Otiier 8 106 Teaching Area 1968 Percent Social Sciences & Education 52 49.0 Business & Economics 29 27.3 Agriculture, Home Ec. & Recreation 9 8.5 Architecture, Eng. & Planning 2 Lh. Humanities 3 2.8 Law 3 2.8 Natural Sciences & Mathematics 3 2.8 Medicine 2 Ls T06 Years at University or College 1-2 years 48, 3-5 years et 6-10 years 12 11-15 years 7 16-20 years y 20-over years it unknown iL: 106 Counselors Repeating for Second Year: Average Age 20-29 years 30-39 years ho-l9 years 50-59 vears 60-69 years —— 5L e > I 105 2h, or 22.6% 40.8 yeers FORMER INTERN STATUS - 1966-1968 (As of December 31, 1968) Current Educational Status Graduate School Undergraduate School Current Employment Status Private Industry Public Service Education (Teaching) Federal. Gov't. State Gov't. Local Gov't, Resource Dev. Military Unknovn Duplicates (‘Interns who have served in more than one internship assignment ) TOTALS EDA 48 oT Mo SaAWNM AR 52 1 CEO 29 16 MMrRPrRPNPR ON r ITS] TVA 16 11 ymWwWwronw ho | 13] OTHER 4 OV onoo0o°o fou TOTAL 99 65 r- —I Buw Sd as + lS 18 Intern Evaluation requested "yes" or "no" response to following question; "Would you be interested in receiving information concern~ ing employment positions and educational opportunities in community or resource development?" 87.7% answered Yes 10.7% 1.3% No N/A arian: DEOMEhWe Cs Teka TNPRRNESTP PROGRAMS - LO4%-1958 1 Distribution by State and Agenc: Sconsorship 7 ALA ARK FIA GA Ky IA MD MISS NC OXLA SC TENN TRX VA WA DC TOTAL ARS SU-57 1 i _____ SU-68 1 l EDA | Su-66 3 3 3 L 2 3 15 AY-56-67 1: 6 6 3 6 3 25 SU-67 3 2 ke in 2 3 3 1 iL 3 #2 if 28 AY-67-68 1 3 2 3 1 9 5 eu. ais! su-68 2 2 2 % 3 4 21 a. 9G 2 4 ie oe ae 79 OFA SU-67 1 ‘+ 4. 1 4 2 10 su-68 1 1 3 #21 a 2 1 a 1 2 15 OEO-CAP SU-67 2 2 5 3 3 L 5 2 z 27 ______ 80-68 1 2 2 + 4 3 L338 3 4 G2 43 Om0-LS su-66 5 5 10 SU-67 3 a 2 2 z 1 10 VA SU-64-65 11 11 su-66 2 1 1 4 6 1h AY-66-67 2 1 2 5 10 SU-ST 2 1 1 2 5 10 fn su-68 1 1 1 4 6 13 USDOL SU-67 2 3 5 10 TCTALS: Part-time 2 0 ¢.89 TFT «a Mo oO. 2 19 oO. -© 8 Oo 50 Full-time 19 139 7 70 20 4 4 12 39 5 16 6 6 212. 236 4 306 Totals pies) 7 799 @ bk 13 42 5 17 82 Ot ee LE 356 % of Ail Interns 5.9 3.6 1.9 21.9 7.3 i.11.1 3.6 10.8 1.4.4.8 23.1 1.73.1 6.8 0.3 SUMMARY: ARC 2 . EDA 196 OEO 90 TVA 58 USDOL, 10  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 2 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/0c8b025fb612574ee77462ded1a0632a.pdf 62969b32654f49d890b625e9db4388ad Scripto Transcription A written representation of a document. September 10, 1969 Miss Sue Zander Executive Ass is tant 200 26th St . • N. W. Apartment J - 204 Atlanta, Georgia Dear Miss Zander: We are aware of the important contribution that you made to the City of Atlanta through the Atlanta Urban Corps this summer. On behalf of the City, and personally, I wish to express our grate.ful appreciation for your fine work. Sincerely, Ivan Allen, Jr. Mayor lAJr:lrd � 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 September 10, 1969 Miss Sue Zander Executive Assistant 260 26th St., N. W. Apartment J-204 Atlanta, Georgia Dear Miss Zander: We are aware of the important contribution that you made to the City of Atlanta through the Atlanta Urban Corps this summer. On behalf of the City, and personally, I wish to express our grateful appreciation for your fine work. Sincerely, Ivan Allen, Jr. Mayor IAJr:ird  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 1 Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/3b843dd608f6ec82481d8fa4b1bdcb95.pdf 10d5e1957e9829490ea2f35e4dcf0e24 Scripto Transcription A written representation of a document. September 10, 1969 Miss Sue Zander Executive Ass is tant 200 26th St . • N. W. Apartment J - 204 Atlanta, Georgia Dear Miss Zander: We are aware of the important contribution that you made to the City of Atlanta through the Atlanta Urban Corps this summer. On behalf of the City, and personally, I wish to express our grate.ful appreciation for your fine work. Sincerely, Ivan Allen, Jr. Mayor lAJr:lrd �12 App2ndix A Southern Regional Education Board Resource Development Project ACADEMIC YEAR INTERNS 1968-1969 Economic Development Administration Intern, College or University, Dates Dickerson, Oscar Holloway , I,ister Al abama A & M College (10/14--2/11.:.) Grant, William Paone, J ob.21 Ur..iversity of Virginia Project Description Assigned to assist Peoples Cooperat i ve of Madison County, Alabama, through an improved record-keeping system and educational efforts to promote advantages of cooperative efforts. Assigiced to provide follow-up ass istance in dcve lop::.ng Buc}j_ngham County, Virginia, Buyers Co- op . (11/6--5/30) Everhardt, Jerry UNC-CH French, Nita Guilford He:~,ze son, John w.c.u . Participated in Pilot Study (conducted 12/6/682/8/69 ) to determine feasibility of major service-learning study in North Car olina . Part icipating i n stitutions and the SmithRichardson Foundat ion provided support for this effort. .Jolc.nson, Charly N.C.S.U. Ki ng , Gary E.c.u. Penick, George Davi d.:con Wassell, P~yllis J .C. Smith Wi~_liams, Garland Mars Hill Seninar on Economic Development Administration conducted for 12 interns by ·ch'= Departments of Poli ti cal Science and Economics of Middle Tennessee State Univer sity (1/1/69--6/30/ 69 ) Bas ic purpose of this pilot prog~am in the Teaching of Economic Deve l opment Administrat i o:r. was to intensify the l earning environment by providing an opportunity to participate direct ... l y in an actual community development effort. Rural and urban-oriented Model Cities Programs in Sm~thvi lle and Nashville provided learning context. Each intern is pr epari1g a final report and eval uation of the semj_nar . MTSU i s preparing an evaluation report on this approach to teaching Economic Development Administratic!'l. �13 Economic Development Administration (continued) Intern, College or r_Tniversity, Dates Haire, Douglas Georgia State Whelan, David Georgia Institute of Technology Zauderer, Gail Agnes Scott College Project Description Assisted with development of Atlanta ServiceLearning Program. (1/6--3/14) Goodrum, Lloyd Leich, Joan Mars Hill College (1/20--5/23) Hanzlik, Rayburn Uni versity of Virginia (2/20--5/30) Sweet, Charles Duke University (3/18--5/30) OfficE_~ Provided research assistance for Madison-Buncombe Rural Development Council, I nc ., to examine economic and social impact of t he foo:i stamp program and the commodity food program in Madison County, North Carolina. The Center f or the Study of Science , Te chnology and Public Policy of the UniversitY. of Virginia sponsored a project to survey existing resources within the university which are a lrend.y or could in t he f uture pr ovide technica l assistance t o the surroundi ng community i n dealing with commun ity problems . Examination of college Work-Study Program an~ its r e lati onshi p with SREB Servi ce-Learn5.ng Internship Model. _.· · :..:momic Oppor tunity Munsc;.1, Cs.:,~ ~. t~o::-i Un:l.v2~·:3 i ty of }!.':=;r yl and (1.o/ 1;08--,:/ 3O/ 69) Siffcy-,J , We..llac,·~ Mor ga;, St a i::-~ Cc.:ll ege (1/ 20··-7/ 4/69) With the Mar yl and Stat e Office of Economi c Opportun i ty , intern cc 1duct ed comprehensive revi ew of dimens i ons and implement a-: ions of On-the- J ob Training i n Wes t ern Mar yland . with Mor gan St at e College and De l aware Stat e Offi c.8 of Bconomic Oppor tunity, proj ect des i gned to i Jenti fy causes of st udent unre st. �Appendix B Southern Regional Education Board Resource Development Project STATISTICAL ABSTRACT Summer 1968 Project Subject Areas Participating Host Agencies Participating Universities and Colleges Intern Profile Counselor Prof ile Former Intern Status - 1966-1968 Distribution of Int erns by State and Agency 1964-1968 �1· I J.4 PROJECT SU-EJECT JI.RF.AS Summer 1968 EDA Public Adm. & Finance Econ. Analysis & Planning Coinm. Action & Social Service Tourism, Travel & Recreation Manpower Education & Training Health & Sanitation Legal Needs Housing Natural Res. Development 32 19 2 8 8 7 1 OEO TVA CJJ:A 1 3 15 8 6 l 1 3 6 5 6 3 2 Summer Summer 1968 1967 ARC TOI1AL % TCII1AL % 2 3 1 2 1 2 2 - 35 23 . 1 33 17 16 1 15 11~ 8 6 5 2 151 21. 8 11.2 10.6 10.0 9.2 5.3 3.9 3.3 1.3 6 7.1 16 19.C' 10 - 11.9 10 11. 9 14 16.S 5 .5, 5 8.3 7 11 13.1 5. 9 5 0 B4 PARTICIPATING HOST AGENCIES WITH WHOM INTERNS SERVED - Sl001ER 1968 Community Action Agencies Economic Development Districts 1}eneral Development Organizations Ste,te Office Departments Tr ibut ary Area Organizations (TVA) Regional Offices (EDA and OEO) 2!:nployment Service Off ices Model Cities Number of Agencies 1967 Agenci E:8 Repeat ing j_n 1968 1968 1967 29 26 22 15 12 27 14 16 ~- ---11 10 7 ~- 4 10 9 2 1 0 5 1 0 0 0 109 78 42 �15 PARTICI~ATING UNIVERSITIES AND co~~EGES (Summer 1968 Resource Development Internship Programs) Graduate Institutions Undergraduate Institutions Agnes Scott College Auburn University Alcorn A & M College Clemson University Alderson-Broaddus College Delta State College Arkansas A.M. & N. College Duke University Augusta College East Carolina University Berry College East Tennessee State University Carson-Newman College Emory University .Clark College Florida State University Florida Presbyterian College Florence State College Glenville State College Frostburg State College Hampden-Sidney College Furman University Knoxville College Georgia Southern College Lambuth College Georgia State College Little Rock University Louisiana State University Middle Georgia C0llege Medical College of South Carolina Pembroke State College Memphis State University Tougaloo College Middle Tennessee State University University of West Florida Mississippi State University Valdosta State College Morehead State University Wilmington College (N.C.) North Carolina State University West Liberty State College Oklahoma State University (w. Va . ) Salisbury State College \·Test Georgia College Southeastern State College (Okla.) Universi.ty of Alabama Fest Virginia Inst. of University of Arkansas Technology University of Georgia University of Houston University of Kentucky University of Maryland University of Mississippi University of North Carolina (Chapel Hill ) University of Oklahoma University of South Carolina SUWffiRY University of Southern Mississippi ! Lt,_ ,,:;, '?, Unj_versity of Southwestern Louisiana Graduat e Institutions University of Tennessee ' University of Texas Undergraduate Instit uUniversity of Virginia tions Virginia Commonwealth Universit y Virginia State College (Norfolk) Junior Colleges West Virginia University €5'"1 1 Western Carolina University - i �16 1968 SUMMER I NTERN PROFILE ACADEMIC MAJORS OF I NTERNS Soc. Science and Education Bus . & Econ . Law Ar ch . , Eng. , Plng. Humanit ies Ag . , Rec., Home Ee. Medicine Natural Scienc es EDA OTA 29 4 27 5 8 6 1 7 1 3 1 OEO TVA ARC 1968 PERCENT 1967 % 25 7 1 66 43 . 7 40 41. 7 6 3 1 1 6 0 28 .5 7.3 7.3 4.6 3 .3 2.6 2.6 31 1 43 11 11 7 5 4 4 151 32 . 3 13 .5 6 .3 00 . 00 . 3.1 3. 1 5 1 1 1 4 2 13 6 0 0 3 3 9b ACADEMIC STANDING OTA OEO TVA ARC TOTAL PERCENT EDA Sophomore ,Tunior 3enior Masters Fh , D. 1-1 . D. J. D. /Lavr a. A. Graduate 1 14 21 23 8 4 8 79 4 4 4 2 1 15 _ 1 7 2 1 7 10 11 1 4 5 5 1 -1 Ii3" -13 1 26 1 43 4o ~ I 1 12) 4) 10) 15 1 151 47. 0% 43 . 0% 10.0% PERSONAL DATA OTA OEO Male 12 35 70 Female 8 9 3 Average Age 22. 6 22 . 9 22 . 8 Aarri ed 21 29 7 Singl e '.;O 8 22 Wh:i.t e 43 38 77 Non-White 2 2 5 REASONS GIVEN BY INTERNS FOR SEEKING INTERNSHIP APPOINTMENT : 1967 1968 Relate academic theory to real world 32.7% 33 . 1% Contribute to developmental activities 22. 7 33 . 1 Research Experience 6.3 l6.1 Working with people 16,3 10 .5 Help with e: GrC!er cl10ice 18. 1 4. 8 3.6 2.4 Joh EDA TVA ARA TOTAL PERCENT 86.1 12 1 13 0 1 21 13. 9 23.1 22. 0 22.6 41..0 62 5 8 1 59. 0 89 142 94 . o 1 13 6 .o 9 FAMILY I NCCME LEVEL OF I N1I'ERNS Below $5000 5000- 7~~99 7500-9999 10, 000-15,000 15,000-over Total Responses 13 20 14 17 17 BI 16% 24.6 17. 2 21. 21. �17 COUNSELOR PROFILE Highest Degree Attained Ph.D. M.A. Other 1968 Percent 59 55 .6 34.9 9.4 37 10 106 Pos i tions Held Assistant Professor Ass ociate Professor Dept. Chairman Professor Bureau Direct or Instructor/Lecturer Otner Teaching Area 1968 Social Sciences & Education Business & Economics Agriculture, Home Ee. & Recreation Archi tect ure, Eng . & Planni ng Humanities Law Natural Sciences & Mathematics Medici ne 52 29 9 5 ..,";/ 3 3 2 32 23 ,~ _j 12 10 8 8 106 Pe:!:·c:ent 49.0 27. 3 8 r: ! ,I 4. 7 2. 8 2.8 2.8 1. 9 106 Years at University or Coll ege 1-2 years 3-5 years 6-10 _years 11-15 y ears 16-20 years 20-over years unknown 48 27 12 7 4 Average Age 20- 29 30-39 40-49 50-59 60-69 y ear s year s years years years 7 1 106 Counsel ors Repeating f or Second Year : 24, or 22 . 6% 40. 8 y ee,rs 8 5l 27 13 7 106 �18 FORMER Ii~ERN STATUS - 1966-1968 (As of Dece~ber 31, 1968) Current Educational Status Graduate School Undergraduate School OTIIER TOTAL % EDA OEO TiJA 48 37 29 16 16 11 1 65 99 28.5 17.8 8 6 -2 1 1 ~, r7 J+.9 26 5 2 0 1 3 2 0 0 0 0 2 0 42 10 3 13 14 12.1 2.8 o. 8 1.4 3.7 4.o 6 CurrE>nt Em-11loyment Status Privr-tte In::lustry Public Service Education (Teaching ) F~der:=:.l Gov' t. St atP. Gov't . Local Gov 1 t. T-::.~s ou:~-::e Dev. Mili ts.::.· y 10 11 2 1 1 2 2 Unk.110-.,-~ 32 19 14 2 67 20.0 9 1 2 0 12 3.4 187 90 58 12 347 Duplicat es ( Interns who have serve(:l. in more than one internship assig nment) TOTALS 6 2 3 6 5 Intern· Evalua tion reg_uested "yes t1 or "no t1 response to followi ng 1\lould you be interested in receiving informat:'~ on concernquest ion: ing emi:,loyment positions and educational opportunities i n community or re s ource development?" 87.7% answer ed Yes 10. 7% No 1.3% N/ A - - - - - - - -- - --- - -- - --- - - --- - - -- - - - - - -- -- �, ;fi'R~J:~-LiY P.ROG-f:Alv:S - J_J~)-~.-l Sf.:8 Distribution by s ·::-ate a nd Age:1cf Ri_~ ::msorship ALA Aff',_, --·- EDA C1.1A OEO-CAP - -- 0:7-0-LS ·:,_:VA su-67 su-68 su-66 AY-66-67 su-67 AY-67-68 su-68 su-67 su-68 su-67 su-68 su-66 su-67 su-64-65 su-66 AY-66-67 S"l.i·-:'.)'7 U,:;DOL Tm'ALS: su-68 su-67 Part-time Full-time Tota ls %of Ail Interns SUIIM/':..RY: ARC EDA OEO TVA USDOL 1 3 1 ARK 2 3 2 ".) 1 1 1 1 2 1 2 FI.A GA 3 6 5 2 3 6 1 2 42 3 2 2 1 3 5 4 l 3 2 2 2 1 1 1 2 19 21 5.9 2 196 90 58 10 356 KY LA MISS 4 1 3 NC 2 3 3 3 3 6 1 2 2 1 _) 3 1 3 4 5 1 OKLA SC 1 1 1 1 4 2 2 4 T:r-;x Vl\. 1 1 2 4 3 1 4 4 1 9 4 W VA DC 2 3 3 3 1 1 1 - 3 l 1 2 3 4 l" -/ 25 28 24 79 4 5 2 3 2 5 6 5 1 11 6 5 5 6 2 1 1 1 5 1 3 0 1 0 0 8 0 19 12 39 16 5 6 11 · 16 63 1 r~ 4 82 6 11 24 1 13 42 17 5 Ll 1.1 3.6 10. 8 1.4 .4.8 23. 1 1. 7 3.1 6. 8 0.3 0 4 0 4 Tor.AL 1 1 6 4 -:> TENl\T 1 1 1 2 1 1 2 3 0 0 9 7 13 7 70 20 13 7 79 2·:· 3. 6 1. 9 21. 9 ·;- . .-; MD 19 10 15 27 43 10 10 11 14 10 10 13 10 50 306 356 �Lillk NEWS OF THE CORPS Atlanta Urban Corps Mr . Dan Sweat Government Liason Mayor's Office City Hall Atlanta , Georgia 30 Courtland Street, N. E. Atlanta, Georgia 30303 Volume IV HlTERNS hA ·l fl ~ -1£!. CENTER Located in the recreation area of Trinity t·;e thodist Church , .265 Washington Street , is t he Walk- In Counseling Center directed by the the Atlanta Youth Council. The Center is a new proj ect which is dedicated to serving the immediate personal problems of the 13-21 year age group. Three Atlanta Urban Corps interns are managing the program. In an interview with Loyd Sanders , intern from Morehouse College , it was learned that Sanders , Bill Patter son (Univ. o f Indiana) , and Jo Ingle (Georgia College at Milledgeville) spend some seventy hours per week counseling young people whose problems range from general feelings of dejection and lack of personal value drug addiction and illigitimate pregnancies. As the problems of the Center's clientele vary in degrees of urgency and acuteness, Loyd, Bill and Jo have learned through sessions o f debriefing that each must be handled quite s eparately. The interns are fully aware of their own limitations in the field of counseling although all three are upper-level psycholo gy majors at their respe£tive colleges . Therefore, the Center relie s heavily on the relationship i t has est abl ished with various social service agencies which are prepared to offer professional assistance in the treatmen t of more severe cases of adolescen t problems. Loyd praised Georgia State College ' s willingness to donate professional time at a moment ' s notice . Hours of psychological testing and the like are administered by Georgia Stat e professionals who cari be at th e Center within five minutes after having_ been contacted. Great assistance has come too from Mr. John Cox, director of the Atlanta Youth Council , Nr. Lewis Dinkins , assistant to t,,,r. Cox, Mrs. Yvonne Bingham, counselor from Atlanta University , and Mr. David \'/eddi nton, director of the Walk-In Center. Of concern to Sanders and to the other t wo interns is the location of the Walk-In Center. Trinity Methodist is located under the shadow of City Hall itself, and though the Center is grateful to have the comfortable space in the Church, it seems that the Walk-In pDogram might be far more effective were it located in the area of the city were young people live and feel most natural . As Loyd pointed out , 11 Who is i;oing to just 'Walk in to 265 Was hington Street and bare their souls? 11 Sanders feels that the Center might more effectively be located in the Capitol Ho mes area. For the present ,1 .. however , the Center is operating with as much effec tiveness as these three interns can foster . A campaign is on to publicize the program so that young people can learn where they can come for personal counseling and professional help. Loyd , B811 and Jo man the Center from 11 a . m. to 11 p . m. six days per week. They find that most young people respond to th e Center ' s pro gram in the evening and t hus have geared t heir working .hours to meet the needs of the people whom they serve. If the Walk-In Center proves s uccessful in i ts initial operation it is hoped that an expansion program will result in branch offices out in the areas of the city where counseling for adolescents is so desperately needed. At the Walk-In Counseling Center are three Urban Corps interns who are applying their experienc e and educational training to a real need of the city, who are realizing their limitations and finding ways to supplement their own service capaci ties, and who are creatively planning for a more effective program. Theirs is a job of responsibility and relevancy . ATLANTA .!Lfil?Mi CORPS REPRESENTED llL NEW XQEK In a fiv e day trip to t he national of fi c e of the Urban Corps in new York City, Sam Williams, direc to r of the Atlanta Urban Corps , learne d of the operations of other Urban Corps throughout the na tion and represented our Atlanta procram reporting on its progress, its problems and successes. At th e meeting were directors from ei gh t different Urban Corps and represen tatives fro m six other cities which at present do not have Urban Corps but are considering establishing the Urban Corps program . After hearing reports from the directors of Urban Corps in cities such as New York, Boston , Dayton, Detroit, and San Francisc9 , Bo.11l concludes that the Atlanta program is unique in its empl1asis on the educational aspect of the intern experience. Only in Syracuse, N. Y. does there exist a like effort to involve an educationally sound learning experience for Urban Corps interns. In that city I s Urban Corpe program fairly succuss:fUl attempts have been made to develop �! academic cour se-c redit f or Ur ban Corps i nterns hi p experi en c e . Generall y , however , Urban Co rps i n citie s other t han Atl anta a re basic ally pro grams for s ummer emplo ymen t wi th very lit t l e emphasi s place d on educat io nal r el evan cy or s tud ent admi ni strat io n. FALL URBAN CORPS PROGRAM !l.filliQ PLANN ED Under the direction o f Dave Wh elan, the Placement and Development br anch o f t he Urban Corps is i n t he proc ess of planning i ts continuing pro gram. City and a gency s upervisors hav e expres sed gr eat s atisfac t io n wi t h t he wo rk tha t Urban Co rps i nterns have ac co mpl ished t has summer and are anxio us to employ more s tudent s throughout the year . Students may co ntinue their involvment wi th t he Urban Co rps in any of several ways . The pro gram al ways v,el co mes volunteers , t hose co mmuni ty mi nde d s tu den t s who will be abl e to find t ime duri nG t h e s chool year to devote a pa rtial work week to ci ty probl em areas . For t hose studen ts who qual ify f or Collet;e Work-St udy f unds , the Urban Co rps will be able t o f i nd both f ull- t i me and part- t i me jobs , There al s o may be funds available for a limit ed number of s tudent s who nee d t o work dur i ng t he scho ol year but who are no t eligi bl e fo r c.w.s.P. funding . Another \'Jay by whic h s tudents wi ll be able to work with t he Urban Corps pro gram beyond i t s summer 1969 schedule is through coll ege a c creditat i on of the Urban Corps i nternship pro gr am. Several col leges have already a greed t o offer course credit in the f or m of special co urses, s ociology , independent study and the l ike to t heir students who work during the s chool term wi t h the Urban Corps. Two major Atlanta school s will giv e c r edit for Urban Corps i nterns hi ps and/or r elated courses whic h will be trans f erabl e t o t he other colleges. The r e will be t hose s tu den ts v,ho will want to take a qua rter off from re gular course work and devote an en ti re three months to Urban Co rps work . Just as studen ts are urged to continue their involvement nith the Urban Corps con t i nue d prograr:: so i nstitutions are urged to involve their facult;,r memb ers and staff as advisors and consultants to both Urban Corps students and er,, ploy4n- a-genci&a . Dave indicates that if enough Urban Corps staff is available this fall there will be provisioJP.s n!ade to establish an office of co1ur.unity projects. This office will aid individual students and student g~oups in finding oor,uJunicy projects or the in-training equipment for· all·eady existing projects which stude:ets JT.iC;1t sponsor or assist. 7he expansion plans of the Urban Corps are still quite flexible and any comments or suggestions from students, faculty, and others interested in the program are welcomed. Applications for fall participation will be made avaialable in the near future. IN'rERNS A'rTEND HUNGER £NQ. MAL.l'iUTRITION HEARING Representi ng the Ur ban Corps at the Hunger and Ma l nu tri t io n Hearing July 11 and 12 we r e i nterns Ral ph Mar tin and Charli e Br own. Char l ie de scribed t he heari ng i n t erm s o f its attempts to bri ne to t h e a tt entio nc of Fu+ ton County o ffi cial s t he i nade quacies of t he county's s urplus fo od pr oGrarn . At pre sent the Food VJarehouse i s open t o t he publ i c b etwe en the hours o f 9 a . m. and 4 p .m. As Char li e pointed out, it is dur i ng these hours that the peopl e who ar~ dependen t on surplus food fo r exi stence need to be on the job. The f ood pro gram has only on e di stributi on point whic h often make s it very di ff ic ul t f or people who live i n the l a r c e met r opoli s of · Atl anta t o Get t o t he warehouse. \'/hen ask e d if th ere mi ght be other point s of !tis tribution made avai l able a11d more appropriate hours s chedul ed, o ff icial s o f the pr o gr am admitted that the fe a sibili ty o f s uc h plann i i1G had never been dis cussed . At t he he aring it was learned, too, t hat t he f ood pro s ram makes no att empt to me e t the spe ci al diet problems of i t s cus t omer s . ~efe rre d to by the offici als a s " recipi en ts ," a t erm 1,hich t o Char lie connot e s degradation , the people who depend on surplus f ood u s ually are peopl e who are s ick or undernouri s hed i n t he f irs t plac e . Several cas es were heard of peopl e who have received strict medical orders for special diets, eg. so dium di et s f or he a rt patien ts, whol e milk requirements f or cancer .patien t s , and who have been unable to mee t these diet s because of their dependency on a fo o d surplus program whic h is deaf to their needs. Charlie notes that there is no interaction at all between Grady Hospital and t he Food Warehouse whi ch could alleviate this situat ion. Another di s tnrbibg fact is that the Warehouse makes food pick-up avail abl e only once per month. Food issues wei gh 130 pounds for an average welfare fami l y t hus making transportation necessary. Cha rlie has r ecogni zed t he fact t hat taxicabs cost approximately $3 . 50 fo r an average t r i p to the warehouse, and f or each package an addi t ional $.75 is charged. For a fami l y dependent on surplu~ food , such money just fo r ~ae transpoFtat-i-on of that tee seem£ outrageous t o this intera. The Hunger and Malnutrition Hearing was sponsored by the Health, Education and Welfare Department and chaired by Mr. Maynard Jackson. Personal testimony was given by people 1·1ho Imo\'/ t he effects of hunger in Atlanta. Panels discussed the problems and directed their comments to Fulton County officials. It is hoped that from the uncovering of such inadequacies as those of the Commodity Foods program some relief will be found for the hungry people oi our city. �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. �_-- \ \ \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 �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 .. ,, , �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 �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 �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 �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 �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 �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 �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 �~ 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 �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 �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 �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 '" "" �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 �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 �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 �....--------------------~-------------------------· 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 �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 �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 September 10, 1969 Miss Sue Zander Executive Ass is tant 200 26th St . • N. W. Apartment J - 204 Atlanta, Georgia Dear Miss Zander: We are aware of the important contribution that you made to the City of Atlanta through the Atlanta Urban Corps this summer. On behalf of the City, and personally, I wish to express our grate.ful appreciation for your fine work. Sincerely, Ivan Allen, Jr. Mayor lAJr:lrd �12 App2ndix A Southern Regional Education Board Resource Development Project ACADEMIC YEAR INTERNS 1968-1969 Economic Development Administration Intern, College or University, Dates Dickerson, Oscar Holloway , I,ister Al abama A & M College (10/14--2/11.:.) Grant, William Paone, J ob.21 Ur..iversity of Virginia Project Description Assigned to assist Peoples Cooperat i ve of Madison County, Alabama, through an improved record-keeping system and educational efforts to promote advantages of cooperative efforts. Assigiced to provide follow-up ass istance in dcve lop::.ng Buc}j_ngham County, Virginia, Buyers Co- op . (11/6--5/30) Everhardt, Jerry UNC-CH French, Nita Guilford He:~,ze son, John w.c.u . Participated in Pilot Study (conducted 12/6/682/8/69 ) to determine feasibility of major service-learning study in North Car olina . Part icipating i n stitutions and the SmithRichardson Foundat ion provided support for this effort. .Jolc.nson, Charly N.C.S.U. Ki ng , Gary E.c.u. Penick, George Davi d.:con Wassell, P~yllis J .C. Smith Wi~_liams, Garland Mars Hill Seninar on Economic Development Administration conducted for 12 interns by ·ch'= Departments of Poli ti cal Science and Economics of Middle Tennessee State Univer sity (1/1/69--6/30/ 69 ) Bas ic purpose of this pilot prog~am in the Teaching of Economic Deve l opment Administrat i o:r. was to intensify the l earning environment by providing an opportunity to participate direct ... l y in an actual community development effort. Rural and urban-oriented Model Cities Programs in Sm~thvi lle and Nashville provided learning context. Each intern is pr epari1g a final report and eval uation of the semj_nar . MTSU i s preparing an evaluation report on this approach to teaching Economic Development Administratic!'l. �13 Economic Development Administration (continued) Intern, College or r_Tniversity, Dates Haire, Douglas Georgia State Whelan, David Georgia Institute of Technology Zauderer, Gail Agnes Scott College Project Description Assisted with development of Atlanta ServiceLearning Program. (1/6--3/14) Goodrum, Lloyd Leich, Joan Mars Hill College (1/20--5/23) Hanzlik, Rayburn Uni versity of Virginia (2/20--5/30) Sweet, Charles Duke University (3/18--5/30) OfficE_~ Provided research assistance for Madison-Buncombe Rural Development Council, I nc ., to examine economic and social impact of t he foo:i stamp program and the commodity food program in Madison County, North Carolina. The Center f or the Study of Science , Te chnology and Public Policy of the UniversitY. of Virginia sponsored a project to survey existing resources within the university which are a lrend.y or could in t he f uture pr ovide technica l assistance t o the surroundi ng community i n dealing with commun ity problems . Examination of college Work-Study Program an~ its r e lati onshi p with SREB Servi ce-Learn5.ng Internship Model. _.· · :..:momic Oppor tunity Munsc;.1, Cs.:,~ ~. t~o::-i Un:l.v2~·:3 i ty of }!.':=;r yl and (1.o/ 1;08--,:/ 3O/ 69) Siffcy-,J , We..llac,·~ Mor ga;, St a i::-~ Cc.:ll ege (1/ 20··-7/ 4/69) With the Mar yl and Stat e Office of Economi c Opportun i ty , intern cc 1duct ed comprehensive revi ew of dimens i ons and implement a-: ions of On-the- J ob Training i n Wes t ern Mar yland . with Mor gan St at e College and De l aware Stat e Offi c.8 of Bconomic Oppor tunity, proj ect des i gned to i Jenti fy causes of st udent unre st. �Appendix B Southern Regional Education Board Resource Development Project STATISTICAL ABSTRACT Summer 1968 Project Subject Areas Participating Host Agencies Participating Universities and Colleges Intern Profile Counselor Prof ile Former Intern Status - 1966-1968 Distribution of Int erns by State and Agency 1964-1968 �1· I J.4 PROJECT SU-EJECT JI.RF.AS Summer 1968 EDA Public Adm. & Finance Econ. Analysis & Planning Coinm. Action & Social Service Tourism, Travel & Recreation Manpower Education & Training Health & Sanitation Legal Needs Housing Natural Res. Development 32 19 2 8 8 7 1 OEO TVA CJJ:A 1 3 15 8 6 l 1 3 6 5 6 3 2 Summer Summer 1968 1967 ARC TOI1AL % TCII1AL % 2 3 1 2 1 2 2 - 35 23 . 1 33 17 16 1 15 11~ 8 6 5 2 151 21. 8 11.2 10.6 10.0 9.2 5.3 3.9 3.3 1.3 6 7.1 16 19.C' 10 - 11.9 10 11. 9 14 16.S 5 .5, 5 8.3 7 11 13.1 5. 9 5 0 B4 PARTICIPATING HOST AGENCIES WITH WHOM INTERNS SERVED - Sl001ER 1968 Community Action Agencies Economic Development Districts 1}eneral Development Organizations Ste,te Office Departments Tr ibut ary Area Organizations (TVA) Regional Offices (EDA and OEO) 2!:nployment Service Off ices Model Cities Number of Agencies 1967 Agenci E:8 Repeat ing j_n 1968 1968 1967 29 26 22 15 12 27 14 16 ~- ---11 10 7 ~- 4 10 9 2 1 0 5 1 0 0 0 109 78 42 �15 PARTICI~ATING UNIVERSITIES AND co~~EGES (Summer 1968 Resource Development Internship Programs) Graduate Institutions Undergraduate Institutions Agnes Scott College Auburn University Alcorn A & M College Clemson University Alderson-Broaddus College Delta State College Arkansas A.M. & N. College Duke University Augusta College East Carolina University Berry College East Tennessee State University Carson-Newman College Emory University .Clark College Florida State University Florida Presbyterian College Florence State College Glenville State College Frostburg State College Hampden-Sidney College Furman University Knoxville College Georgia Southern College Lambuth College Georgia State College Little Rock University Louisiana State University Middle Georgia C0llege Medical College of South Carolina Pembroke State College Memphis State University Tougaloo College Middle Tennessee State University University of West Florida Mississippi State University Valdosta State College Morehead State University Wilmington College (N.C.) North Carolina State University West Liberty State College Oklahoma State University (w. Va . ) Salisbury State College \·Test Georgia College Southeastern State College (Okla.) Universi.ty of Alabama Fest Virginia Inst. of University of Arkansas Technology University of Georgia University of Houston University of Kentucky University of Maryland University of Mississippi University of North Carolina (Chapel Hill ) University of Oklahoma University of South Carolina SUWffiRY University of Southern Mississippi ! Lt,_ ,,:;, '?, Unj_versity of Southwestern Louisiana Graduat e Institutions University of Tennessee ' University of Texas Undergraduate Instit uUniversity of Virginia tions Virginia Commonwealth Universit y Virginia State College (Norfolk) Junior Colleges West Virginia University €5'"1 1 Western Carolina University - i �16 1968 SUMMER I NTERN PROFILE ACADEMIC MAJORS OF I NTERNS Soc. Science and Education Bus . & Econ . Law Ar ch . , Eng. , Plng. Humanit ies Ag . , Rec., Home Ee. Medicine Natural Scienc es EDA OTA 29 4 27 5 8 6 1 7 1 3 1 OEO TVA ARC 1968 PERCENT 1967 % 25 7 1 66 43 . 7 40 41. 7 6 3 1 1 6 0 28 .5 7.3 7.3 4.6 3 .3 2.6 2.6 31 1 43 11 11 7 5 4 4 151 32 . 3 13 .5 6 .3 00 . 00 . 3.1 3. 1 5 1 1 1 4 2 13 6 0 0 3 3 9b ACADEMIC STANDING OTA OEO TVA ARC TOTAL PERCENT EDA Sophomore ,Tunior 3enior Masters Fh , D. 1-1 . D. J. D. /Lavr a. A. Graduate 1 14 21 23 8 4 8 79 4 4 4 2 1 15 _ 1 7 2 1 7 10 11 1 4 5 5 1 -1 Ii3" -13 1 26 1 43 4o ~ I 1 12) 4) 10) 15 1 151 47. 0% 43 . 0% 10.0% PERSONAL DATA OTA OEO Male 12 35 70 Female 8 9 3 Average Age 22. 6 22 . 9 22 . 8 Aarri ed 21 29 7 Singl e '.;O 8 22 Wh:i.t e 43 38 77 Non-White 2 2 5 REASONS GIVEN BY INTERNS FOR SEEKING INTERNSHIP APPOINTMENT : 1967 1968 Relate academic theory to real world 32.7% 33 . 1% Contribute to developmental activities 22. 7 33 . 1 Research Experience 6.3 l6.1 Working with people 16,3 10 .5 Help with e: GrC!er cl10ice 18. 1 4. 8 3.6 2.4 Joh EDA TVA ARA TOTAL PERCENT 86.1 12 1 13 0 1 21 13. 9 23.1 22. 0 22.6 41..0 62 5 8 1 59. 0 89 142 94 . o 1 13 6 .o 9 FAMILY I NCCME LEVEL OF I N1I'ERNS Below $5000 5000- 7~~99 7500-9999 10, 000-15,000 15,000-over Total Responses 13 20 14 17 17 BI 16% 24.6 17. 2 21. 21. �17 COUNSELOR PROFILE Highest Degree Attained Ph.D. M.A. Other 1968 Percent 59 55 .6 34.9 9.4 37 10 106 Pos i tions Held Assistant Professor Ass ociate Professor Dept. Chairman Professor Bureau Direct or Instructor/Lecturer Otner Teaching Area 1968 Social Sciences & Education Business & Economics Agriculture, Home Ee. & Recreation Archi tect ure, Eng . & Planni ng Humanities Law Natural Sciences & Mathematics Medici ne 52 29 9 5 ..,";/ 3 3 2 32 23 ,~ _j 12 10 8 8 106 Pe:!:·c:ent 49.0 27. 3 8 r: ! ,I 4. 7 2. 8 2.8 2.8 1. 9 106 Years at University or Coll ege 1-2 years 3-5 years 6-10 _years 11-15 y ears 16-20 years 20-over years unknown 48 27 12 7 4 Average Age 20- 29 30-39 40-49 50-59 60-69 y ear s year s years years years 7 1 106 Counsel ors Repeating f or Second Year : 24, or 22 . 6% 40. 8 y ee,rs 8 5l 27 13 7 106 �18 FORMER Ii~ERN STATUS - 1966-1968 (As of Dece~ber 31, 1968) Current Educational Status Graduate School Undergraduate School OTIIER TOTAL % EDA OEO TiJA 48 37 29 16 16 11 1 65 99 28.5 17.8 8 6 -2 1 1 ~, r7 J+.9 26 5 2 0 1 3 2 0 0 0 0 2 0 42 10 3 13 14 12.1 2.8 o. 8 1.4 3.7 4.o 6 CurrE>nt Em-11loyment Status Privr-tte In::lustry Public Service Education (Teaching ) F~der:=:.l Gov' t. St atP. Gov't . Local Gov 1 t. T-::.~s ou:~-::e Dev. Mili ts.::.· y 10 11 2 1 1 2 2 Unk.110-.,-~ 32 19 14 2 67 20.0 9 1 2 0 12 3.4 187 90 58 12 347 Duplicat es ( Interns who have serve(:l. in more than one internship assig nment) TOTALS 6 2 3 6 5 Intern· Evalua tion reg_uested "yes t1 or "no t1 response to followi ng 1\lould you be interested in receiving informat:'~ on concernquest ion: ing emi:,loyment positions and educational opportunities i n community or re s ource development?" 87.7% answer ed Yes 10. 7% No 1.3% N/ A - - - - - - - -- - --- - -- - --- - - --- - - -- - - - - - -- -- �, ;fi'R~J:~-LiY P.ROG-f:Alv:S - J_J~)-~.-l Sf.:8 Distribution by s ·::-ate a nd Age:1cf Ri_~ ::msorship ALA Aff',_, --·- EDA C1.1A OEO-CAP - -- 0:7-0-LS ·:,_:VA su-67 su-68 su-66 AY-66-67 su-67 AY-67-68 su-68 su-67 su-68 su-67 su-68 su-66 su-67 su-64-65 su-66 AY-66-67 S"l.i·-:'.)'7 U,:;DOL Tm'ALS: su-68 su-67 Part-time Full-time Tota ls %of Ail Interns SUIIM/':..RY: ARC EDA OEO TVA USDOL 1 3 1 ARK 2 3 2 ".) 1 1 1 1 2 1 2 FI.A GA 3 6 5 2 3 6 1 2 42 3 2 2 1 3 5 4 l 3 2 2 2 1 1 1 2 19 21 5.9 2 196 90 58 10 356 KY LA MISS 4 1 3 NC 2 3 3 3 3 6 1 2 2 1 _) 3 1 3 4 5 1 OKLA SC 1 1 1 1 4 2 2 4 T:r-;x Vl\. 1 1 2 4 3 1 4 4 1 9 4 W VA DC 2 3 3 3 1 1 1 - 3 l 1 2 3 4 l" -/ 25 28 24 79 4 5 2 3 2 5 6 5 1 11 6 5 5 6 2 1 1 1 5 1 3 0 1 0 0 8 0 19 12 39 16 5 6 11 · 16 63 1 r~ 4 82 6 11 24 1 13 42 17 5 Ll 1.1 3.6 10. 8 1.4 .4.8 23. 1 1. 7 3.1 6. 8 0.3 0 4 0 4 Tor.AL 1 1 6 4 -:> TENl\T 1 1 1 2 1 1 2 3 0 0 9 7 13 7 70 20 13 7 79 2·:· 3. 6 1. 9 21. 9 ·;- . .-; MD 19 10 15 27 43 10 10 11 14 10 10 13 10 50 306 356 �Lillk NEWS OF THE CORPS Atlanta Urban Corps Mr . Dan Sweat Government Liason Mayor's Office City Hall Atlanta , Georgia 30 Courtland Street, N. E. Atlanta, Georgia 30303 Volume IV HlTERNS hA ·l fl ~ -1£!. CENTER Located in the recreation area of Trinity t·;e thodist Church , .265 Washington Street , is t he Walk- In Counseling Center directed by the the Atlanta Youth Council. The Center is a new proj ect which is dedicated to serving the immediate personal problems of the 13-21 year age group. Three Atlanta Urban Corps interns are managing the program. In an interview with Loyd Sanders , intern from Morehouse College , it was learned that Sanders , Bill Patter son (Univ. o f Indiana) , and Jo Ingle (Georgia College at Milledgeville) spend some seventy hours per week counseling young people whose problems range from general feelings of dejection and lack of personal value drug addiction and illigitimate pregnancies. As the problems of the Center's clientele vary in degrees of urgency and acuteness, Loyd, Bill and Jo have learned through sessions o f debriefing that each must be handled quite s eparately. The interns are fully aware of their own limitations in the field of counseling although all three are upper-level psycholo gy majors at their respe£tive colleges . Therefore, the Center relie s heavily on the relationship i t has est abl ished with various social service agencies which are prepared to offer professional assistance in the treatmen t of more severe cases of adolescen t problems. Loyd praised Georgia State College ' s willingness to donate professional time at a moment ' s notice . Hours of psychological testing and the like are administered by Georgia Stat e professionals who cari be at th e Center within five minutes after having_ been contacted. Great assistance has come too from Mr. John Cox, director of the Atlanta Youth Council , Nr. Lewis Dinkins , assistant to t,,,r. Cox, Mrs. Yvonne Bingham, counselor from Atlanta University , and Mr. David \'/eddi nton, director of the Walk-In Center. Of concern to Sanders and to the other t wo interns is the location of the Walk-In Center. Trinity Methodist is located under the shadow of City Hall itself, and though the Center is grateful to have the comfortable space in the Church, it seems that the Walk-In pDogram might be far more effective were it located in the area of the city were young people live and feel most natural . As Loyd pointed out , 11 Who is i;oing to just 'Walk in to 265 Was hington Street and bare their souls? 11 Sanders feels that the Center might more effectively be located in the Capitol Ho mes area. For the present ,1 .. however , the Center is operating with as much effec tiveness as these three interns can foster . A campaign is on to publicize the program so that young people can learn where they can come for personal counseling and professional help. Loyd , B811 and Jo man the Center from 11 a . m. to 11 p . m. six days per week. They find that most young people respond to th e Center ' s pro gram in the evening and t hus have geared t heir working .hours to meet the needs of the people whom they serve. If the Walk-In Center proves s uccessful in i ts initial operation it is hoped that an expansion program will result in branch offices out in the areas of the city where counseling for adolescents is so desperately needed. At the Walk-In Counseling Center are three Urban Corps interns who are applying their experienc e and educational training to a real need of the city, who are realizing their limitations and finding ways to supplement their own service capaci ties, and who are creatively planning for a more effective program. Theirs is a job of responsibility and relevancy . ATLANTA .!Lfil?Mi CORPS REPRESENTED llL NEW XQEK In a fiv e day trip to t he national of fi c e of the Urban Corps in new York City, Sam Williams, direc to r of the Atlanta Urban Corps , learne d of the operations of other Urban Corps throughout the na tion and represented our Atlanta procram reporting on its progress, its problems and successes. At th e meeting were directors from ei gh t different Urban Corps and represen tatives fro m six other cities which at present do not have Urban Corps but are considering establishing the Urban Corps program . After hearing reports from the directors of Urban Corps in cities such as New York, Boston , Dayton, Detroit, and San Francisc9 , Bo.11l concludes that the Atlanta program is unique in its empl1asis on the educational aspect of the intern experience. Only in Syracuse, N. Y. does there exist a like effort to involve an educationally sound learning experience for Urban Corps interns. In that city I s Urban Corpe program fairly succuss:fUl attempts have been made to develop �! academic cour se-c redit f or Ur ban Corps i nterns hi p experi en c e . Generall y , however , Urban Co rps i n citie s other t han Atl anta a re basic ally pro grams for s ummer emplo ymen t wi th very lit t l e emphasi s place d on educat io nal r el evan cy or s tud ent admi ni strat io n. FALL URBAN CORPS PROGRAM !l.filliQ PLANN ED Under the direction o f Dave Wh elan, the Placement and Development br anch o f t he Urban Corps is i n t he proc ess of planning i ts continuing pro gram. City and a gency s upervisors hav e expres sed gr eat s atisfac t io n wi t h t he wo rk tha t Urban Co rps i nterns have ac co mpl ished t has summer and are anxio us to employ more s tudent s throughout the year . Students may co ntinue their involvment wi th t he Urban Co rps in any of several ways . The pro gram al ways v,el co mes volunteers , t hose co mmuni ty mi nde d s tu den t s who will be abl e to find t ime duri nG t h e s chool year to devote a pa rtial work week to ci ty probl em areas . For t hose studen ts who qual ify f or Collet;e Work-St udy f unds , the Urban Co rps will be able t o f i nd both f ull- t i me and part- t i me jobs , There al s o may be funds available for a limit ed number of s tudent s who nee d t o work dur i ng t he scho ol year but who are no t eligi bl e fo r c.w.s.P. funding . Another \'Jay by whic h s tudents wi ll be able to work with t he Urban Corps pro gram beyond i t s summer 1969 schedule is through coll ege a c creditat i on of the Urban Corps i nternship pro gr am. Several col leges have already a greed t o offer course credit in the f or m of special co urses, s ociology , independent study and the l ike to t heir students who work during the s chool term wi t h the Urban Corps. Two major Atlanta school s will giv e c r edit for Urban Corps i nterns hi ps and/or r elated courses whic h will be trans f erabl e t o t he other colleges. The r e will be t hose s tu den ts v,ho will want to take a qua rter off from re gular course work and devote an en ti re three months to Urban Co rps work . Just as studen ts are urged to continue their involvement nith the Urban Corps con t i nue d prograr:: so i nstitutions are urged to involve their facult;,r memb ers and staff as advisors and consultants to both Urban Corps students and er,, ploy4n- a-genci&a . Dave indicates that if enough Urban Corps staff is available this fall there will be provisioJP.s n!ade to establish an office of co1ur.unity projects. This office will aid individual students and student g~oups in finding oor,uJunicy projects or the in-training equipment for· all·eady existing projects which stude:ets JT.iC;1t sponsor or assist. 7he expansion plans of the Urban Corps are still quite flexible and any comments or suggestions from students, faculty, and others interested in the program are welcomed. Applications for fall participation will be made avaialable in the near future. IN'rERNS A'rTEND HUNGER £NQ. MAL.l'iUTRITION HEARING Representi ng the Ur ban Corps at the Hunger and Ma l nu tri t io n Hearing July 11 and 12 we r e i nterns Ral ph Mar tin and Charli e Br own. Char l ie de scribed t he heari ng i n t erm s o f its attempts to bri ne to t h e a tt entio nc of Fu+ ton County o ffi cial s t he i nade quacies of t he county's s urplus fo od pr oGrarn . At pre sent the Food VJarehouse i s open t o t he publ i c b etwe en the hours o f 9 a . m. and 4 p .m. As Char li e pointed out, it is dur i ng these hours that the peopl e who ar~ dependen t on surplus food fo r exi stence need to be on the job. The f ood pro gram has only on e di stributi on point whic h often make s it very di ff ic ul t f or people who live i n the l a r c e met r opoli s of · Atl anta t o Get t o t he warehouse. \'/hen ask e d if th ere mi ght be other point s of !tis tribution made avai l able a11d more appropriate hours s chedul ed, o ff icial s o f the pr o gr am admitted that the fe a sibili ty o f s uc h plann i i1G had never been dis cussed . At t he he aring it was learned, too, t hat t he f ood pro s ram makes no att empt to me e t the spe ci al diet problems of i t s cus t omer s . ~efe rre d to by the offici als a s " recipi en ts ," a t erm 1,hich t o Char lie connot e s degradation , the people who depend on surplus f ood u s ually are peopl e who are s ick or undernouri s hed i n t he f irs t plac e . Several cas es were heard of peopl e who have received strict medical orders for special diets, eg. so dium di et s f or he a rt patien ts, whol e milk requirements f or cancer .patien t s , and who have been unable to mee t these diet s because of their dependency on a fo o d surplus program whic h is deaf to their needs. Charlie notes that there is no interaction at all between Grady Hospital and t he Food Warehouse whi ch could alleviate this situat ion. Another di s tnrbibg fact is that the Warehouse makes food pick-up avail abl e only once per month. Food issues wei gh 130 pounds for an average welfare fami l y t hus making transportation necessary. Cha rlie has r ecogni zed t he fact t hat taxicabs cost approximately $3 . 50 fo r an average t r i p to the warehouse, and f or each package an addi t ional $.75 is charged. For a fami l y dependent on surplu~ food , such money just fo r ~ae transpoFtat-i-on of that tee seem£ outrageous t o this intera. The Hunger and Malnutrition Hearing was sponsored by the Health, Education and Welfare Department and chaired by Mr. Maynard Jackson. Personal testimony was given by people 1·1ho Imo\'/ t he effects of hunger in Atlanta. Panels discussed the problems and directed their comments to Fulton County officials. It is hoped that from the uncovering of such inadequacies as those of the Commodity Foods program some relief will be found for the hungry people oi our city. �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. �_-- \ \ \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 �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 .. ,, , �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 �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 �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 �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 �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 �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 �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 �~ 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 �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 �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 �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 '" "" �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 �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 �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 �....--------------------~-------------------------· 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 �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 �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 � 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, Complete Folder Box 9 Box 9 Folder 5 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/ded1c9b5f5c0d49addcc3be53a25ea85.pdf 818fbb46241bc08170f529faeb823207 Scripto Transcription A written representation of a document. A RSPORT Cr THE STUDENT I l\'TER:·~SH IP PROG!v1J-'iS rn RESOURCE D~LOFi•E"JT SOUTHERi•J REG!ONAL EDLICATIOI~ BOARD RESQUBCE DEVELOPl'fNT PROJECT 1:50 s I XTH STP.':ET, i~I\!~ /\TLAi\lTA, Gi:ORG If. 3J3J.) �TABLE OF CONTENTS INTERNSHIP PROGRAM BROCHURE INTRODUCTION · • • e .. • o 1 PARTICIPANTS 2 PROJECT SUBJECTS . 2 1968 SUMMER INTERN ASSIGNMENTS SITES . 3 SEMINARS AND i'llEETINGS 4 FINAL REPORTS 5 ACADEMIC YEAR INTERNS • . 5 VARIETY OF APPROACHES • • • 5 EVALUATION NOTES • 7 I NTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATI ONAL OPPORTUNITIES .11 APPENDIX . . . Aca demi c Year Compendi um Stat i stical Summary �SOUTH N REGIONAL EDUCA 10 BOARD Int rnships in Resource De e op nts 1968 GENERAL INFORMATION The Resource Development Project of the Southern Regional Education Board is offering summer internship appointments to a limited number of college juniors, seniors and graduate students who demonstrate an interest in the processes of social and economic change. The program is designed to provide service-learning experiences for students through assignments to specific projects of development agencies, community action programs, and to other local or regional organizations concerned with the problems of developmental change. Projects to wh ich interns are assigned are selected and structured to ach ieve several goals : (1) T o give immediate manpower assistance through the work of students to economic and social development agencies. (2) To provide constructive service opportunities for students seeking to participate in the solution of social and economic problems. (3) To encourage young people to consider careers and citizen leadership roles in programs of development and to provide a pool of trained personnel for recruitment by sponsoring agencies. (4) To give students in social sciences and related studies a more relevant and meaningful education and training in the complexities of resource development. (5) To provide additional avenues of communication between institutions of higher learning and programs of social and economic development by making the resources of the universities and colleges more accessible to the community and keeping curriculum, teaching and research relevant to societal needs. PROGRAM OPERATION projects with a minimum of supervision and direction. Each intern participates in an orientation program and at least one seminar on resource development during his appointment. A written report is required of each intern upon completion of the project. u FINANCIAL CONSIDERATIONS A stipend of $65 per week for undergraduates and $75 per week for graduate students is paid to each intern for a 12-week assignment period. The first payment is made upon initiation of the project and final payment is made upon completion of the final report. A travel and miscellaneous allowance of up to $200 is available to each intern. On-the-job t ravel is reimbursed at 8 cents per mile. Housing and food arrangements are the responsibility of t he intern. REQUIREMENTS Interns must have completed at least t wo years of college prior to beginning their assignments. They must have demonstrated high academic achievement, maturity, writing ability and be capable of independent work. They must be citizens of the United States, in good health and free to spend full time in the area of assignment for the 12-week internship period. APPLICATION Interns apply to designated persons of the participating university or college or may send forms to the address below. Applications are available from the SREB Resource Development Project. Appointments are made beginning in April, and summer interns normally begin working in June. PROGRAM SPONSORSHIP Each intern is guided by a project committee consisting of at least one representative of the local organization, a university representative appointed as a counselor, and a technical adviser- usually from the sponsoring agency. The project committee assists in defining specific objectives and suggests approaches to operation at the initiation of each project. Interns, however, plan and carry out assigned Financial support is provided by federal agencies interested in economic development, resource development, community action and related fields. During the summers of 1966 and 1967, internships were supported by the Tennessee Valley Authority; the Economic Development Administration of the U. S. Department of Commerce; the Office of Economic Opportunity, and the U. S. Department of Labor. ADDITIONAL INFORMATION SOUTHERN REGIONAL EDUCATION BOARD Campus representative: Resource Development Project 130 Sixth Street, N. W. Atlanta , Georgia 30313 Phone: (404) 872-3873 �PS UR Resource Development ProJect Southern Regional Education Board DEVELOPMENT 1968 • A 12-WEEK SUMMER PROGRAM FOR COLLEGE JUNIORS, SENIORS AND GRADUATE STUDENTS TO WORK WITH DEVELOPMENT AGENCIES AND COMMUNITY ACTION PROGRAMS IN THE SOUTH. • $65 PER WEEK FOR UNDERGRADUATE STUDENTS. • $75 PER WEEK FOR GRADUATE STUDENTS. • LIMITED TRAVEL AND MISCELLANEOUS EXPENSES. SOUTHERN REGIONAL EDUCATION BOARD SREB was established in 1949 under interstate compact, now ratified by t he legislatures of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Mississippi, North Carolina, Oklahoma, South Carolina, Tennessee, Texas, Virginia, and West Virginia. SREB aids in t he social and economic advancement of t he Sout h by assisting states to improve the quality of higher education ... provide the widest opportunity possible in higher education . . . build educational programs which meet t he social and economic needs of the region. SREB is devoted to helping Southern colleges build high quality research and education programs . . . by providing regional support and utilization of advanced programs . .. and avoiding unnecessary duplication of facilities among the compact states. (over) �INTRODUCTION Internship assignments were arranged for 151 students during the summer of 1968 by the Resource Development Project of the Southern Regional Edu~aticr~ Board. Interns were appointed in each of the 15 member states of SREB, in- volving 109 local, state and regional agencies and 69 s.:mthern collP-ges a1~.i universities. All internship projects were concerned with developmental problems ani:l opportunities in the region, and were conducted in the context of SP.EB's service-learning internship model. Tb.ese 1968 internships were technically in four separc.t e programs, ea cb sponsored by a different federal or state agency. Agency sponsorship deter- mined the general focus of the projects and t be types of crgani zat ions to which i nterns were as signed. Although major financial support for the internships came through t he four fe deral grants or contracts, a variety of local, state and r egi orn.J. organizations also provided financia l support. The major sponsors ,K:,r-:.: Economic Development Administrati on Office of Program Analysis and Economic Re.~E8Xch Economic Development Administration Office of Technical Assistance Off ice of Economic Opportunity Cormnuni ty Action Program Tennessee Valley Authority Office of Tributary Al·ea Development State, local a.nd regional agencies supporting interns i:ncl·,1de: Appal achian Regional Commission: Tennessee The City of Atlanta Coe.stal Plains Regional Commission North Carolina State Planning Task Force Tennes r.2e Office of Economic Opportuni'cy Fifteen .~ rea Planning and Deve l opment Comm5.ssions : Ge or gia �2 Administration by the Southern Regional Education Boar d all owed for coordination of all internships into a single program. This uni fied approach provided for economy and efficiency in management and emphasized the related r oles of various programs and agencies in the t otal development pictur e. PARTICIPANTS Internships were extended to include three states and 39 academic institutions not previously parti cipating . Over 600 individuals participated i n the progr am duri ng t he summer and aca demic year. Summer 1968 Academic Year 68--69 Interns Local Agency Committee Members Faculty Counselors Technical Repre sent atives Total Participants 151 116 106 178 551 21 8 12 11 52 Totals 172 124 118 18q 6c,._ 3 PROJECT SUBJECTS Project subj ects, identified by host agencies, continued to refle ct a wide variety of topic s . Project subj ect areas that previously interns h,::-_d not been asked t o exami ne incl uded : Economi c Impact of Coll ege on Community OB-GYN Service Delivery of Publ ic Hospita l Headstart Training in Rural Area Small Business Administration Assistance in Mississippi Census of Mississippi City Neighborhood Yout h Corps Evaluation Study of Dyslexia and School Dropouts Profile of Seafood Processing Industry in two North Carolina Counties Family Planri.ing Assistance and Review Comprehensive Health Planni ng Assistance Aid for the Elderly High School Counseling Assistance with Rural Co-ops These topics, in addition to the t raditional project categories, continue to suggest that student manpower is capable of assisting with a great variety of societal problems, a.nd that their services can be applied wii:.h insight and skill . ( See Summer 1968 Bibliography. ) �1968 SUMMER INTERN ASSIGNMENT SITES e e e ao t 0 e eo e tt 00 ee 0 0 e eeee e eee eeeo eeo eee ee e e 0 e e 0 ee e e ee a - Appalachian Regional Commission e - Economic Development Administration o - Office of Economic Opportunity t - Tennessee Valley Authority e e ee ee �SEMINARS AND MEETINGS Counselor Seminars were conducted in Memphis and Atlanta to acquaint faculty participants with program objectives and operations, federal agency sponsors and the roles of counselors. Sixty professors attended. Intern Seminars were arranged for student participants to explore developmental and educational objectives. Eighty-two percent of the ::.nterns attended at least one seminar. INTERN SEMINAR ATTENDANCE--SUMMER 1968 Atlanta (July 18-19) Charleston (July 22-23) Louisville (July 18-19) New Orleans (July 21-22) Memphis (July 24-25) Washington, D.C. (July 28-30) Totals OEO EDA TVA 5 7 3 16 9 14 12 13 14 78 3 2 1 6 4 10 35 2 2 10 1 1 24 18 18 18 19 27 124 In November, a Review Conference brought together 30 :representatives of sponsoring federal agencies, state agencies, university officials, studen-:;s and local developmental agencies to critically examine the Southern Regional Education 13oard's.Resourc€:! Development· Interni:;;hip Programs. /Donald Eberly ' s "Di&koni a Paideia" paper reports on the substantive i s S-V'= S discllssed du:: i.n13 t h~s conference.) Experimental interdisciplinary seminars were conducted by Memphis State Ur: j_•rersity and the University of Tennessee for interns participating in internships in their area. The seven Memphis State University interns were enrolled in a seminar course for six credit hours. assigned to OEO, EDA and TVA related agencie s. The se j,ter~s were The seminar met weekly and us2d the i ntern assignment s as primary subject matt er for discussion . �5 Interns appointed in the East Tennessee a r ea attended thr ee semine.rs on resource development in July, August and October on a non-credit basis. 1'hese were arranged through the Political Science Department of the University of Tennessee. £INAL REPORTS One hundred twenty-eight final reports prepared by interns have been reproduced, with 11 not yet completed. Several· reports represent team eff orts. Reports have been provided to sponsoring federal agency reprPRentatives as they have been completed. Local distribution of reports has been arranged b:r t be host agency representatives. printing several intern reports. Requests ha ve been received for re- (See Summer 1968 Bibliogra.phy .) ACADEMIC YEAR INTERNS--1968-69 Internship assignments were arranged for 21 students during the aca demic year of 1968-69. These interns were appointed on a part-time basis and in- volved 16 colleges and universities and eight local, state and r egiona l ag~::ncies. A compendium of these assignments is in t he Ar -p endix . 'lAR IET'I OF APPROACHES Extending beyond the one intern from one uni ver;:,i t y to worL on a singJ.e problem with a single agency, a variety of approaches to r esour ce devel opme~t inter nships chara cterized the 1968 summer progr runs. (1) A statewide project to colle ct and analyze data on muni c i pal and count y gover nment f i nancial status was completed in cooperat ion with t he Georgi a Muni cipa l As sociation, Georgia Ar ea Planning and Development Comm.iss i ons, Count y Commissioner's Association and nine state college s and univers i ties in Georgia. Twenty- eight inte r ns used a standard data coll ect ion procedure for obt a i ni ng basic data which was i n t urn sent to Georg i a Munici pal �6 Association for computer processing . This infor mation has provided the basic content of GrrlA' s data bank for service to Georgia communities and agencies. L~ addition, each intern prepared a specia l report on one facet of local government for the participating Area Planning and Development Commission. (See Bibliography.) (2) Four interns were appointed on part-time bases during the spring semester to develop their projects in more deta il pr ior to initiating a full-time summer commitment. Advantages of such an approach ar e clear er project definition, earlie r university involvement and a longe r time period for the project. (3) Georgia Area Planning and Development Commissions and other host agencies participated in a cost-sharing arrangement for the parti~l suppor t of internships. (4) Three interns worked with the Atlanta Model Cities Progr am . Two l:::.:.~d.scape architecture undergr aduates from the Universit y of C-eo:v.·gi a were supported directly by the City of Atlant a with educational overhead being covered by SREB from EDA funds. The third intern was supported with OEO funds with the cooperation of Economi c Opportunity Atlanta. (5) project: In several proje cts, a team of interns collaborated on a single Three Ea st Carolina University int e rns prepared an extensive economic ba se study f or a four county ar ea in Ea ster n North Carolina. Two Univer sity of Kentucky Law students worked with Legal Aid efforts i n Lexington> Kent ucky . In Little Rock , Arkansa s, t wo University of Ar ko.nsa.s medi ca l students conducte d a t horough r evi ew of outpatient pr acti ce s of t he OB-GYN Section . Impr oved se rvice s have s :.nce be en repor t ed . A study of Negro ent repreneurs i n thz·ee Southwest Mi ss i s sip:i;,i countie s was completed by joint wor k of an Al cor n A & M st udent and a Univers ity of Souther n Mi ss i s s ippi student. Manpower pro j ects in North Ca rolina and Ge or gi a were done by teams of two int erns each . (6 ) A former intern (James Wi l son , TVA 1 66 ) s erved as a counse lor for an EDA i nte r n i n Virgi ni a . (7 ) Se veral agenc i es r equest ed extensions of pr ojects. (8) Five interns from the 1967 progr am period wer e appointed a s advanced 5-nterns duri ng the 1968 summer program. �7 EVALUATION NOTES All project committee members and interns were requested to evaluate the internship program and their particular project experience. were formulated by SR.EB and mailed to participants. Questions Ninety percent of the counselors prepared lengthy evaluation statements, and over 50 percent of the other committee members :responded . (1) Interns, counselors and all other project committee members indicated the worth of the intern 's project fo r the host a gency as follows: Interns Res:12. ~ Very valuable Of limited value No value or negative value Don't know 44 31 49.9 34.4 1 1.1 14 90 15. 5 Counselors Resp. % 26 17 52.0 34.o 55 30 .L 2.0 1 1.1 6 l?.O (, 6.5 50 Total Resp. _J;_,_ Local Re12s. Resu. % 125 55. 8 78 33 .6 59.7 32.6 3 ~;.6 92 J.. J i l ~ ~~ 232 (2) Learning dimens ions and e ducational va l ues indicate d. in the qvest.i.::-,n naires are very similar among interns, counselor s and committee menbers. Most frequently mentioned educational values were : 1. Part icipation with problem so l vl.ng or developmen~al process at many levels. 2. Better understanding of research, interviewing, analyzing and writing techniques . 3. Enhance d human relations ab ilities . 4. Motivation for educational and career goals . ( 3) I nterns responded to t he que stion, "How wi ll your internship rel at e to your a cademic program? (Check as many a s apply)" in the fo llowing way: 83 Interns Re sponding o/o of No. Complement classroom activities No direct relationship, just broaden background Help pr epare f or eventual career Research for advanced degree Othe r 42 41 29 9 2 50. 5 49.4 34 .8 10 .8 2.4 �8 (4) Sixty-five percent of the interns responding to a question asking f or recommendation on curriculum change recommended offering wide variety of courses that require field work experience with concrete societal problem. (5) Based on responses received, about 30 percent of the 1968 su,.•nmer interns received academic credit for their internship activity. Course credit ranged from one hour to 10 4ours credit for required field experience. (6) The following quotes from evaluation materials indicate that basic objectives and operational procedures remain ·worthwhile and fUnctional. J..o give immediate manpower assistance to de velopment agencies and provi~e constructive service opportunities for students. "Mr. Bigner established and conducted an in-service training program for Head Start which will be continued and enlarged upon as time progresses." (Les Montgomery, 0E0 Project Committee Member) "It (the intern's report) has been of tremendous help to us in evaluating the goals of our organization. The report will be widely distributed and studied throughout our organization and used as a future policy guide." (R. Kirksey, EDA Project Committee Member) " . . . my work on this project provides them (agency) with signif:'..cant information relative to their obj e ctives of pr::-motin _, tourist nttre.ctions. Much unc oordinated. material has been arranged into the final report." (Kenny Smith, EDA Intern) "The intern compiled a Where to Turn Directory, a compilation of resources in Dade County, indexed in a simple way to make it especiall y useful for target area wor kers and residents." (Betty Lou Barbieri, 0E0 Project Committee Member) ,:'l'he r eport is to be used for educational purposes with governmental officials, thought molders in the community, and civic leaders who will T,rork for solution to the solid waste problem. 11 ( Clarence Streetman, TVA Project Committee Member) 1'£...~ncourage young people to consider careers and citizen leadership in prof1"3:.,s of development and to provide a pool of trained person."lel for recruitP':.~nt ~;z_sponsorina agencies. "The program has convinced me that a career in urban or regional planning is the one I would most like to pursue." (James Nic~1ol, TVA :i:ntern) "The internship program has caused me to take course s deal::.ng ·with social and economic problems in my academic studies this year . . . I have decided definitely upon a career dealing with some phase of community development. " (Betty Dwight, 0E0 Intern) �9 "I have learned different aspects of resource development that I never saw before. I have been thinking seriously of changing majors if I don't lose too many credits. I feel that I would enjoy planning work." (Raymond S. Cannon, EDA Intern) "It has influenced my thinking to the extent that I am now considering taking Urban and Regional PlaI:¥1ing in Graduate School, instead of Economics." (Richard V. Dunn, EDA Intern) To give students in social sciences and related studies a more relevant and meaningful education in the complexities of !esource development. "I have learned more through my internship than through any previous college or work experience . . . It has strengthened my dedi cation t o the field of social sciences." (Stuart A. Bach, OEO Intern) "I now view this program as a valued part of the needed effort t o have each and every person develop to the fullest his potentia l with a feeling of responsibility to the society which made that deve lopment possible. ( Carol Brumby, EDA Counselor ) "The most s ignificant part of the internship project is that -young men and women are given the opportunity t o ma t ur-= to fac ·~ r e 2.lity and t o be ready to enter the world realizing t hat t hey have civic obli gations as well as se l f ish obli gations. 11 (Thoma s W. Willis , EDA Cour..se lor ) "I l earned about what goes on in the world other than that which i s immediat e ly linked t o my 18 stra i ght year s of education." (Thoma s J. Blystad, EDA Intern) "I l earned how to work with people more e ffectivel y ; something t hat I coul d neve r have learned i n a cl as s room ." (Tommy Austin, TVA I 1;tern ) Jo ~rovi ~~ addit ional a venue s of communication between institutions of hi ghe r l earni ng and progr ams of socia l and economic development. "We have now established wor ki ng r e l ationships with th8 univers ity ' s Depar t ment of Home Economi cs through Bigner ' s wor k he!'e ." (Le s Montgomery, OEO Project Committee Member ) "Thi s experience has gotten our foot subst a ntia lly into the door c f the UNC Popul ation Center . . . Thei rs i s a big operat ion and a l rea dy we ar e maki ng f ull use of t he i r audio-visual s ection, and hope to ha ve t raining further augmented by them after t heir training sub commi ttee f ormul at es pl ans. Your program gave me new i nsi ght s ." (Leon Mann, OEO Proj ect Commit tee Member ) "An import ant secondary benefit to the agency as well as the university has been that these t wo i nstitut ions have been brought i nto a mea ningfu l contact, which may lead t o fruit ful cooperat ion in the future." ( Sagar Jain, OEO Counsel or ) �10 "On the basis of this experience, c:::-edit will be given for future internship activity. Under study is a plan to conduct all summer school architectural design activity much like an internship program with field work and independent study as the basis for other course effort." (Anders J. Kaufmann, OEO Counselor) Counselor comments on the most significant part of the internship program. "This opportunity to gain insight, first-hand, into the complex problems of human and physical resource utilization and development is one of the most significant contributions of the internship program. 11 (James D. Wilson, EDA Counselor) 11 The most significant part of the entire program was the scheduled and unscheduled meetings." (Bill R. Darden, EDA Counselor) "The opportunity for students to become exposed to an action setting, to work largely on their own but with counseling available, and the opportunity to be freed of course and grading requirements are the most significant parts of the internship. Not to be overlooked, however, are the reciprocal benefits which accrue to faculty counselors who observe student growth and to agency persons who have opportunity to learn what students a re interested in and capable of doing." (Daniel F. Hobbs, Jr., OEO Counselor) "Action, man , action--student a ction, without the confinet"!ents of the curriculum and the clas sroom, against which r ebellion is over due . Self -det e rmination , sel f -reliance, self- imagi nation, se l f - ingenuity, self-responsibility, self-etc. 11 (Robert M. Viles, OEO Counselor) " . . . The most significant part of the internship pr ogram is the opportunity for students t o participa t e in situations r e l ated t o but often not ava ilable in the academic atmo spher e . By be i ng i nvol ved i n service activitie s , students are sensit ized t o t he needs and problems of t heir community and the society as a whole . ff (Mason Willrich, OEO Counsel or) �ll INTERNS INTERESTED I N RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES Interns, upon completion of their assignments , are a sked about their interests i n re ceiving inf orme.tion rela ted to employment or education opportunities·in resource development. Since 87 percent responded affir- mat ively, a listing of these former interns, indicating their present position and/or a cademi c background and t he i r SREB internshi p as signment particulars has been compiled. Individuals are listed by academic ba ckgrounds , which include l aw , economics, liberal arts, medicine, political scie nce, social science s , business and nat ural sciences . This listing is provided to developmental agency empl oyers and educational insti tutions . CASE STUDIES OF SELECTED INTERNSHIPS Case study brochures have been prepared to i llustrate t he scope and nature of resource development internships. The case study include s a E:t atement of the intern ' s project subject; a note on the intern ; a bri e f de s cription of the project activity ; and notes on the final r epor t and f o2low-up results. � 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 MANPOWER FOR DEVELOPMENT 190S A REPORT OF THE STUDENT INTERNSHIP PROGRAMS IN RESOURCE DEVELOPMENT SOUTHERN REGIONAL EDUCATION BOARD RESOURCE DEVELOPMENT PROJECT SIXTH STREET» ial! ATLANTA, GEORGI/, 303 TABLE OF CONTENTS INTERNSHIP PROGRAM BROCHURE . INTRODUCTION « « «0 © ase o + PARTICIPANTS» oy sa: 2: cnpst (eta gel nc loyt owen oy co PROJECT SUBJECTS. . ... 1968 SUMMER INTERN ASSIGNMENTS SITES. SEMINARS AND MEETINGS ...... PINAt REPORTS: o0at ss 5 20s « SS Sede G8 ACADEMIC YEAR INTERNS . . . 2.2. -. «sees VARIETY OF APPROACHES . . 1.2. see eee EVALUATION NOTES .-. . 0 « we © # @ we INTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES . APPENDER 3, 5. at Gs. old: gee 4k woh Academic Year Compendium ‘ Statistical Summary JIwiwiw Fr Ww oil  eri iT wil - a mt m i - va . oUt thi Gav PAE AL i sh Biggs i ea | TIGN BOARD | ; un ee “hal GD srk internships in Resource e Developments 1968 GENERAL INFORMATION The Resource Development Project of the Southern Regional Education Board is offering summer intern- ship appointments to a limited number of college juniors, seniors and graduate students who demon- strate an interest in the processes of social and economic change. The program is designed to provide service-learning experiences for students through as- signments to specific projects of development agen- cies, community action programs, and to other local or regional organizations concerned with the prob- lems of developmental change. Projects to which interns are assigned are selected and structured to achieve several goals: (1) To give immediate manpower assistance through the work of students to economic and social development agencies. (2) To provide constructive service opportunities for students seeking to participate in the solution of social and economic problems. To encourage young people to consider careers and citizen leadership roles in programs of development and to provide a pool of trained personnel for recruitment by sponsoring agencies. (3) To give students in social sciences and related studies a more relevant and meaningful educa- tion and training in the complexities of re- source development. (4) To provide additional avenues of communica- tion between institutions of higher learning and programs of social and economic development by making the resources of the universities and colleges more accessible to the community and keeping curriculum, teaching and research relevant to societal needs. (5) PROGRAM OPERATION Each intern is guided by a project committee con- sisting of at least one representative of the local organization, a university representative appointed as a counselor, and a technical adviser—usually from the sponsoring agency. The project committee assists in defining specific objectives and suggests ap- proaches to operation at the initiation of each proj- ect. Interns, however, plan and carry out assigned projects with a minimum of supervision and direc- tion. Hach intern participates in an orientation pro- gram and at least one seminar on resource develop- ment during his appointment. A written report is required of each intern upon Se of the project. FINANCIAL CONSIDERATIONS A stipend of $65 per week for undergraduates and $75 per week for graduate students is paid to each intern for a 12-week assignment period. The first payment is made upon initiation of the project and final pay- ment is made upon completion of the final report. A travel and miscellaneous allowance of up to $200 is available to each intern. On-the-job travel is reim- bursed at 8 cents per mile. Housing and food arrange- ments are the responsibility of the intern. REQUIREMENTS Interns must have completed at least two years of college prior to beginning their assignments. They must have demonstrated high academic achieve- ment, maturity, writing ability and be capable of independent work. They must be citizens of the United States, in good health and free to spend full time in the area of assignment for the 12-week internship period. APPLICATION Interns apply to designated persons of the partici- pating university or college or may send forms to the address below. Applications are available from the SREB Resource Development Project. Appoint- ments are made beginning in April, andsummer interns normally begin working in June. PROGRAM SPONSORSHIP Financial support is provided by federal agencies interested in economic development, resource de- velopment, community action and related fields. During the summers of 1966 and 1967, internships were supported by the Tennessee Valley Authority; the Economic Development Administration of the U.S. Department of Commerce; the Office of Eeonom- ic Opportunity, and the U. S. Department of Labor. ADDITIONAL INFORMATION Campus representative: SOUTHERN REGIONAL EDUCATION BOARD Resource Development Project 130 Sixth Street, N. W. Atlanta, Georgia 30313 Phone: (404) 872-3873 Resource Development Project Southern Regional Education Board SOUTHERN REGIONAL EDUCATION BOARD IN RESOURCE - DEVELOPMENT 1968 e A 12-WEEK SUMMER PROGRAM FOR COLLEGE JUNIORS, SENIORS AND GRADUATE STUDENTS TO WORK WITH DEVELOPMENT AGENCIES AND COMMUNITY AC- TION PROGRAMS IN THE SOUTH. e $65 PER WEEK FOR UNDERGRAD- UATE STUDENTS. e $75 PER WEEK FOR GRADUATE STUDENTS. e LIMITED TRAVEL AND MISCEL- LANEOUS EXPENSES. SREB was established in 1949 under interstate compact, now ratified by the legislatures of Alabama, Arkansas, Florida, Georgia, Kentucky, Louisiana, Maryland, Missis- sippi, North Carolina, Oklahoma, South Carolina, Tennes- see, Texas, Virginia, and West Virginia. SREB aids in the social and economic advancement of the South by assisting states to improve the quality of higher education . . . provide the widest opportunity possible in higher education . . . build educational programs which meet the social and economic needs of the region. SREB is devoted to helping Southern colleges build high quality research and education programs . . . by providing regional support and utilization of advanced programs... and avoiding unnecessary duplication of facilities among the compact states. (over) INTRODUCTION Internship assignments were arranged for 151 students during the summer of 1968 by the Resource Development Project of the Southern Regional Educaticn Board. Interns were appointed in each of the 15 member states of SREB, in- volving 109 local, state and regional agencies and 69 southern colleges and universities. All internship projects were concerned with developmental problems and opportunities in the region, and were conducted in the context of SPEB's service-learning internship model. These 1968 internships were technically in four separate programs, each sponsored by a different federal or state agency. Agency sponsorship deter- mined the general focus of the projects and the types of organizations to which interns were assigned. Although major financial support for the internships came through the four federal grants or contracts, a variety of local, state and regionsa1. organizations also provided financial support. The major sponsors were: Economic Development Administration Office of Program Analysis and Economic Research Economic Development Administration Office of Technical Assistance Office of Economic Opportunity Community Action Frogram Tennessee Valley Authority Office of Tributary Area Development State, local and regional agencies supporting interns include: Appalachian Regional Commission: Tennessee The City of Atlanta Coastal Plains Regional Commission Nerth Carolina State Planning Task Force Tennessee Office of Economic Opportunity Fifteen Area Planning and Development Commissions: Georgia Administration by the Southern Regional Education Board allowed for coordination of all internships into a single program. This unified approach provided for economy and efficiency in management and emphasized the related roles of various programs and agencies in the total development picture. PARTICIPANTS Internships were extended to include three states and 39 academic institutions not previously participating. Over 600 individuals participated in the program during the summer and academic year. Summer 1968 Academic Year 68-69 Totals Interns 151 el 172 Local Agency Committee Members 116 8 12h Faculty Counselors 106 12 118 Technical Representatives 178 il 189 Total Participants 551 52 603 PROJECT SUBJECTS Project subjects, identified by host agencies, continued to reflect a wide variety of topics. Project subject areas that previously interns had not been asked to examine included: Economic Impact of College on Community OB-GYN Service Delivery of Public Hospital Headstart Training in Rural Area Small Business Administration Assistance in Mississippi Census of Mississippi City Neighborhood Youth Corps Evaluation Study of Dyslexia and School Dropouts Profile of Seafood Processing Industry in two North Carolina Counties Family Planning Assistance and Review Comprehensive Health Planning Assistance Aid for the Elderly High School Counseling Assistance with Rural Co-ops These topics, in addition to the traditional project categories, continue to suggest that student manpower is capable of assisting with a great variety of societal problems, and that their services can be applied with insight and skill. (See Summer 1968 Bibliography. )  1968 SUMMER INTERN ASSIGNMENT SITES e e t eo 00 tlt ee ee oO bp sh eo ef e 665 , 5 eee e © ee oO C e€& e€ e oO e e 2 ee Te. a ee a - Appalachian Regional Commission e - Economic Development Administration 0 - Office of Economic Opportunity t - Tennessee Valley Authority SEMINARS AND MEETINGS Counselor Seminars were conducted in Memphis and Atlanta to acquaint faculty participants with program objectives and operations, federal agency sponsors and the roles of counselors. Sixty professors attended. Intern Seminars were arranged for student participants to explore devel- opmental and educational objectives. LHighty-two percent of the interns attended at least one seminar. INTERN SEMINAR ATTENDANCE--SUMMER 1968 OBO EDA TVA ARC TOTAL Atlanta (July 18-19) 5 16 3 : oh Charleston (July 22-23) 7 9 2 - 18 Louisville (July 18-19) 3 14 1 - 18 New Orleans (July 21-22) 6 12 - - 18 Memphis (July 24-25) 4 13 2 ~ 1 Washington, D.C. (July 28-30) 30: 2. 2 a {27 Totals 35 78 10 1 124 In November, a Review Conference brought together 30 representatives of sponsoring federal agencies, state agencies, university officials, students and local developmental agencies to critically examine the Southern Regional Education poard's.Resource Development’ Internship Programs. {Donald Fberly's "Diakonia Paideia" paper reports on the substantive issves discussed during iis conference.) Experimental interdisciplinary seminars were conducted by Memphis State University and the University of Tennessee for interns participating in internships in their area. The seven Memphis State University interns were enrolled in a seminar course for six credit hours. These interns were assigned to OHO, EDA and TVA related agencies. The seminar met weekly and used the intern assignments as primary subject matter for discussion, Interns appointed in the East Tennessee area attended three seminars on resource development in July, August and October on a non-credit basis. These were arranged through the Political Science Department of the University of Tennessee. FINAL REPORTS One hundred twenty-eight final reports prepared by interns have been reproduced, with 11 not yet completed. Several reports represent team efforts. Reports have been provided to sponsoring federal agency representatives as they have been completed. Local distribution of reports has been arranged by the host agency representatives. Requests have been received for re- printing several intern reports. (See Summer 1968 Bibliography. ) ACADEMIC YEAR INTERNS--1968-69 Internship assignments were arranged for 21 students during the academic year of 1968-69. These interns were appointed on a part-time basis and in- volved 16 colleges and universities and eight local, state and regional agencies. A compendium of these assignments is in the Appendix. VARIETY OF APPROACHES Extending beyond the one intern from one university to worl: on a single problem with a single agency, a variety of approaches to resource development internships characterized the 1968 summer programs. (1) A statewide project to collect and analyze data on municipal and county government financial status was completed in cooperation with the Georgia Municipal Association, Georgia Area Planning and Develcpment Commis- sions, County Commissioner's Association and nine state colleges and univer- sities in Georgia. Twenty-eight interns used a standard data collection procedure for obtaining basic data which was in turn sent to Georgia Municipal Association for computer processing. This information has provided the basic content of GMA's data bank for service to Georgia communities and agencies. In addition, each intern prepared a special report on one facet of local government for the participating Area Planning and Devel- opment Commission. (See Bibliography. ) (2) Four interns were appointed on part-time bases during the Spring semester to develop their projects in more detail prior to initiating a full-time summer commitment. Advantages of such an approach are clearer project definition, earlier university involvement and a longer time period for the project. (3) Georgia Area Planning and Development Commissions and other host agencies participated in a cost-sharing arrangement for the partial support of internships. (4) Three interns worked with the Atlanta Model Cities Program. Two landscape architecture undergraduates from the University of Georgia were supported directly by the City of Atlanta with educational overhead being covered by SREB from EDA funds. The third intern was supported with CEO funds with the cooperation of Economic Opportunity Atlanta. (5) In several projects, a team of interns collaborated on a single project: Three East Carolina University interns prepared an extensive economic base study for a four county area in Eastern North Carolina. Two University of Kentucky Law students worked with Legal Aid efforts in Lexington, Kentucky. In Little Rock, Arkansas, two University of Arkansas medical students conducted a thorough review of outpatient practices of the OB-GYN Section. Improved services have since been reported. A study of Negro entrepreneurs in three Southwest Mississippi counties was completed by joint work of an Alcorn A & M student and a University of Southern Mississippi student. Manpower projects in North Carolina and Georgia were done by teams of two interns each. (6) A former intern (James Wilson, TVA '66) served as a counselor for an EDA intern in Virginia. (7) Several agencies requested extensions of projects. (8) Five interns from the 1967 program period were appointed as advanced interns during the 1968 summer program. EVALUATION NOTES All project committee members and interns were requested to evaluate the internship program and their particular project experience. Questions were formulated by SREB and mailed to participants. Ninety percent of the counselors prepared lengthy evaluation statements, and over 50 percent of the other committee members responded. (1) Interns, counselors and all other project committee members indi- cated the worth of the intern's project for the host agency as follows: Interns Counselors Local Reps. Total Resp. % Resp. % Resp. —% Resp. % Very valuable yh 49.9 26 52.0 55 59.7 125 55.8 Of limited value 31 34.4 17 —- 34.0 30 32.6 78 33.6 No value or negative value 1 121 i 2.0 1 U2 3 1.3 Don't know vio 16.56 Geo) 6686 LD 90 50 92 232 (2) Learning dimensions and educational values indicated in the questicn- naires are very similar among interns, counselors and comnittee members. Most frequently mentioned educational values were: 1. Participation with problem solving or developmental process at many levels. 2. Better understanding of research, interviewing, analyzing and writing techniques. 3. Enhanced human relations abilities. 4. Motivation for educational and career goals. (3) Interns responded to the question, “How will your internship relats to your academic program? (Check as many as apply)" in the following way: % of 83 Interns No. Responding Complement classroom activities he 50.5 No direct relationship, just broaden background kl 49.4 Help prepare for eventual career 29 34.8 Research for advanced degree 9 10.8 Other 2 2.4 (4) Sixty-five percent of the interns responding to a question asking for recommendation on curriculum change recommended offering wide variety of courses that require field work experience with concrete societal problen. (5) Based on responses received, about 30 percent of the 1968 summer interns received academic credit for their internship activity. Course credit ranged from one hour to 10 hours credit for required field experience. (6) The following quotes from evaluation materials indicate that basic objectives and operational procedures remain worthwhile and functional. Zo give immediate manpower assistance to development agencies and provide constructive service opportunities for students. "Mr. Bigner established and conducted an in-service training program for Head Start which will be continued and enlarged upon as time pro- gresses." (Les Montgomery, OEO Project Committee Member) "It (the intern's report) has been of tremendous help to us in eval- uating the goals of our organization. The report will be widely dis- tributed and studied throughout our organization and used as a future policy guide." (R. Kirksey, EDA Project Committee Member) " -my work on this project provides them (agency) with significant information relative to their objectives of promoting tourist avtrac- tions. Much uncoordinated material has been arranged into the finel report." (Kenny Smith, EDA Intern) "The intern compiled a Where to Turn Directory, a compilation of re- sources in Dade County, indexed in a simple way to make it especially useful for target area workers and residents." (Betty Lou Barbieri, OEO Project Committee Member) "The report is to be used for educational purposes with governmental officials, thought molders in the community, and civic leaders who will work for solution to the solid waste problem." (Clarence Streetmsan, TVA Project Committee Member) Jo_ encourage young people to consider careers and citizen leadership in pro- pres of development and to provide a pool of trained personnel for recruit- mant by sponsoring agencies. "The program has convinced me that a career in urban or regional planning is the one I would most like to pursue." (James Nichol, TVA Intern) "The internship program has caused me to take courses dealing with social and economic problems in my academic studies this year. . .I have decided definitely upon a career dealing with some phase of community development." (Betty Dwight, OEO Intern) "I have learned different aspects of resource development that I never saw before. I have been thinking seriously of changing majors if I don't lose too many credits. I feel that I would enjoy planning work." (Raymond S. Cannon, EDA Intern) "It has influenced my thinking to the extent that I am now considering taking Urban and Regional Planning in Graduate School, instead of Economics." (Richard V. Dunn, EDA Intern) To give students in social sciences and related studies a more relevant and meaningful education in the complexities of resource development. "I have learned more through my internship than through any previous college or work experience. . .It has strengthened my dedication to the field of social sciences." (Stuart A. Bach, OEO Intern) "I now view this program as a valued part of the needed effort to have each and every person develop to the fullest his potential with a feel- ing of responsibility to the society which made that development possible. . ." (Carol Brumby, EDA Counselor) "The most significant part of the internship project is thet young men and women are given the opportunity to mature to face reality and to be ready to enter the world realizing that they have civic obligations as well as selfish obligations." (Thomas W. Willis, EDA Counselor) "I learned about what goes on in the world other than that which is immediately linked to my 18 straight years of education." (Thomas J. Blystad, EDA Intern) "I learned how to work with people more effectively; something that I could never have learned in a classroom." (Tommy Austin, TVA Intern) To vrovide additional avenues of communication between institutions of higher learning and programs of social and economic development. "We have now established working relationships with the university's Department of Home Economics through Bigner's vork here." (Les Montgomery, OEO Project Committee Member) "This experience has gotten our foot substantially into the door of the UNC Population Center. . .Theirs is a big operation and already we are making full use of their audio-visual section, and hope to have train- ing further augmented by them after their training subcommittee formu- lates plans. Your program gave me new insights." (Leon Mann, OEO Project Committee Member) "An important secondary benefit to the agency as well as the university has been that these two institutions have been brought into a meaning- ful contact, which may lead to fruitful cooperation in the future." (Sagar Jain, OEO Counselor) 10 "On the basis of this experience, credit will be given for future internship activity. Under study is a plan to conduct all summer school architectural design activity much Like an internship program with field work and independent study as the basis for other course effort." (Anders J. Kaufmann, OEO Counselor) Counselor comments on the most significant part of the internship program. "This opportunity to gain insight, first-hand, into the complex problems of human and physical resource utilization and develop- ment is one of the most significant contributions of the intern- ship program." (James D. Wilson, EDA Counselor) "The most significant part of the entire program was the scheduled and unscheduled meetings." (Bill R. Darden, EDA Counselor) "The opportunity for students to become exposed to an action setting, to work largely on their own but with counseling available, and the opportunity to be freed of course and grading requirements are the most significant parts of the internship. Not to be overlooked, however, are the reciprocal benefits which accrue to faculty counselors who observe student growth and to agency persons who have opportunity to learn what students are interested in and capable of doing." (Daniel F. Hobbs, Jr., OEO Counselor) "Action, man, action--student action, without the confinements of the curriculum and the classroom, against which rebellion is overdue. Self-determination, self-reliance, self-imagination, self-ingenuity, self-responsibility, self-etc." (Robert M. Viles, OEO Counselor) ", . .The most significant part of the internship program is the opportunity for students to participate in situations related to but often not available in the academic atmosphere. By being in- volved in service activities, students are sensitized to the needs and problems of their community and the society as a whole." (Mason Willrich, OEO Counselor) IL INTERNS INTERESTED IN RESOURCE DEVELOPMENT EMPLOYMENT AND/OR EDUCATIONAL OPPORTUNITIES Interns, upon completion of their assignments, are asked about their interests in receiving information related to employment or education opportunities in resource development. Since 87 percent responded affir- matively, a listing of these former interns, indicating their present position and/or academic background and their SREB internship assignment particulars has been compiled. Individuals are listed by academic backgrounds, which include law, economics, liberal arts, medicine, political science, social sciences, business and natural sciences. This listing is provided to developmental agency employers and educa- tional institutions. CASE STUDIES OF SELECTED INTERNSHIPS Case study brochures have been pnepabed to illustrate the scone and nature of resource development internships. The case study includes a statement of the intern's project subject; a note on the intern; a brief description of the project activity; and notes on the final report and follow-up results.  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 4, Document 41 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/8b4ab7d837e951117d8a58bdd884a375.pdf 45ea86ba52a8e11067c907d9a1525e87 Scripto Transcription A written representation of a document. ~.· DIA KONIA PAIDEIA and the SO UTHE RN REGIO NAL EDUCATI ON BOARD RESOURC E DEVEL OPMENT INT ERNS HIP PROGR AM By Donald J. Ebe rl y The Resour c e De v elopm e nt Pro j ect of the Southern Re gi o na l Education Board o ff ers interns h ip app o intme nts to a I imited number of colle ge upp e rcl a s sm e_n and g raduate students who demonstrate an int e rest in the pr oce ss e s of social a n d econ o mic ch a n ge. The pr og ram is designed to · provid e service-learnin g e x peri e nc e s f o r students through assignments to specific projects of dev e l o pmental agencie s , community action pro g rams, a nd to oth e r l o cal, st a te, or r e g ion a l o r ga nizations conc e rne d with deve lo pment a l chan ge. Fi nanc i al s u p port i. s p r ovided by p ubl ic age n c i es i ntereste d in ec on o mi c de ve l opme nt, r eso ur ce de ve lopm e nt, co mmunity a ction a nd r e lated f i e ld s. The y includ e: Appalachian Re g i o na l Commission, Coas tal Plain s Reg ional Commis s ion, Economic Deve lopm e nt . Admini s tr a tion, Office o f Ec o no mic Opportuni ty a nd Te nn essee Valley Auth o rity. Th i s r e po rt, pr e pa red by Mr. Do na ld J. Ebe rl y, Ex e c ut ive Dir e ctor o f th e Nat ion a l Se rvi ce Sec r e t a ri a t, e v a lu ates th e SR EB Re s o ur ce Dev elopm en t Int e rn sh i p Pr og r ams and r eco mme nd s d i rec tio ns f o r f ut ur e se r vice l ea rnin g ac ti v ities. SO UTH ERN REG ION AL EDU CATI ON BOARD, Reso u rce Deve l o pment Pro j ect 130 S i xt h St ree t , N. W., Atl a nta, Geo r g i a 303 13 �DIAKONIA PAIDEIA AND THE RESOURCE DEVELOPMENT INTERNSHIP PROGRAMS Donald J. Eberly It is useless to try to report on SREB's Resource Development Internship Programs (RDIP) in one dimension, albeit that is the traditional approach taken to problem solving. done, we hire someone to do it. If we want a job If we want someone to learn, we teach him and thereby, the assumption goes, he learns. I .f we want to promote university-community relations, we establish a Committee for the Promotion of Relations between the University and the Community. But that kind of uni-dimensional approach just won't work with the Internship Program. However, it is reassuring to note that if we took a series of snapshots of the program along different axes, we would see everyday occurrences. Looking along one dimension, we would see a person doing a job; along another, a person l ea rning in the field of la w or economics; along another, a person experiencing I ife in a poverty area for the first time; along sti I I another dimension, a person deciding upon a career. The Ii s t And so on. is a I ong one. The beauty and strength of the RDIP is that al I these th ings can happen to the same person at the same time, for the int er nship co ncept r ejec ts the no tion that learning can o c c u r ~ at schoo l as firmly as it does the notion that a job is a job, and has no business be ing examined against the writings of Plato, or Spinoza, or Frost, or Keynes, or King. �Yet there seems t o be no wo rd or phras e th a t captures the essence of thi s kind of service-learning program. occas ions, On such it has been he lpful to borrow from ancient Greek, as Norbert Wiener did in coming up th e the word "cyb e rnetics," to tr y to s ymbolize the project. In this paper we use diakonia an d paideia, t wo Gr eek p hrases th a t carry wit h th em the concepts of teaching and of learning thr o ug h activity, a nd of a style ife gear e d to contributing t o th e welfare of others. In our special shorthand,then, this paper is a report on the diakonia piadeia concept as impl e mented and a dministered by th e RDIP. It is based o n the writer's inter v i ews with several o f the interns, counselors, governm e nt officials and administrators, his attendance at RDIP conferenc es in of confidential 19 6 7 and 1968 , his perusal reports of progr a m participants, and his deliberate exposure to the diak o nia piadeia concept for th e past two decade s . Unf o rtun ate ly, the med ium in wh i ch this report is r ende re d does not permit a s imult a neou s exa min a t i o n o f a l I aspects of th e co ncep t and th e program, so it wi I I l ook sepa r ate ly a t thr ee major compo nents: manpower for se rvi c e , th e l e a rnin g as pec t, and communityuniver s it y r e l at i o ns hips. ponents meet; th e future. Th e n it wi 11 exp lor e a r eas whe r e al I com - name l y , program balances and imba l ances, fundi ng, and Th e r epo rt ass um e s th e k ind of f am i I iarit y with the p r ogram th a t can be obta in e d by r ea d in g th e 1966 and 196 7 r epor t s of the RDIP . Manpower for Serv i ce A fundamenta l change that i s occ urring i n th e Amer i can concept of wo rk was emphas iz ed by th e in t e rn s in their app li c a tion forms 2 �- - - - - - - - - - - - - - - -- - - - - - - - -- - - - -- - -- - -- -- - - - -- - and evaluation reports. -- - - According to their statements, only three percent of the interns in 1967 and ments in order to get a job. 1968 sought internship appoint- The other 97 percent app Ii ed in order to: I. Relate academic theory to the real world 2. Contribute to developmental activities 3. Acquire research experience 4. Work with people 5. Help with career choice Traditionally, a job is something obtained to enable a person to make ends meet. One doesn't go to his job a minute early or re- main a minute overtime without remuneration. scorned. It is something to be One feels a sense of relief on Friday afternoon, and Monday morning is blue. Economists can control the flow of man- power into industries and services simply by regulating salaries and wages, because employees automatically seek the highest level of emoluments. John Kenneth Galbraith punctured this picture of a job when he noted, in The Affluent Society, that some middle-class college graduates would prefer low-pressure jobs in pleasant surroundings to better-paying jobs that involve high tension and time. long commuting It has been further punctured by some 25,000 Peace Corps Volunteers--most of them college graduates--who have sometimes chosen a primitive existence in a strange land at subsistent wages over more "attractive" offers at home. 3 And today it's being further - - ---. �deflated by thousands of ministers who turn down suburban churches for ghetto parishes, lawyers who choose legal aid help for the poor over prestige law firms, and business graduates who are more interested in a firm's social involvement than its corporate profits. Most interns appear to have similar attitudes. with meaning, where they can ~ They want a job learn and serve and work with people. The internship concept gives to government officials, private employers and educators an opportunity to transform the classical notion of a job into one that has the characteristics des~ribed above. Today's youth is searching for meaning and relevance and many have found that jobs can be structured to include these attributes by assigning much of the drudgery to automation. Many business and labor officials are actively concerned with restructuring jobs so that the worker performs more effectively and gains satisfaction from learning and serving. But there is I ittle evidence to suggest that the spirit which motivates such officials is at all pervasive, or that it stems from th a n a r eac ti o n to de ma nd s a nd e ve nt s . little more It s hould be c l ea r from r ece nt uph ea val s o n c ampu ses and in ma j o r c iti es th a t mo r e th a n "reacting" is required. Imagination and initiative is nee ded in the realm of tran s forming jobs into e x pe riences with greater meaning, relevance, and satisfaction for the worker. The intern- ship program offers an ideal setting . for such a transformation. Interns are y o ung . They possess the energy , imagination, ideal s a nd mo bi I it y of youth. Further, they serve only a short time ( 12 we ek s in the ca s e of RDIP) which permits a wide array o f e x peri me nts with little ri s k of loss from those which fail . 4 Als o, �internships occur at the inter f ace of the generati o n gap, and at a po int where the a c a demic world and the wo rld of wo r k meet. At t he same t i me, the in te rnship prog ram i s fa r fr o m et here a l Real wor k is done--real services performed. It was r eported. t hat research done by a two-man intern team was the basis of a $500, 0 00 g r a nt t o the ag e ncy where th e interns we r e eng a g e d. Anothe r 's r e - search contributed to passage of a new law in Tennessee which p ut contra Is on I oan sharks. We k now that in t erns under go rea I t r a in- ing and ca reer dev e lopment in t he fiel ds i n which t hey serv e . results can be seen in the intern's evaluation reports, Th ese in job offers received from their summer employers, and in changes in educational progr a ms s uch a s the s hift o f a law stud e nt's c aree r from c o r por ation l a w t o po ve rty l a w. With a firm foundation in manpower de velopment and accomplish- me nt o f us eful se rvice s , th e d iakonia pi ad ei a con cep t and th e RD IP's impl eme ntat i o n of i t g iv es t o da y's l ea de r s in bu s in es s, go v ernme nt, labor a nd education a model for the transformation o f the cla s sical notion of a j ob into one th at ha s me a nin g a nd rel e vanc e. I t al s o of f e r s a co nst ru ct iv e a lte rn ati ve t o t he co nfr o nt a t ion s t ak i ng p l ace ac ro ss t he nat i o n: pr ovid es in te rnship o pe nin gs for a l I y o ut h who s ee k t hem a nd a re wi I I in g t o pa rticip a t e. Wi th the c ha ng ing att i t u de toward jobs goes greater u npr ed ic t ab i I i t y abo ut j ob s . I t has rece ntly been reported th at 10 y ea r s ago ha l f of toda y' s jobs for co ll ege g radu ates d idn ' t e xis t . Whi l e we can g uess the f ut ure on the basis of extrapo l at i o n o f curre nt trends, hi sto r y s ug ges t s th a t mor e import a nt c r i t e r i a are sc i e ntifi c 5 �i discoveries and international events, ne it he r of which yield to ex trap o lation. We cann ot be very specific in att empt ing to define jobs that wi I I have to be performed in 1980. Hence it is a disservice to students and to society to regard th e tr a ining element of any educational program as a uni-dim ens ional assemb ly I in e operation. Rather, there must be several deg r ees of freedom within the training process to enabl e the stude nt to probe and explo re relat ed areas of interest, and to do so on his ow n initi ati v e . RD I P intern s seem to possess this freedom to a · greater degree than do their colleagues in other older intern programs. The traditional, voca tionally-orient ed int e rn pro grams (e.g., medicine, ed ucati on , publi c adm ini stration ) were seen by conferees a t a r ece nt RDIP Review Conference as over-programmed, offering too I ittle ex posure to o ther fi el d s , and g iving the int e rn I ittl e chance to free h im se lf from fee lin g l ike a s tudent. Th ere seems to have bee n v e ry I i tt l e mutual ex ploration be tween the RD I P orga ni ze rs a nd those who a dmini ster tradi tional intern ship p rogr ams. It would appea r t h a t both groups cou ld benefit from discussions and, perhaps, cooperati v e program s . Sim il a r exp l ora tor y discussions should occur with l eaders of stude nt- s ponsored co mmunity service project s, which ca n be found on mos t ca mpu se s . Typ ic a lly, th e s e are part-time pro g r a ms, with no academ i c credit given, with I ittl e academic conside r a ti o n of what i s observ e d whi l e serv ing, and with I ittle feedback t o the c las sroom. He r e aga in a l I partie s co u l d ben e fit from a mutu a l exp l o ration o f in t e r es t s a nd ac tivit i e s . 6 �One vital, unanswered question in the ma np owe r field ma ny jobs exist? is how Th is question should hav e high research priority becau se of its implications for the eventual magnitude of inter nship pro g rams. One or more smal I areas should b e s e lected and approaches made to al I organizations where int er n s might be placed t o determine how many co uld be used a nd i n what capacity . summer and academic yea r interns should be co ns id e red. Bo t h It is strongly suggested that this s urvey be I inked with a promis e of intern s for agenc i es which want them a nd are qua I ifi ed to r ece iv e them. Ju st another survey would mea n that some administrators would pul I numbers out of a hat or throw the s urv ey or out of the office in order t o get rid of a use l ess intrusion. To b e done properly, there mu st be c om- muni ty back ing, wide publicity, full s ur vey and , of co ur se , exp l a nat i o n, a c o mpr e hen s iv e intern s a nd funding. The Lea rning Dim e ns ion It i s wel I estab li shed that what is learn ed i n a n ed uc ationa l sett in g may bea r sma l I resemblance t o what i s t aught . An i nt e rn spe nd s ve ry I it t l e t im e i n a c l ass r oo m but mos t of the s um mer, wh e th e r he i s o n th e j ob , a t a coun se lin g sess i on , or in an int er n se min a r, is spe nt i n a l ea rnin g e nvironm en t. Th e same i s true of th e other fu l I-tim e par ti c i pa nt s , members of the SREB sta f f, and to a l esse r exte nt, of t he part-time pa rti c i pa nt s , th e cou n se l ors , s up erv i sors an d co nsu lt a nt s. Wha t , then, is l ea rn ed? Wr it te n rep o rt s and comments by a l I co nf erence pa rti c i pant s e mph as i ze th ese kinds of l ea rning: I. The part i c ipant l earns i nterpersona l s k i I l s whi ch c ontribute to be in g a n effec tive pe rs on, and discover s 7 �his strengths and weaknesses in sensitive situations. 2. 3. He learns the consequences of putting to the test his ideas conceived in a theoretical or vicarious setting. He learns how to identify a problem and bring appropriate resources to bear on its solution. 4. He learns what moves people and what prevents movement. 5. He learns something about the totality of facts and forces involved in resource development. 6. He learns strategies that can maximize service-learning opportunities for himself and others. 7. He learns some of the characteristics of the cooperative and competitive process and the strengths and wea·knesses of the two. 8. He learns that the actual accomplishment of something is inevitably more complex and difficult than is studying, planning, dreaming. 9. He learns how creative freedom and imaginative guidance can be combined in enabling a person to accomplish things and become a constructive force. 10. He learns of deficiencies in his regular academic work and feeds back this information to his academic col leagues. II. He learns vital -t-echniques in interviewing people, conducting research, and writing reports. 12. More prosaically, he gains knowledge of the one or several disciplines related to his assignment--knowledge that was not in the textbooks or lectures. Obviously there is overlap among the 12 types of described above. statements. learning Perhaps they could be fully covered in three Perhaps 30 statements are needed to differentiate sufficiently. The critical question is what produces these learnings? Some agency representatives and counselors participate in as many as seven different internship programs, yet they consistently and independently 8 �point to the RDIP program as having much the biggest "payoff." What strikes the observer as the prime ingredient came through most clearly in the dramatic presentation of a case study at the 1968 RDIP Review Conference. The lonely intern, surrounded by a supervisor who was pushing him to complete an application for a federal grant, a counselor from the university who was trying to pul I him into producing research data of interest to the counselor, and an attractive technical representative who was trying to lure him into an extended visit to her agency, turned to the RDIP official and asked, "Who am responsible to?" "You are responsible to yourself," came the reply. In short, an intern is seen by the RDIP staff as an adult and is treated in that manner. He is expected to give evidence of having learned without resorting to a multiple-choice exercise or the rephrasing of his counselor's pet theories. He is expected to seek outside aid while seeing that it remains secondary to his main project. Secondly, the RDIP insists on maintaining an even balance between service and learning. This attitude frustrates the impatient official and professor who think in only one dimension at a time. the real purpose," they demand, "to learn or to serve?" "What is When the answer "both" comes back, the inquirer is dumbfounded and may want no more to do with the idea. Receptivity for the concept is more I ikely to be found among those who have themselves experienced service-lea r ning and by those who commonly practice multi-dimensional thinking. Third , it's wel I managed . Interns show up at the appoint e d tim e, s tipends arrive on schedule, interns' 9 reports are publi s hed �as promised. This aspect does not require a detailed analysis, but must be included in a I ist of attributes because too many good concepts have foundered in the sludge of technical incompetence and mismanagement. Fourth, the seminars and reports appear to be valuable learning instruments. Several interns came to the seminars with problems they thought were unique to themselves, but discovered they were common to most of the other interns, and everyone benefitted from the ensuing discussion. Both seminars and reports produce some tension in interns because they must assume responsibi I ity for something that wi I I be pub Ii c I y assessed. On the who I e, the tension so produced does not seem inordinate; after the internships, some students look upon their responsibi I ities in the seminar or report writing as the most valuable part of the internship. Fifth, off-campus experience appears to be a crucial of the internship program. usual On campus, even in a work situation, th e protectiv e forces and pecking orders are at play. the intern encounters the real its unreasonableness, ingredient Off campus, world, with its loneliness, its demands, its rewards. Academic credit for internships is certainly justifiabl e on the basis of the above 12 points. learnin g process, although harmful in others. However, credit is no t essential to the it may be helpful in some cases and perhaps In 196 8 about 40 of the 150 interns received credit, although f e w expected it at the beginning of th ei r pr ogram. Whi I e the promise of academic credit might stimulate some intern s to learn more, it might constrain others from giving ful I reign to their ideas in deference to doing what they think wi I I produce the best grades. 10 �Of course, academic credit, intrinsic value. I ike a dollar bi 11, has no It is simply an arbitrary measuring device which is convenient to many people and institutions. Learning went on before academic credit was invented, and wi I I continue after it is discarded. But it exists, and must be considered. The way a student regards academic credit might provide a clue to its proper relationship to the internship program. The student who views credit requirements as a series of undesirable hurdles to be gotten rid of would benefit I ittle from receiving credit because that attitude by a student won't permit him to learn much as an intern. On the other hand, the student who regards academic credit as accurately reflecting the importance of a series of experiences appropriate to a person of his age and background and interests wi I I benefit from receiving credit because it wi I I be consistent with his outlook. Apart from the intern himself, academic credit for internships is a means of getting one's foot in the door of the academic establishment. The program can be I isted in the college catalogue and the administration can decide that counseling five lent of teaching a class of, say, 20 students. interns is the equivaThus, academic credit f o r i n t e r n s h i p s wo u I d g i v e t h e p r o g r a m i n sti t u t i o n a I b a c k i n g a s we I I a s higher esteem in the eyes of government officials and others who look for evidence of institutional support as a major index of the merits of a program. What has to be guarded against in this kind of situation is a slackening of standards. Un I ess more deta i I ed studies revea I that academic credit for internships leads systematically to a strengthening or weakening of learning, it is probably the course of wisdom to continue the II �practice of treating each case on its merits. At the same time, RDIP officials should remain responsive to requ es ts f or help in handling the i ss ue o f a cademic credit. Two factors that one might assume to be crucial are no t . One, the nature or content of the intern's assignment is not ne cessarily important. For example, a chemistry st udent conducted a survey of count y p urchasing procedures and i n so doing pr od uc ed a usefu I document for th e agency. had learn e d a great deal. He came away fee Ii ng that he Two, it' s not necessa rily i mportant whether the agency where the intern works is efficient or inefficient, whether his supervisor is strong or wea k . Each kind of situation provid es a se tting for a learning expe rienc e , given th e int e r es t of th e int er n a nd the s upp o r t a nd g uidanc e of the counselor. What i s import ant in r ega rd to the prece din g pa r agraph- - an d thi s gets us bac k to th e hea rt o f th e co nc e pt--i s that th e total o pe ratio n not be th o ught of as the addition of its part s , in wh ich a " g ood" age ncy i s rated +2, a ba d s up erv i s o r as - 3, b ut as a process th a t in cl ud es a multitud e of i nt e r-r e l ationsh i ps . This ho li s tic perspe ct iv e i s he ld by me mb e r s of the SREB staff and many ot hers involv ed in th e int e rn s hip program. prog r a m nee d no t An app li ca nt for a n int ern have i t, but many ac quir e it i n th e cour se of the i r in t e r ns hip, a s i s e vid e nt from th e i r r e port s . "Th e university a nd publi c se rvi ce" has been t he s ubj ect of a much p u b I i c i ze d, o n- a nd -off de bat e in rece nt mo nth s a mo ng s uch me n a s J ac qu es Barz un, C l ark Ke rr, Al a n P i f e r a nd Ma rk Rudd. It i s di sappo in t in g that the debat es ha v e emphasized the ro l e of the univ e r s i t y in provid i ng in s titutiona l s upport for pres um a bly benef i c i a l 12 �programs, to the virtual exclusion of the importance of community service by staff, faculty, and students in the performance of i t s teaching function. Whether, how much, and how the university as an institution should serve the community may be debatable issues. univ e rsity should be a seat of learning is not. Whether the The embarrassing question for educators is how do you expect to prepare your students to become competent in their fields, and more importantly, to become effective and constructive·citizens unless you arrange for the m to experience me a ningful involvement in the real world and to reflect upon this involvement in the company of your learned faculty? Wi 11 iam James tel Is us that readin g and I is ten in g can enable us to kno w about something but not to know it un t i I we have experience d it. For example, it has been reported that a full-year internship for Ethiopian university students typically teachin g i n village schools a dd ed nothing to the st ud e nt s ' a waren ess of rur a l pov e rty a nd its associated problems. But what did happen to the average intern was that he move d from the level of awareness to the level of commitment to do someth in g about rur a l poverty. In t he Unit e d St a t es, the pr ob l ems of today a nd tomorrow ca n be id ent i f i ed throug h a waren ess, but th e y cannot be solved without commitment. For un iv ers ity l eaders who co ns i der k nowin g someth i ng to be a hi gher form of l ear nin g than mer e ly know in g abo ut something, the tim e has c ome to intro duce internships of the RDIP type as an in tegra l part of the l ear nin g process. The Univer s ity a nd th e Commun i t y As with the awarding o f academic cred it , the fostering of university-community re l ationships is almost impo ssible to institu tionalize from the outside. Clearly the t hru st of RDIP inte rest is 13 �to move beyond the traditional town-grown k ind of relationship common to academic institutions At one int o patterns of r ea l pa rticip ation . university, businessmen and others in the commun it y serve as visiting lecturer s and discussants and are common Mu c h more I isted in the cata l ogue . i s the practice of pr of essors engaging th e mselv es , sometimes with pay a nd sometimes with out , in commun it y affa irs. The RD I P is anothe r brid ge between community and uni ve rsit y ove r wh ich mutual pa rticipation can flourish. At the RDIP Rev iew Conference in the fa! I of 1968 , most of th e discussion on uni ve rsity-community r e lationship s ce nter e d around strategies for ex panding the RD I P type of internship program. Con- ferees were unanimous in urgin g p ro g r a m ex pansi on , but RDIP officials cautioned that, as presently co n s tituted, been rea c hed it s cei I in g h as a lmost in t e rms of administrative capability. It was ge nerally ag r eed that some k ind of decentr a lization was i n o r de r, but where respons i bi l it y shou ld r es t major dis ag r ee me nt. was a po int of The case f o r uni vers i ty admin i st r atio n was espo use d by thos e who saw the int e rnship s as primari l y a l ea rnin g ex peri ence , a nd who be li ev ed th a t th e l ea rnin g dimens i on would with e r away under auspices ou tsid e the univers i ty. suggested th a t university studen t s be i nvo l ved and administrat i on. A l so, was i n progra m pol i cy One p rob l em , of course , wou l d be th e o f th e program in th e uni ve r s it y. it l oc ation For exam ple, one wo uld env i s i o n the t y pe of program administered by the Sc hoo l of Pub I i c Hea lth , and qu it e another t ype by th e Schoo l of Education. Perso n s who argued fo r s tat e spo n so r ship seemed to fee l that a state agency would maintain a better ba l ance of 14 interes t s between �doing a job (many of the age ncies where int e rn s serve are staterelated) and learning. (Most interns serve in their r espe ctive states so the states have a vested int e r e st in them as human res o urces.) What i s so clear is that the SREB-RDIP has the confidence of al I parties in the int e rn program and a ny new agency , wherever it is based, wi I I be suspect by o ne or mo r e parties, perh aps to th e extent that it would neve r be able to get off the ground. Further, any a ttem pt to create an enti r e l y new set of agenc ie s wou l-d g i ve ris e to in-fighting th at cou ld wel I defeat th e program. Given the mag nitude of goo d wi I I a nd b r ea dth of s upport f or the program, SR EB- RD IP will be delinquent in i ts resp o ns i b ility to the So uth, a nd to th e na ti on, central if it fai I s to co ntinu e t o play a r o l e in bui I ding the i nternsh i p program. don e in ways that do no t Thi s can be neces s ar ily mea n a grea tl y expanded ad mini st r a ti ve rol e for the RD IP. For exa mpl e , t he RD IP co uld es tab Ii sh gu id e Ii nes for int e rnships, ac t as a co nd uit of fu n ds for program s , a nd evaluate programs. This kind of arrangement wou ld pe rmi t a variety of sponsors~ - a university he r e, a sta t e agency ther e --t o evo l ve on the basis of merit a nd in the image of th e SREB-RD IP . Another poss i bi I it y wou l d be for the RD I P to create or to co ntract to a se parate agency the bulk of administrative c hor es whi ch it present l y car ri es. In this way, th e RD I P cou l d maintain its present smal I staff who cou ld conce r n them se lves with kee ping on the right track a grea tl y ex panded internship program. 15 �Ba l a nces and Imbal a nc es To return to th e multi-dim e nsi o nal p r o g r· a m, it v i e w of the intern ship i s o b v i o u s t h a t a n u mb e r o f b a I a n c i n g a c t s mu s t ca rried on simultan eously . be Among th ese are : I. A ba lanc e between e l ements of ri g i d i t y , e . g ., the writing o f r epo rt s o n sc h ed ul e , a n d e l eme nt s of flexibilit y , e .g., scope fo r int er n ini tia ti ve 2. A balance between the int e rn' s pa r t i cu l a r assign ment a nd exp os ur e to new fields and situations 3. A balan ce betwe e n mak ing s uit ab l e a rran geme nts for l e arnin g t o occ ur, b ut no t makin g thi ngs so easy_ that I ii"tl ~ o r no l ea rning wi 11 occur 4. 5. A bal a nce be twee n a n int ern ' s pe rf o rmin g a u sefu l ta sk and ga inin g know l e dge and wi sdo m A ba lanc e whee l t o ma int a in a dynamic equ i I i b rium amo ng th e pr og ram ob j ect i ves a nd amo ng the sometimes competin g forces th at c om e int o p l ay (R ev i ew Conference part i cip a nt s fe lt that SR EB- RD IP is just th e ri g ht kind of balanc e whee l) Two impo rt ant as pects of the i nte rn sh i p p r og ram see m to be se r i o u s l y out o f ba l ance : th e pr o gr a m i s f a r too s mall wi th th e nee d fo r it a nd i t appea rs to receive its mo ney from so urc es o ut of propo rti o n t o the r etu rn s . kind o f in co mpari so n Fo r r easo ns c i ted ea rli e r, thi s i nte rn s h i p i s on e that s ho uld be wi t hi n r ea ch o f e ve r y co ll ege a nd univ e r s it y student , a l I 6 , 000 ,0 00 of t he m. I t s hou ld not be r es trict ed t o o ne reg i o n of the country, no r t o s tu de nt s who just happen to hear about it. It is certainly not foreseen that e very st ud e nt wi I I want to par ti c i pate in thi s prog r am, for some a re in a position to se t up their own i nternships a nd others wi I I pref e r a lt e rnative us es o f tim e. But no o ne s ho u l d be exc lud e d from th i s kind o f experience s impl y for l ac k o f fund s, 16 inf o rmati o n , job �openings, supervision, or counseling. To try to analyze costs and benefits is difficult because of several unknowns. We do not know, for example, what overhead costs to assign to the participating university or host agency. We do not know what dollar value to assign as the benefits of an internship received by the federal or state government or by the university. In spite of these unknowns, certain conclusions can be drawn from what we do know, and from assumptions that seem reasonable. Not every case yields a savings comparable to the two-man team which, at a total cost of $5,000, completed an analysis and report which the host agency had been prepared to contract out at a cost of $51,000. But reports from supervisors and others give clear evidence that the overwhelming majority of interns make a contribution to the host agency at least equivalent to the stipend they receive as interns. Only in a minority of internships does the host agency even make a contribution to the stipend. The first conclusion, then, is that ful I payment of the intern's stipend by the host agency is economically justifiable. We also know that the internship process generates a significant amount of I earning by the intern. This outcome is seen in the award- ing of academic credit to interns, and in report s of the interns and their advisors. \lvhile impossible to quantify exactly, to be fairly comparable to what is it would seem learned in half a normal semester. Judging by tuition charges at institutions receiving the lowest amounts of pub I ic subsidies, the cost to the student of a halfterm's learning is at least $500. Hence, the second conclusion is that the amount of relevant learning derived from the internship pro c ess 17 �justifies ful I payment of the universit y co unsel or 's fee ($30 0) by the university. (Also, th e university ove rhe a d appear s to be at l eas t offs e t by th e learning gained by the profes so r and benefits ga ined by the instituti o n, as a consequence of participatio~ in the int e rnship program.) Be nefits to the several governments--federal, s tat e a nd local--are more general. The expectation is that interns wi I I sel ect careers consi ste nt with the needs o f society, that they wi I I be be tter citizens a nd mor e productive members of the eco no my . Whether or not these expectations materialize wi I I not be known for 20 o r more years. At this stage, it ca n be report e d that the intern- ship process i s having th e kind of e ff ect on intern s that th ey are mov in g themselves in t he se direction s . He re ag a in, qua ntifi cati o n is impossibl e , but in c o mparison with th e magnitude o f pub I ic s upport for clas s r o o m educat i on , and conside rin g the a s s umpti ons u po n which it i s bas ed , financial s upp ort for e xp e riential e ducation o f th e RDIP vari ety ce rtainly appears to be a bett er inv est ment than s uppo rt fo r c l assroo m e du cation. The obj e ct iv e s hould be to achie ve a prop e r balanc e be tween c l ass r oom an d ex pe ri e nti a l e ducation which, i n f i nanc i a l terms, wi I I be reach e d when t he rat es o f r e turn on inv estm e nt become eq ua l. I n a dd iti on to th e f e de ral a g e nc i es supportin g th e RD I P, exp e rime nt a t i o n with th e d i a ko n i a paid e i a co nc e pt c a n b e f o und i n s uc h programs as the Peac e Co rps, Co ll ege Work-Study Program , Neighborhood Yo uth Co rp s , J o b Co rp s , VI STA a nd Teac he r Co rp s . Thi s ex pe r i me nt a ti o n s ho uld co ntinu e , a nd c ha nges sho ul d be ma de wh e r e nee de d . 18 �From where this observer stands, the RDIP offers a unique experiment in the diakonia paideia concept and, as may be inferred from foregoing observations, more advanced than other experiments in several financial important respects. Hence, wh i I e a re-a Ii gnment of support is appropriate, continued support from govern- ment agencies is warranted during this experimental period. As the internship program becomes institutionalized, it should endeavor to alter its support pattern in three ways, as fol lows: I. The university should cover the cost of fees for the counselors and should assume a greater role in ·the recruitment of interns, development of projects, seminars and report writing. 2. fhe host agency should pay a share of the intern's stipend that reflects the real worth of the intern to the agency, but not so much as to make the agency feel it can exert an employer's control over the in""' tern. Thus, the agency's contribution should always be less than the salary or wage a regular employee would receive for doing the intern's job. Using these criteria, a typical agency could be expected to contribute from 50 percent to 75 percent of the intern's allowance. 3. Government, at al] three levels, should provide general purpose support of sufficient magnitude to enable researchers to determine the appropriate balance between classroom education and experiential education for college and university students. In addition to altering the support pattern, SREB should look for savings. Consider the team concept. A team of four interns could have one basic task, one university counselor, and one technical advisor, and write a single report, thereby reducing the number of consultants by 75 percent. Another saving in scale should result from more concentrated recruitm e nt and placement efforts. for The administrative backstopping 100 interns from one campus or at one agency should be only a 19 �fraction of the present administrative costs for one intern multiplied by 100. One important funding feature to retain is use of SREB as a conduit of funds. Both the government agencies and the ~niversities much prefer dealing with one place having fiscal severa I. responsibility than Of course, SREB does not want to become a large operating agency, but there is really I ittle problem here because the SREBRDIP could allocate funds just as foundations do. Project submissions could be made to the SREB- RDIP for approval, payment and evaluation. Much of the legwork now done by the RDIP staff could be assumed by the institutions submitting the projects. The Future The i nevitabi I ity of change is truer today than ever, for changes occur more quickly than before. o f st a gn a tion. Yet the RDIP is in dan g er As pre se ntly c on s ti t uted a nd sponsored, th e num e ri c c e i I ing has bee n r ea ch e d a nd, bec a use o f g e ne r a l p r ogr a m ex c e ll e nc e , qualit a tive chang e s can be expected t o l e ad to incre mental impr o v e - ment o n ly. Giv e n thi s r at her co ns tr a inin g s itu a tion, wh a t s ho uld be the future c ourse of the RDIP? In r e viewing th e observations and sugges- ti o ns co nt a in e d in thi s pa pe r, th e f o ll o wing activitie s s ho ul d be ca r e fully co n s id e r e d : I. Ex periment with larger-scale pr o grams. This a cademi c year, pursue ag g re s siv e ly the po s sibilities for l a rger pr og r a ms in No rth Ca rolin a, Geo r g i a, and Atl a nt a . Nex t ye a r , co nce ntr ate o n o ne o r t wo ca mpu ses, gua r a nt ee in ter ns hi ps to a l I wh o gen uin e ly see k the m, d i sc o ver wh a t pe r ce ntage of st u de nts co me fo rw a rd . At t he sa me t im e , sa tur ate a co mmuni t y o r r eg i o n to de t e rm in e t h e num ber of in t e rn s h i ps a v a i l a b l e In c lude se mes te r- l o ng and aca dem i ca mong a g iven popul a ti o n . yea r int er ns hi p s . 20 �l 2. Encourag e campuses to share the counselor's allowanc e and agencies the intern's allowance. 3• Encourage universities, agencies, and consortia to sponsor internship projects on their own, but tied in with the RDIP tor standards, consultations an~, where appropriate, funds. 4. Spread the word. Proceed with the conf ere nce being planned for 196 9. Invite a few r epresentat ives from outside the domain of SREB. Make it a setting for the strongest kind of endorsement possible f o r the RDIP program and discuss future plans. 21 � 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 DIAKONIA PAIDEIA and the SOUTHERN REGIONAL EDUCATION BOARD RESOURCE DEVELOPMENT INTERNSHIP PROGRAM By Donald J. Eberly The Resource Development Project of the Southern Regional Education Board offers internship appoint- ments to a limited number of college upperclassmen and graduate students who demonstrate an interest in the processes of social and economic change. The program is designed to provide service-learning ex- periences for students through assignments to spe- cific projects of developmental agencies, community action programs, and to other local, state, or re- gional organizations concerned with developmental change. Financial support is provided by public agencies interested in economic development, resource devel- opment, community action and related fields. They include: Appalachian Regional Commission, Coastal Plains Regional Commission, Economic Development Administration, Office of Economic Opportunity and Tennessee Valley Authority. This report, prepared by Mr. Donald J. Eberly, Ex- ecutive Director of the National Service Secretariat, evaluates the SREB Resource Development Internship Programs and recommends directions for future service- learning activities. SOUTHERN REGIONAL EDUCATION BOARD, Resource Development Project IS0° Sixti= streets NoWes At tania, Georgia 50515  DIAKONIA PAIDEIA AND THE RESOURCE DEVELOPMENT INTERNSHIP PROGRAMS Donald J. Eberly It is useless to try to report on SREB's Resource Development Internship Programs (RDIP) in one dimension, albeit that is the Traditional approach taken to problem solving. If we want a job done, we hire someone to do it, |f we want someone to learn, we teach him and thereby, the assumption goes, he learns. lf we want To promote university-community relations, we establish a Committee for the Promotion of Relations between the University and the Community. But that kind of uni-dimensional approach just won't work with the Internship Program. However, it is reassuring to note that if we took a series of snapshots of the program along different axes, we would see everyday occurrences. Looking along one dimension, we would see a person doing a job; along another, a person learning in the field of law or economics; along another, a person experiencing life in a poverty area for the first time; along still another dimension, a person deciding upon a career. And so on. The list is a long one. The beauty and strength of the RDIP is that all these things can happen to the same person at the same time, for the internship concept rejects the notion that learning can occur only at school as firmly as it does the notion that a job is a job, and has no business being examined against the writings of Plato, or Spinoza, or Frost, or Keynes, or King. Yet there seems to be no word or phrase that captures the essence of this kind of service-learning program. On such occasions, it has been helpful to borrow from ancient Greek, as Norbert Wiener did in coming up the the word "cybernetics," to try to symbolize the project. In this paper we use diakonia and paideia, two Greek phrases that carry with them the con- cepts of teaching and learning through activity, and of a style of life geared to contributing to the welfare of others. In our special shorthand,then, this paper is a report on the diakonia piadeia concept as implemented and administered by the RDIP. lt is based on the writer's interviews with several of The interns, counselors, government officials and administrators, his attendance at RDIP conferences in 1967 and 1968, his perusal of confidential reports of program participants, and his deliberate exposure to the diakonia piadeia concept for the past two decades. Unfortunately, the medium in which this report is rendered does not permit a simultaneous examination of all aspects of the concept and the program, so it will look separately at three major components: manpower for service, the learning aspect, and community- university relationships. Then it will explore areas where all com- ponents meet; namely, program balances and imbalances, funding, and the future. The report assumes the kind of familiarity with the program that can be obtained by reading The 1966 and |967 reports of the RDIP. Manpower for Service A fundamental change that is occurring in the American concept of work was emphasized by the interns in their application forms  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 4, Document 40 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/09e78370d00d910689f43ba034100170.pdf 615663df3ddfe9bbbd29e063ad98b84b Scripto Transcription A written representation of a document. 1:w :-.,·;_,1!, ,\/rl'('/, .\'.IV· ,/1/u11111 . L'eo,:i;ia :w·11:1 · -JrN 87::!-887:1 July 7, 1969 TO Atlanta Seminar Participants FROM: Robert L. Sigmon RE Preparation for Seminar A. Over 20 interns from 12 states representing both undergraduate and graduate institutions and from a variety of projects and agencies will be attending. B. As a technique for each intern to present the nature and substance of his internship assignment, you are requested to prepare and bring with you to the seminar a symbolic expression, some tangible evidence, of your project efforts. As an example, last year an intern working with Mexican-American Consumer Co-op in Texas brought a paper bag containing a can of beans and some tortillas to symbolize the basic diet of the people and products for the co-op. Another intern working with comnru.nity organizations in North Carolina used a cigarette to discuss the tobacco economy of that area and its relationship to organizing in rural North Carolina. Each intern will be offered the To facilitate early discussions requested to develop an outline includes in the carrying out of you are familiar with. opportunity to discuss his or her project. on the nature of development, you are of what you think the developmental process your project or in any other area that C. We will attempt during the seminar to examine the developmental process as it relates to you and your project. D. To focus the educational question, would you be thinking about the question of how we became autonomous learners? E. On Monday morning, a public official and a representative of a higher education institution in Atlanta will attend the seminar to dialogue with us on the role of youth in both the meeting of public needs and discovering better ways of encouraging learning in the context of meeting those needs. See you Sunday, July 13 in Atlanta. 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 Redlonal Education Bourd L830 Strath Street, NO + Tanita. Georsia AUS 1S © 404 872-8878 TO July Ts 1969 fob Meteludumen® frien Atlanta Seminar Participants FROM: Robert L. Sigmon RE : Preparation for Seminar Over 20 interns from 12 states representing both undergraduate and graduate institutions and from a variety of projects and agencies will be attending. As a technique for each intern to present the nature and substance of his internship assignment, you are requested to prepare and bring with you to the seminar a symbolic expression, some tangible evidence, of your project efforts. As an example, last year an intern working with Mexican-American Consumer Co-op in Texas brought a paper bag containing a can of beans and some tortillas to symbolize the basic diet of the people and products for the co-op. Another intern working with community organizations in North Carolina used a cigarette to discuss the tobacco economy of that area and its relationship to organizing in rural North Carolina. Each intern will be offered the opportunity to discuss his or her project. To facilitate early discussions on the nature of development, you are requested to develop an outline of what you think the developmental process includes in the carrying out of your project or in any other area that you are familiar with. We will attempt during the seminar to examine the developmental process as it relates to you and your project. To focus the educational question, would you be thinking about the question of how we became autonomous learners? On Monday morning, a public official and a representative of a higher education institution in Atlanta will attend the seminar to dialogue with us on the role of youth in both the meeting of public needs and discovering better ways of encouraging learning in the context of meeting those needs. See you Sunday, July 13 in Atlanta. Patt Sy Wissen Robert L. Sigmon RLG: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 4, Document 39 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/1a5d34683b6e477c43f736da963b1aeb.pdf 3b2f0b1aeda40994182b4b74612e4ebc Scripto Transcription A written representation of a document. {' ·, / _(7 ) ATLANTA VRBAN CQRPS 30 COURTLA N D STREET , N .E . / PHONE (404] 524 -8091 / ATLANTA, GEORGIA 30303 July 10, 1969 Mayor Ivan Allen, Jr. City of Atlanta City Hall 68 Mitchell Street, S. W. Atlanta, Georgia 30303 Dear Mayor Allen: Thank you for addressing our interns during the recent Atlanta Service Learning Conference. Your enthusiasm and support are vitally needed and appreciated on behalf of the Urban Corps . I am enclosing a list indicating each college , student and assignment for Urban Corps Interns. {ezy, WILLIAMS Director SAW :s z Enclosure �. , 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 ty He,alth 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 L. Cooke E. Willis $2.20 2.20 2o20 1. 80 2.20 2.20 2.50 2.20 2.20 �Non-College Work- Study Students Atlanta Universitt Name K. Liang D. White Pc!Y, Rate Finance Atlanta Urban Corps $2.50 2.50 �Brandeis college College Work-Study Students Na;-ne V. Spaulding Agen<;Y_ Atlanta Youth Co~ncil Pay R~ $2.20 �BROWN UNIVERSITY College Work-Study Students ~r1£!_ R. Padgett Atlanta Youth Corps ~~ $1.80 �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. Sinmons D. Wright Dekalb YMCA Peace Corps Water Works Parks & Recreation Co,:mn:. mi ty Arts Atlanta Youth Council Library Atlanta Youth Council Wheat Street Church Literacy Action Atlanta Yo~th Co~ncil Library $1.80 2.20 2.20 2.20 2.20 2. 2 1) 2.20 1.80 2.20 2.20 1.80 2.20 Non-College Work-Study Students c.. I. Highta:-,er P. Johnson Co;mnunity Arts 2 .20 Water Works 2.20 Declining Students M. Bostick J. Bussey I. Cleveland M. Tagen B. Stinson B. Thom?svn T. Williams P. Wilkes -'Bl--• . Iia-t -tand �Dekalb College College 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. Stulciivant Agency Pay Rate Parks & Recreation Atlanta Youth Co~ncil Atlanta Youth Council Dekalb YMCA Gate City Day Nursery Kirkwood Center Atlanta Youth Council Com~unity Council Y-wCA YV.JCA 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. Cotton M. Ham;:,ton c. Person c. Robinson J. Searcy M, Almond �EMORY UNIVERSITY Non-College Work-Study Students Name B. Bainbridge F. Benfield J. Bruce N. Corcoran K. Frye M. Gerber D. Harvey C. Haynes F. Hillbrath J. Hollenbeck M. Irby A. Von·Keller G. Lurie K. Kirschstein R. Martin A. Mayeaux J. Martin J. Mulligan N. Norbert 11 • Newman R. Simmons B. Snoo~inson c. Smith o. Williamson M. Wo~dward Agency 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 Pay Rate $2.20 2.2i) 1.80 1.80 1.80 2.20 2.20 2.20 2.50 Non-College Work-Study Students J. Bridges Colliers Fleming F. B. Kavelage s. Lindsey s. Mr,.;ram:>a v. Scalera R. Toney w. Tra1Tis J. Petzelt w. 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 ~ency C. Brown D. Christenberry D. Draglin P. Harwell K. Batcher A. Keck W. H. D. J. J. Kemp Nash Paul Wilcox Wilson St. Vincent de Paul Center Mayor's Office Water Works Atlanta Urban Corps T.,ibrary Atlanta Youth Corps Water Works Traffic Wheat Street Church Water Works Atlanta Youth Council $2.20 2.50 2.20 1.80 1.80 2.20 2.50 2.20 2.20 2.50 2.20 Non-College Work-Study Students M. 'W. C. R. A. J. M. Bodor Bloom Caskey Combes DeLuca Foster Howec::ly T. Hunt J . King S. Lester A. Miller M. Rabb T. Snider P .. Sta nsbury J. Uffelman D. Whelan Finance Mayor's Office Sanitation Sanitation Sanitation Mayor's Office Planning Atlanta Housing Atlanta Youth Corps Sanitation Kennesaw Mountains Atlanta Urban Corps Finance Sao.itatio".l Sanitation Atlanta Urban Corps Declining Students S. S. J. R. R. D. Becket Chen Devenny Elliot Fenet Hend,=rson T. Ho od K. Jackson C. Johnson M. Karwisch P ~ .Lu D. Ma r sh R. May P. Nwghe J . Ol son P . Robe r ts R. P. R. J. A. Scholos Scott Still Sous Wallace G. Weaver li:. White E. Wahlen G. Zitlow T. Hatcher 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 JIB.~ Atlanta Yo~th Corps 143.215.248.55 $2.20 �LAKE FOREST COLLEGE College Work-Study Students Name S. Cantor S. Dawson Service Learning Conference EOA $2.20 1.80 �MERCER COLLEGE College Work- Study Students Na.ne T. Wade Age!Y'i Southwest YMCA Pay Rate $1.80- Non- College Work-Study Students G. Wood Atlanta Youth Council 2.20 �MOREHOUSE COLLEGE College Work-Study Students Name R. K. M. E. A. E. J. L. J. Carroll Dunlap Floyd Gaffney Kennedy McMichael Moore Sanders Stephens Pay Rate Personnel City Parks City Parks Vine City Atlanta Youth Council Community Arts American ·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 Work-Stu1y Students E. Barrett R. L. M. M. R. c. Bro-.-m Keys Mangham St blefield Terry Wilso".l Georgia Emµloym,:nt 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. Sim_;,son w. Wilson 2.20 2.20 2.20 2.20 2.20 2.20 Volunteer �MORRIS BROWN COLLEGE College Work-Study Students Name t B. CoJ1er c. Davis Hamil ton Hayw;:iod Humphrey Jefferson A. Mitchell c. McElroy c. Myrich B. Pe!lningto':1 c. Simmons D. Small M. Strozier B. Underw.:>od C • Waddell c. . Wheeler R. Williams R. Braxton D. Hicks A. R. D. R. Agency fay Rate Atlanta Girls Club Parks & Recreation Atlanta Youth Corps EOA YWCA Mennonite House Wheat Street Baptist Church Parks & Recreation Academy Theatre Immigration Atlanta Girls Club Irrnnigration American Cancer Society Atlanta Urban Corps Easter Seal Finance Gate City Day Nursery Fulto!l Co unty Health Dept. Gate City Day Nurs~ry $2.20 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. Myle s S. Prator Sanitation Sarah D. Murphy Homes Declining Students M. Comb M. Co~en J. Delay w. Flanders J. Ho·.vard s. Johnson A. Jone s D. Lemon A. Love lace J. Po·.vell R. Rynder Y. Ross R. Sis t:a rie w. Smith c. Smith c. Will iams E. Warner v. Ch andler 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-Stuiy Students T. Isaac Mayor's Office 2.50 �· Southwestern College Work- Study Students Pay_ Rate Name F. Flowers G. Roberts -. Community Relations Street Th2atre $1.80 · 1.so �SPELMAN College Work-Study Students Name R. Arnold A. Chapman P. Dozier D. Lewis M. Moore B. Qui.llins T. Sinkfield C. York s:: Mincey< L. Howard M. Kreger Kirk-w;:,o:l Center Gate City Nursery Easter Seal Atlanta Girls Club Library Kirkwo,:)d Center Atlanta Youth Council Family Counseling Wheat Street No~-College Work-Study Students Literacy Action Fulton County Health Dept . Declining Student s S. Holiday V. Smith $2.20 2.20 2.20 1.80 2.20 2.20 2.20 2. 20 2.20 2.20 2.20 �UNIVERSITY OF GEORGIA College Work- Study Students Name S. Berry M. Friedman Crim~ Co:nmission City Water $2.20 2.20 Non- College Work-Study Students F. Go~dson J. Hotard K. Millw.:>0d J. Spencer Sanitation Sanitation Atlanta Urban Corps Crime Co~mission Declining Students W. Goldstein L. Shahid 2.20 2.20 2.50 2.50 �University of Pennsylvania College Work-Study Stuients Name P. Whatley ~e_T}£/_ fay Rate Fulton County Health $2.20 Non-College Work- Study Students J. Waggener Business License 2.20 �VASSA.~ College Work-Study Students Name M. Freeman Me_TJ.SL )? ay_J3,.a ~ Dekalb YMCA $1.80 �WEST GEORGIA COLLEGE College Work-Study Students Name s. Ball K. Betsill L. Brow:i D. Cousineau N. Ingram M. Jaccino K. Kennedy s. Kiemele J. Mann R. Lyne s P. McLaughlin s. Stro1.)hert c. Thurmond L. Tilley D. Turner s. Windom M. Winston E. Henderson Fulton County Health Dept. Decatur YMCA Fulton County He alth Dept. Fulton County Health De pt. Atlanta Public Library Fulton County Health Dept. Fulton County Health Dept . Fulton County Health Dept. Atlanta Youth Council Water De pt. Atlanta Girls Club Kirkwood Center Grady's Girls Club Atlanta Youth Council De kalb YMCA Fulton County He alth De pt. Motor Trans. Parks & Recreation Declining Students J. Neighbors \ $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 ~~Si. Easter Seal ~ R~te $2.20 �Non-Colle ge Work-Study Students Agency Pay Rate Tulane I. Deen Atlanta Urban Corps Vanderbilt J. Elman Sanitation Declining Students R. Westbrook Univers ity o f t he South ~o Benjamin C. Dill Earlham Coll ege A. Cherry Tuskee gee w. Johnson Smith J. Dayan Barnard A. Waller Ht. Holyoke s. Erlick $2.50 �No:a-College Work-Study Students Agency Name Pay Rate Florida Presbyterian Coll ege ._ s. Fulton County Health Chandler $1.80 Northwestern University Emmaus House F. Hill 2.50 University of Ken tucky Water Depto ,, J. Hill I 2.20 Coppin State College Jacqueline Blackwell EOA 2.20 Randolph-Iviacon A. Luce Decatur-Dekalb YMCA 1.8;o University of North Carolina 1 M. Lawrence B. White Atlanta Service Learning Conference 2.20 Literacy Action 2.50 Wesleyan ' W. Hillkey Finance 1.80 Anti och Coll ege · M. Berk Mayor's Office 2.20 Clemson T. Rog·e rs Atlanta Ur ban Corps 2.50 George Wa shington College 1 11. Silberstein Kennesmv Mountain 2.20 North Carolina Arts Sc hool · Ce Walker Finance 1. 80 East Carolina · E. Wi tCher , Fulton Planning 2.50 . Berry College G. Smi tb· Emmaus House Volun teer � 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] 524-8091 / ATLANTA, GEORGIA 30303 July 10, 1969 Mayor Ivan Allen, Jr. City of Atlanta, City Hall 68 Mitchell Street, S. W. Atlanta, Georgia 30303 Dear Mayor Allen: Thank you for addressing our interns during the recent Atlanta Service Learning Conference. Your enthusiasm and support are vitally needed and appreciated on behalf of the Urban Corps. I am enclosing a list indicating each college, student and assignment for Urban Corps Interns. Singerely, SAM A, WILLIAMS Director SAW:szZ Enclosure AGNES SCOTT COLLEGE College Work-Study Students Name Agency Pay Rate None Non-College Work-Study Students T. Brackin Kennesaw Mountain Park $2.20 S. Dennard Fulton County Health Dept. 2.20 J. Lang Fulton County Health Dept. 2.20 J. Maulding Fulton County Health Dept. 1. 80 S, Pickard Kennesaw Mountain Park Dea S. Tucker Kennesaw Mountain Park 2.20 T. Swartsel Atlanta Urban Corps 2, 50 C. Watkins Fulton County Health Dept. 2.20 M. Gordon Community Council Z,20 Declining Students L. Cooke E. Willis Non=College Work=Study Students Atlanta University Name Agency Pay Rate K. Liang Finance $2.50 D. White Atlanta Urban Corps 2.50  Brandeis College College Work~Study Students Name Agency _ Pay Rate Atlanta Youth Council $2.20 V. Spaulding BROWN UNIVERSITY College Work-Study Students Name Agency Pay Rate R. Padgett Atlanta Youth Corps $1.89 . . . . « VeEwavanaarar . M. I, Le M. B. B. T. P. Name Alexander Bonner Childress Choice. Driver Fretwell Herring James Knight Peters Simnons Wright Hightower Johnson Bostick Bussey Cleveland Tagen Stinson Thompson Williams Wilkes “BY - Hétland CLARK COLLEGE College Work-Study Students Agency Dekalb YMCA Peace Corps Water Works Parks & Recreation Community Arts Atlanta Youth Council Library Atlanta Youth Council Wheat Street Church Literacy Action Atlanta Youth Council Library Non-College Work-Study Students Comnunity Arts Water Works Declining Students Pay Rate $1.80 2.20 2.20 2.20 2.20 2.20 2.20 1.80 2.20 2.20 1.80 2.20 2.20 2.20 Ansar nresaawY za SZ uno Name Flemister Grimes McCord McCord Neal Rucker Scandrick Thomas Tomlinson Watkins Stuldivant Cotton Hampton Person Robinson Searcy Almond Dekalb College College Work=-Study Students Agency Parks & Recreation Atlanta Youth Council Atlanta Youth Council Dekalb YMCA: Gate City Day Nursery Kirkwood Center Atlanta Youth Council Comnunity Council YWCA YWCA Boy Scouts Declining Students Pay Rate $1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 1.80 J. N.. KK. M. D. F. ois A. R. A. Js N. Hi. R. J. J. Jie E. 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 Spence Daniels Tom Afflect R. dD. 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 Crime Commission 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 9520: 2.50 2.20 2.20 2.50 2.50 2.20 2.00 2.50 2.50 2.20 2.20 2.20 2.50 2.50 2.20 2.50 2.20 Name J. Ingle S. Owens P. Sims E. Vignand Georgia College at Milledgeville College Work-Study Students _— —e Agency _ Pay Rate Atlanta Youth Council $2.20 Library 2.20 Sunmer Comnunity School 1.80 —— . BOOM rPwewaAN W. F. Se V. Ree W. Aes BS oOBQ0 . Name Atkins Daniels Durrah Gaither McCrary Robinson Smith Williamson Woodward Bridges Colliers Fleming . Kavelage Lindsey Mwamba Scalera Toney Travis Petzelt Bostick Faison Huff Kavelage GEORGIA STATE COLLEGE College Work-Study Students Agency Pay Rate 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 Non-College Work-Study Students 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 Langford (Is working part-time) Morris Rattetree $2.20 2.29 1.80 1.80 1.80 2.20 2.20 2.20 2.50 . . NNONN NF NN EF bo NMmMNUONhM Ohm Ww ou oooocoocooceo  W. Cc. R. A. M. Te J. Ss. A. le T. P. J. D. Name Brown Christenberry Draglin Harwell Hatcher Keck Kemp Nash Paul Wilcox Wilson Bodor Bloon Caskey Combes DeLuca . Foster Howeedy Hunt King Lester Miller Rabb Snider Stansbury Uffelman Whelan | Becket Chen DeVenny Elliot Fenet Henderson Hood Jackson Johnson Karwisch -Lu Marsh May Nwghe Olson Roberts GEORGIA TECH College Work-Study Students Agency St. Vincent de Paul Center Mayor's Office Water Works Atlanta Urban Corps Library Atlanta Youth Corps Water Works Traffic Wheat Street Church Water Works Atlanta Youth Council Non-College Work-Study Students Finance Mayor's Office Sanitation Sanitation Sanitation Mayor's Office Planning Atlanta Housing Atlanta Youth Corps Sanitation Kennesaw Mountains Atlanta Urban Corps Finance Sanitation Sanitation Atlanta Urban Corps Declining Students R. Scholos P. Scott R. Still J. Sous A. Wallace G. Weaver White Wahlen Zitlow . Hatcher Ho Fl i Pay Rate $2.20 2.50 2.20 1.80 1.89 2.20 2.00 2e20 2220 Zea0 2.20 2.20 2.20 2.20 2.20 2.29 2.59 2.50 2.20 Volunteer 2.20 2.20 2.20 2.59 2.29 2.20 2.50 Indiana University College Work-Study Students Name Agency. Pay Rate W. Patterson Atlanta Youth Corps $2.20 LAKE FOREST COLLEGE College Work-Study Students Name Agency Pay Rate S. Cantor Service Learning Conference $2.20 S. Dawson EOA 1.80 MERCER COLLEGE College Work-Study Students Nane Agency Pay Rate T. Wade Southwest YMCA $1.89 Non-College Work-Study Students G. Wood Atlanta Youth Council 2.20 . Pon poe nw Nane 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 Pay Rate Personnel $2.20 City Parks 2.20 City Parks 2.20 Vine City 2.20 Atlanta Youth Council 1.80 Community Arts 2.20 American Cancer Society 2.20 Atlanta Youth Council 2.20 Parks & Recreation 2.20 Non-College Work-Study Students Georgia Employment Purchasing Water Department Finance Street Theatre Water Department Traffic Declining Students 2.20 2.20 2.20 2.20 2.20 2.20 Volunteer bo . . . e «¢ " '@ @ @ © BARPQAAWDERVAWDAAPAUIAPA : Name Comer Davis Hamilton Haywood Humphrey Jefferson - Mitchell McElroy Myrich Pennington . Simmons Small trozier 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 Immigration 1.80 Atlanta Girls Club 2.20 Immigration 1.80 American Cancer Society 2.20 Atlanta Urban Corps 2.20 Easter Seal 1.89 Finance 2.20 Gate City Day Nursery 2.20 Fulton County Health Dept. 1.89 Gate City Day Nursery 2.20 Non-College Work-Study Students Sanitation Sarah D. Murphy Homes Declining Students OGLETHORPE College Work-Study Students ; Name 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 Pay Rate F. Flowers Community Relations $1.80 G. Roberts Street Theatre 1.80  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 4, Document 38 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/69f8b424643f17156e53cfa9721b0394.pdf 9c4ea48d69d1e97d6a0bc4dcd9423241 Scripto Transcription A written representation of a document. A°Cl ~blie Adlliinhtr@ti€wu affi.4l\ A=G2 HA~@r R~lati@mi A~~to Wlft Dt M~t o Ao:,(lll hbll.ie b l ti@mJ A=04 A 0S hl'i:J@M@il!. M~t a h!rcb&§iq Aai~to Ao@6 II.® A=01 A 08 A 09 A~@@Ul!ltiq ~~to !t11ti~tic~ A~~tQ t~r@tar:ll.tJR A~~tn ll-=o@l 1=02 b@rit@ry A~ait o lLalborit@rJ A~§to 1°03 Clini@alL A@~to 04 0! 1=06 B 0J 1=08 Clifflli A A~~to Wur~il!W A~~to Ncidical T®~bn@lcgy A~eto Di try ·~~to Dat~ fl'@Cl@~lli~& M~to (Op<tr ti@D~} 1<=>09 ta fr@C&lll!illg A~&,to (l'r@P' Hai.DI SM Sly@ttr.ml ~Qlip) !! etri!.c ! l!ngin@sring A~~to 0 0 0 ~ 0 ~ 0 0 10 Al ~=12 lcl3 • 0 ~ 0 JL !clit@ri.al\. A~li1lt a .U~to (BU>l@gy) (Cmgii~try) (M®di~!) {D ntsA) lbebamielll !~giG9@ring A~~to !»-=-16 ~ivil bl&illnrina A~~to Traffic -lnc~ring A~~to ~111:H'al lnai~ring ·~~to ~r'ban Planning A11•to Producti• Allllta (&adigii 9 t's1<n1i11w111~ B~17 ~aphic Art A•~to ]l(Z)ll.4 1=15 C" IOCUL c...01 c; ... 02 c..,03 C M 0 sr.avxca ~ @I' Pila) IIUMARlTXU $ooial WeP.fa!' Aellto ~rcup W@rk Milt o CG1111111Dity Pl'@gl'mn A~~t o ltntall. Beath A~cta Cc05 C=Oi Cc07 · lecrutiou Therapy h~to Nau,-er Training Agi~ta C.:,@8 l.1111 l.ec:rMtion h'ollf'• ~~t .. c...09 rg A11111t o ( h!Jeb@lLc17 DrMatic Art A~lllt o c~10 Hi~tcri@.al 1.o•urch A~~t n ~QOl !M@hin1 Aa~t o ldueatio11 Milt o (Cll!lfficullua amd Pr@ll'aa lllcv<d@pmnt) D.,02 (l))t' »• 03 Li~nry Ae~t o !!>c:.04 D 0.5 Awl~Vi•ull. M~t o luttuetor in th® Artl! (Nin11i.t; ,, 0 !@e:ff.@l@U) Dg>ami 8 !t~o) � 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 AUC-IE=o1 ATLANTA URBAN CORPS INTERN CATAGORIES 6 ~CSCSCS~S~S A. ADMINISTRATION, MANAGEMENT, AND LAW A-01 A-02 A-03 A-04 A=05 A-06 A-07 A-08 A-09 Public Administration and Management Asst. Laber Relations Asst. Public Relations and Editorial Asst. Personnel Asst. Purchasing Asst. flegsl Asst. Accounting Asst. Statistics Asst. Secretarial Aset. B. SCIENCE AND TECHNOLOGY B-01 B-02 B-03 B-0% B-0S B-06 B-07 B-08 B-09 B-10 Bell B-12 B-13 BALA B-15 Be16 Bel? Laboritory Aest. (Bidlogy) Laboritory Asst. (Chemistry) Clinical Asst, (Medical) Climical Asst. (Dental) Nursing Asst. Medical Teehnelogy Asst. Dietary Asst. Data Processing Asst. (Operations) Data Processing Asst. (Programming and Syetems Design) Electrical Engineering Asst. Mechanical Engineering Asst. Civil Engineering Asst. Traffic Engineering Asst. General Engineering Asst. Urban Planning Asset. Preduction Asst. (Radio, Television, or Film) Graphic Art Asst. C. SOCIAL SERVICES AND HUMANITIES €-01 Social Welfare Asat. C=02 Growp Work Asst. €=03 Community Programs Asst. €=04 Mental Heath Asst. C=-05 Recreation Program Asst. C-06 Recreation Therapy Asst. €=07 Manpower Training Asst. C-08 Research Asst. ( Psychology or Sociology) €-09 Dramatic Arts Asst. C=10 Historieal Research Asst. D. EDUCATION b-01 Teaching Asst. b-02 Education Aset. (Curriculum and Program Development) B-03 Library Asst. b-O4 Audio-Visual Asst. D-05 Instructor im the Arts (Music, Drama, Etc.) ATLANTA URBAN CORPS *30 COURTLAND STREET* ATLANTA, GEORGIA 30303  Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource Box 9, Folder 4, Document 37 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/63bee8d85bf0f0cb1749c74c53eeed32.pdf cfae387370926091b24bf5f665523b0d Scripto Transcription A written representation of a document. PRIORITY IN PLACEMENT FOR INTERNS Nar APPROVED FOR CWSP 1. Genuine interst in educational concept of URBAN CORPS experience. ~- Educational and job experience that is relevant to job opening applied for. 3. Financial Need 4. Atlanta resident - enrolled in Atlanta college 5. Atlanta resident - enrolled in non-Atlanta college 6. Non-Atlanta resident - enrolled in non-Atlanta college May 5, 1969 PLACEMENT SUB-COMMITTEE Linda Bullock Education Dianne Wilson Soc i al Services & Humani t i es Marc Dash Science & Technol ogy Dave Whelan Admi ni stration . Management & Law Sub-committee will separate j ob slots and student applications into above four categories and make placement subject to veto by Personnel Committee � 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 PRIORITY IN PLACEMENT FOR INTERNS NOT APPROVED FOR CWSP 1. Genuine interst in educational concept of URBAN CORPS experience. 2. Educational and job experience that is relevant to job opening applied for. 3. Financial Need h, Atlanta resident - enrolled in Atlanta college Wi Atlanta resident - envolled in non-Atlanta college 6. WNon-Atlanta resident - enrolled in non-Atlanta college May 5, 1969 PLACEMENT SUB-COMMITTEE Linda Bullock - Education Dianne Wilson - Social Services & Humanities Mare Dash - Science & Technology Dave Whelan - Administration. Management *% Law Sub-committee will separate job slots and student applications into above four categories and make placement subject to Veto by Personnel Committee  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 4, Document 36 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/266e5c3733100cd9fbddcb2d6657433d.pdf 9d85c09374fbf068111637531ed2d223 Scripto Transcription A written representation of a document. Student Application Process Procedure 1. Student application forms distributed on campus by colle,r, e relations board to student center, student government offi.ce, placement center ~- etc . 2. Applications returned to college relations board member on individual campus ,~()% completed by May 2, 1969. Postcards will be sent to all applicants stating "that the j_r application has been :received and is be:i.ng processed . 3. Urban Corps f i nance representative will meet with financial aid officer on each campus and review applicants from that campus as to their eli,,;,;ib i 1 i ty for financial aid . Some applicants will already be eligible from past aid records . Other applicants may have to complete supplementary financial applicat ions. The definition of fi nand al aid is the financial aid officers respons i bili ty. Ideally we will request him t 0 certify from Atlanta Urban Co1·ps applicants a number eligible for work study funding equal to his number of off campus work. study slots. In addition we w:, 11 ask the financial aid officer to select alternately eli:sibles equal i n number to 20% of his total number certified i n the event that those originally certified cannot be placed due to job requests not avai lable . 4. Application forms will be reviewed by the Personnel Committee consist:i_ng of student . agency , job developer , and recruiting representatives. Those applicants prev:i.ously approved for work study funds by i ndividual campuses will be separated from other applications. 5. Remaining non-work- study eligible applicants will be reviewed by the Personnel Committee and a number of applicants will be selected to be funded from private sources (estimated to be equivalent to 70 interns), on the basis of ability > desire ; work experience and f i nancial need . Likewise the Personnel Committee will select an ,:a lternately elir,ible"' group i n the event their f i rst selections cannot be placed . 6. Work- study and privately funded applicants will be ,~rouped according to interest and assigned to job slots by the Pers onnel Committee. Of these financially "covered" applicants those that cannot be placed for reas ons of specific job 1·equests w:i 11 be held aside and replaced from 0 alternately eli'.· i ble 1' applicants , 7. All applicants wi ll be notified of their application s tatus . fol lows · a . financially el i ? ible b . pr i vately funde d and c . alternately eli1.1::i.ble d. cannot be placed due cants request . Categories will be as for work- study fundinr and assigned . assir,;ned. - pos s :1.bilit y of placement . t o l ack of funds and/or job not available to fi t appli- 8. Assigned interns will be notified of their job description and request ed t o i ntervi ew their i ntern super vi sor. Student and a,r:-,ency wi l l approve ass :i.··· nment . 9. Internships not approved by a~;ency or student will b e r ev~.ewed and placed els ewhere by the Personnel Commi ttee J_f possible . 10 . If approved internship cannot be fil l ed a new appl icant wi ll be drawn from the "alternately e l i c-;i ble;' applications. �Page 2 11. Confirmed interns will be sent orientation material and i nformed of payroll and operat i ng procedure . 12. Intern attends orientation program. 13. Work period begins . � 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 NO 10, Student Application Process Procedure Student application forms distributed on campus by colle-e relations beard to stu- dent center, student povernment office, placement center, etc. Applications returned to college relations board member on individual campus ,©0% completed by May 2, 1969. Postcards will be sant to all applicants stating that their application has been received and is being processed. Urban Corps finance representative will meet with financial aid officer on each cam- pus and review applicants from that campus as to their elisibility for financial aid. Some applicants will already be eligible from past aid records. Other applicants may have to complete supplementary financial applications. The definition of financial aid is the financial aid officers responsibility. Ideally we will request him to certify from Atlanta Urban Corps applicants a number eligible for work study fund- ing equal tc his number of off campus work study slots. In addition we will ast the financial aid officer to select alternately elivibles equal in number to 20% cof his total number certified in the event that those originally certified cannot be placed due to job requests not available. Application forms will be reviewed by the Personnel Committee consisting of student agency, job developer, and recruiting representatives. Those applicants previously approved for work study funds by individual campuses will be separated from other applications. Remaining non-work-study eligible applicants will be reviewed by the Personnel Com- mittee and a number of applicants will be selected to be funded from private sources (estimated to be equivalent to 70 interns), on the basis of ability, desire, work experience and financial need. Likewise the Personnel Committee will select an “alternately eligible" group in the event their first selections cannot be placed. Work-study and privately funded applicants will be srouped according to interest and assigned to job slots by the Personnel Committee. Of these financially "covered" applicants those that cannot be placed for reasons of specific jcb requests will be held aside and replaced from "alternately elicible" applicants. All applicants will be notified of their application status. Categories will be as follows - a. financially eli,ible for work-study fundine and assigned. b. privately funded and assipned. c. alternately eligible ~ poss‘ bility of placement d. cannot be placed due to lack of funds and/or job not available to fit appli- cants request. Assigned interns will be notified of their job description and requested to interview their intern supervisor. Student and arency will approve assi nment. Internships not approved by ayency or student will be reviewed and placed elsewhere by the Personnel Committee if possible. If approved internship cannot be filled a new applicant will be drawn from the “alternately elirible" applications. ll. le. Page 2 Confirmed interns will be sent orientation material and informed of payroll and operating procedure. Intern attends orientation program. Work period begins.  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 4, Document 35 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/e1f66974d8d2157424985a6806b16c5b.pdf 30757982730ef90113beff8d8101f913 Scripto Transcription A written representation of a document. rliE ,\TL.-\\T.\ C0\ :'- TIT1 'T :L1 .' i, :c;;,i, r ,) J)' , 00,·, 3fl, l'Jt_;;; '· Atlanta city g0\·ernmcnt ho!)C3 to have an Urban Corps of up to 100 colle ge interns working for and with it by the spring semester. Dan Sweat, governmental liaison director at City Hall , said Friday that the city is seeking to employ 100 under the federal College Work · Sl11dy Program, and already is negotiating ivilh college offici,ds. Sam Williams, president of the Georgia Tech student body last year , brou ght the attention of Sweat and Mayor Ivan Allen Jr. to the success of the New York intern program last spring. Williams and other college leaders have follo wed up this fall. The delav was due to the time needed to begin and carry out the city's massive summer program, Sweat explained. Sweat met with the stud ents last Monday and has another session set for next Thursd ay . The studen ts have been asked to select a spokesm;:in. who w:11 be sent to New York to can,cr with the director of the program there, Michael Gildstein . The Ford Found ation gave New York funds to provide free technical assistance to other cities interested m establishing an Urban Corps. Sweat said that the City Personnel departm ent has established two class ificat:ons for the college interns. J oh n C9x. executive director of the Atlanta Children and Youth Services Commission also has cooperated. Sweat hopes that the colle ge students ca n provide ge nera l administration and supervision for the program. The program will hit its peak dur ing the summer ' Frank ?\kGaughey and Eugene l\fcLemore last su mmer rein,:{ force d the intent of tr.e city ~·to establish a large r progra m. \ " We must use the talents of the young men and wom en," Sweat sa id . "We've four.d they can carry a larger role than we norm ally would think. We must use their creati ve abilities in our government." ,-., .~-"-<;/ I . ·q:· .. .·. . ·. ··-. . . . . ,;;:;!;~}-~ . ~ I 1 l ,. PLANS FOR SPRING Dan Sweat months Swea t said, but could have about 50 working for the city in all departments during the spring months. Ne w York City has about 3,000 in its prog~m. . Georgi a Tech student., -spearheaded the drive to establish an Urban · Corps here , Swea t said, and Emory University and the Atl anta Univers ity Center have also been interested. In fact, Swe at added , he hopes all 3<l colleges in the metropolit;in area will eventually take part. Sweat said the ou tstanding performance of city interns I .- :, •. _. ! ..1 ·!i 'L I .\ I ! ' .,' .. � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document THE ATLANTA CONSTITITIG vturday, Nav, of, 1965 ACO: F 9 jt On ot fe i. e “ag q Or ur vd 1 DIRE 8 UD HUET E HUE Uroain Atlanta city government hones to have an Urban Corps of up to 100 college interns working for and with it by the spring _ semester. Dan Sweat, aison director at City Hall, said Friday that the city is seeking to employ 100 under the federal College Work Study Program, and already is negotiating with college officials. - Sam Williams, president of the Georgia Tech student hody last year, brought the attention of Sweat and Mayor Ivan Allen Jr. to the success of the New York intern program last spring. Williams and other college a leaders have followed up this fall. out the city’s massive summer program, Sweat explained. Sweat met with the students ° last Monday and has another = session set for next Thursday. The students have been asked to select a spokesman. who ‘sll be sent to New York to concer with the director of the program there, Michael Gildstein. The Ford Foundation gave New York funds to provide free technical assistance to other ci- ties interested in establishing an Urban Corps. Sweat said that the City Per- sonnel department has estab- lished two classifications for the college interns. John Cox, execu- tive director of the Atlanta Chil- dren and Youth Services Com- mission also has cooperated. Sweat hopes that the college students can provide general ad- ministration and supervision for the program. The program will hit its peak during the summer governmental li- The delay was due to the - time needed to begin and carry ; l POS 5 | OY QTR HE Con Liep> iD LAYS SL a “iu UO competences Frank McGaughey and Eugene PN po McLemore last summer rein- ee forced the intent of the city to establish a larger program. “We must use the talents of the young men and women,” Sweat said. ‘We've found they can carry a larger role than we : normally would think. We must use their creative abilities in our government.” PLANS FOR SPRING Dan Sweat months Sweat said, bui could have about 50 working for the city in all departments during} , the spring months. New York ' City has about 3,000 in its pro- gram. ; Georgia Tech stuidents “spear- F headed the drive to establish an Urban Corps here, Sweat said, and Emory University and the Atlanta University Center have also been interested. [n fact, Sweat added, he hopes all ' 38 colleges in the metropolitan area will eventually take part. Sweat said the outstanding . performance of city interns te aaa  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 4, Document 34 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/cf3121e7604859d2a6ba51838fa50cdd.pdf 68cb965d51019f0a11a0b8109756848a Scripto Transcription A written representation of a document. July 30, 1969 Dr. Joel Fleishman Yale Intern Program -Ye.le University Ne'tl Haven , Connecticut Dear Dr. Fleishman: Mt- . Bill Ramsay of the S.R . •B. has told me of your int rest in th servicelearning approach to educ8.tion. Bill also indicated tha.t you are a.ware of some of the stud~nt intern programs in the South and. that you might b able to belp us in :f'tnding a. director tor the Atlanta. Urban Col'];)S .. As you know, the Urban Corps is a coll ge intern progr(ml . This summer, more than 220 students from 43 collegea participated. our in emphasis is building a program whose primary purpose 1s an ducational xpericnee for the int rn . Thie summ r, OlU' staff of f1t'te n is oompos~d almost enti:r ly of students . We also have five professors serving as -educational consultants. i a.re pr oently planning a - oo:-.... ro®d program i1hat will include eademi credit for interns through thre cooperating Atlanta colleges . Our c ntrt:u. problem ia th need for a. director. I leaving in Sept er t'or Harvard Business School. Id ally' we would like a young BI"aau te stud~nt t vith expe~1enc 1n , orkine; with students Q.Ud a.clministrati ve probl The dtreoto~ rill b jointly 1orking with tha Southern Regional E uo tion B d and T Ot:f'ic of The Mayor fo1" progi•a.m arua1nistnlt1on . l osoibll:lti s for faculty tatus of a director at Georgia st ·te Colli arc ood through their Urb Sttdi s pro • &al v 1 is in th $130o r tnonth r e and bov . , d pending upon ri nee . Tho Job i ~ll-t~ and minim.um obligation of Y' It you know of a.nyone that might b int r sto t in erving s director, would you please ha.v th m ca,ll coUeat? Th-e n.oloso.d info tion will uppl ant this l tter in cX;pla.ining th Urb Corps. Bincor ly, ~ Dir ctor Jmelosu,r � Text A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text. Text Any textual data included in the document July 30, 1969 Dr. Joel Fleishman Yale Intern Program Yale University New Haven, Connecticut Dear Dr. Fleishman: Mr. Bill Ramsay of the §.R.W.B. has told me of your interest in the service- Learning approach to education. Bill also indicated that you are aware of sone of the student intern programs in the South and that you might be able to help us in finding a director for the Atlanta Urban Corps. As you know, the Urban Corps is a college intern program. This summer, more than 220 students from 43 colleges participated. our main emphasis is build- ing @ program whose primary purpose is an educational experience for the intern, This sumer, our staff of fifteen is composed almost entirely of students. We also have five professors serving as educational consultants. We are presently planning a year-round program what will inelude academic credit for interns through three cooperating Atlanta colleges. Our central problem is the need for a director. I an leaving in Septeuber for Harvard Business School. Ideally} we would like a young graduate student typa with experience in working with students and administrative problems. The director will be jointly working with the Southern Regional Edueation Board and The Office of The Mayor for program administration. Possibllities for faculty status of a director at Georgia State College are good through their Urben Stidies program. Salaryiievel is in the $800 per month range and above, depending upon experience. The job is full-time and minimum obligation of @ year, If you know of anyone that might be interested in serving as director, would you please have them call me collect? ‘The enclosed information will supplement this Letter in explaining the Urban Corps. Sincerely, Psa Direetor SW:kar Enelosure (eet Mr. Ban 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 4, Document 33 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c9d55f989c7224aabca573fafb44ec52.pdf 776380aa5fcded8e7ef06fd26f4834d9 Scripto Transcription A written representation of a document. ,• i I 30, 1969 July Dr • John Hogarty Di.r ctor, Co-op ProgrQ.m Antioch Coll Yellow Springs, Ohio Dear Dr. Hogarty z I am sorry all our efforts did not bear fruit in bringing Antioch students to Atlanta Urban Corps this first ye-ar. How ver, we may yet aleviate the t situation. AB you,know, th- Urban Corps is a college int rn p1•ogram. Thi au.mm r, or the.n 220 students from 4330011 gs participated. Our mine phasis is building a prosr whose pri,mary purpos is an ducatione.l xp rience for the intern. This summ r, our staff of fift en is compoo d lroost entir ly of otudonta. We also ha.ve f'iva professors serving as eduo tionel c:onsulta.nt • 7e a.re preo ntly pl nning o. y ar-round program that will include academic er dit for int r-ns through thre cooperating Atlanta coll ges . Our c ntra+ :_)rob le is th n _d ror a director . I for Ha.rvurd Business School. Id ally, -, would liko a. you gr uat student type with axperiene in working with stud nta and admini tr tive probl ms. Th ir ctor will b jointly orking with th South rn R g1 n 1 Education Bo ·d d The Oftic of Th Me..,yor tor program administration. Foss1bilit1 s for dir tor t orgie. Stat Coll 1J good through t ir Urban Studios program. Salary 1 v 1 is in t "'8oo p r month ~e and above~ pending upon xpe ienc . The job i full-time and minimum obl.ig :tion of yea:r. faculty status of I.f' you know ot anyone t t mi ht b int rest din oorVi you pl e ha~ t m call o coll et? The nclosed inf'o thio lott r in expl ining th Urb Corps. kar clo I Mr. a.a direct-or, w-o- 1 tion will s~pl nt � 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 30, 1969 Dr. John Hogarty Director, Co-op Program Antioch College Yellow Springs, Ohio Dear Dr. Hogarty: I am sorry all our efforts did not bear fruit in bringing Antioch students to the Atlanta Urban Corps this first year. However, we may yet aleviate the ; situation, As you,know, the Urban Corps is a college intern program. This summer, more than 220 students from 433colleges participated. Cur main emphasis is building a program whose primary purpose is an educational experience for the intern. This summer, our staff of fifteen is composed almost entirely of students. We also have five professors serving as educational consultants. We are presently planning a yeer-round program that will include academic eredit for interns through three cooperating Atlanta colleges. Our centrai.problem is the need for a director. I am leaving in September for Harvard Business Sehool. Ideally, we would like a young graduate student type with experience in working with students and administrative problems. The director will be jointly working with the Southern Regional Education Board and The Office of The Mayor for program administration. Possibilities for faculty status of a director at Georgia State College ara good through thelr Urban Studies program. Salary level is in the $600 per month range and above, depending upon expetienee. The job is full-time and minimum obligation of a year, If you know of anyone that might be interested in serving as director, would you please have them call me collect? The enclosed information will supplement this Letter in explaining the Urban Corps. Sineerely, = Sam Williams 5 338 Director ie SW : kar Enelosure ‘ae: Mr. 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 4, Document 32 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/81cccdc254a210aea89e9ea6a7eaf97a.pdf 8f620173f2901a13866ab5a1a3c5ee89 Scripto Transcription A written representation of a document. July 18, 1969 Miss Elayne Landis A sociate Director Metropolitan Regional Council 155 East 71st Street New :York, New York l00lZ I: ( Dear Elayne: I am leaving Atlanta the fir t week of September for Harvard Busine s School and wen ed a Director . I ' ve b en talking to Mike Goldst in about possible director and h uggested you. I did c asually mention at the recent Urban Corps Conference that we're looking, but I'd like to make it more definite . very w 11 . We h ve , . A you know, Atlanta Urban Corps 1 progr s ing , -~ . . ~ cooperative resource from area college , busin s donors, city government nd private agencl s . I h ve no doubt about expan ion pos ibiliti s- · only through planning . City government is co- pon oring an Urban Life Center with Georgia St t College through a pecial grant fro m Housing and Urban D velopm~nt. It is a "kind of" university relations office with promising opportunity. The M yor' assistant aay th t if a decision. w m de to hire a per on of your caliber that you could po eibly be a profe or in the Urban Life Center a• well as direct the Urban Corps . If you ar int rested, could you please about arranging vi it? ILLIAMS Director s7:d1 Vc"c: M yor's Office • D n Swe t nd me resume and call me � 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 Miss Blayne Landis Associate Director Metropolitan Regional Council 155 East 7lst Street New York, New York 10012 Dear Elayne: 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 did casually mention at the recent Urban Corps Conference that we're looking, but I'd like to make it more definite. As you know, Atlanta's Urban Corps is progressing verve. wes beye cooperative resources from area colleges, business donors, city govern- ment and private agencies. I have no doubt 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 decision 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? erely, M A. WILLIAMS Director I ce: 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 4, Document 31 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/42cb1a29041c1d050a8a784d76c69f27.pdf ab7e4ca61563dc61557ca0553c104e57 Scripto Transcription A written representation of a document. ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond Lo Deen, Jr., Director of Finance, Atlanta Urban Corps R e: D e partm e ntal Report D ate: Aug ust 1, 1969 �L Payroll The payroll system is functioning satisfactorily. ment: Two areas n ee d improve- A. At present, billing colleges requires a manual transferance of information from computer print outs which are grouped according to w ork location, typing of the bill, a nd checking of the fig ures. The city gave the option of having the print outs group e d e ither by work location or school. Someone chose to h ave the interns gr ouped by w ork loc ation. This is of little value to my D epartment as agency (work location= agencies) financial ar rangements are handled by contract. If the problem of s eparating CWSP interns and non-CWSP interns c an be overcome (if the city c a n be sold on the idea) the compute r print o uts could be c er tifie d a nd mailed to the colleges. This would e liminate three steps and at the same time reduce the probability of errors. This system w ould, however, involve the inconvenience of sorting pay che cks and g rouping the m by City D e partme nt a nd agency. · L es s time and effort are required to sort p a y checks than to manually tr ans fer the r e quir e d inform ation. In my e stimation, this should b e done if the city and the Urban Corps m aintain the ir pres e nt re l a tionship. B. The procedure outlined i n se c t ion II, C, of my report d a t e d July 2, 196 9 i s one rous a nd burde nsome. The i nter ns, justifiably, do not lik e it. I fe e l HEW should be made aware of the unpala t ab l e nature of the guide line necessitating this procedure and a r equ est for r e lief made. I int e nd to act a ccordingly. We were f o r tuna t e on the July 3 0 , 1969 di sbursement date . O n ly one problem of any significance arose: a s t aff member told Andr ea Frye , a v olunteer , s h e would rec eive $10 0 on July 3 0 . The 11 culprit1 1 had not the author ity to make the decision. None theless, we will p a y her and Young Hugh ley a t their convenience after 12: 00 o ' clock noon 8 /1/ 69. II. C allege Billing The college billing s ystem w ill w o rk adequat ely. Colleges will be billed (bills mailed} toda y fo r amounts owed as of July 2, 1969 . The y will be billed Augus t 5, 1969, for amounts owe d as of July 3 0, 1969. The August 13th, and August 27th, billings will be no problem. The S eptemb er 10th billing should not b e a probl em but the m e chanics h ave not been worked o ut. �2 III. Agency Payments Non-profit agencies in which A UC interns are placed have contractually ag reed to employ the student and to p ay a part of the student's salary ranging from 100% to 00% . On Wednesday, A ugust 6, 1969, prompting of agencies w ho have not fulfilled th e ir contractual oblig a tions will be comme nced. IV. A. Contracts A gency Contracts EOA wa s delaye d in executing our contract due to the change of directorship. The contract has been delivered to George Berry for execution by the city. We still do not have a contr a ct w ith SREB for the Fulton C aunty He.a lth Dep ar tm ent. This involves 21 interns. Since SREB has given us $ 7, 000. 00 and w ill g ive us $13, 000. 00 within two weeks {according to Bill Ramsay) I consid er that org anization reputable. · The d e cision was made to contract with the Academy Theater as a non-city agency even though the funds a ctually come from the City (Atlant a Board of Education). Miss Nanc y Hag ar was talked with and agreed to this arrangement on July 15, 1969. A l etter co nfirming the earlier verbal agreement and a written contract were mail ed to Miss Hagar July 16, 1969. The contr act has not of this date been returned to this office. The Atlanta Youth Council is for our purposes a non-city agency. contract has b ee n exe cuted. B. The C ollege Contracts When the college contracts were exe cuted, both copi e s of the West G eorg i a contract were returned to the college. Mr. Paul M. Smith, .Jr . , Dir ect or of Financial A id, stated by telephone on 8 / 1/ 69 that he would on that date mail one copy to me. When it is received, Mr. Charles Davis, Dir e ctor of Financ e, City of Atlanta, will certify the West Georgia bill. C. Educational Advisor Con tracts Con tracts have been entered into between the City of Atlanta, Atlanta Urban Corps, and Carl Wieck, Patrick Ntokogu, Roger Whedon, Barbara Rudisill, and the Georg i a Institute of Technology--Roger Rupnow, �3 the said individuals to act as Educational Advisors to the 1969 Urban Corps Project. Duties to b e p e rform e d shall include but not be limited to job visit ation with the interns arid agency supe rvisors, planning and conducting education seminars for small groups, as well as all interns, working in coordin ati on with our field evaluation staff to insure job relevancy and educ a tional sign ificance of the program for each intern, as sis ting the intern in his articulation of his experience and other couns eling and advis ory duties connected with the program. For the services outlined above, each Educational Advisor shall be compensated in the amount of One Thousand Dollars. D. Urban Corps - Library Theatre Contr a ct A contract b e tw ee n the City of Atlant a , Atlanta Urban Corps, and Arthur Pellman has been drawn, approved, and is in the process of ex e cution. The contract provides in essence that Arthur Pellman is to serve as Director of the Urban Co rps-Library Theatre for a period of not l ess than ten weeks a nd that he will be compensated in the amount of One Thous an d Dollars. V. Staff Steve M wamba is p erfo rming a task that is in my estimation tedious and demanding. He has and is continuing to keep errors at a minimum. M a c Rabb is now workin g in my office and is p er forming at a l eve l that is above what can ordin ar ily b e expe ct e d or d emanded of an individ ual. P a tty H arwe ll is d oing an e x c ellent job in providing secretarial supp ort. She i s diligent, unusually efficie nt, and in every resp e ct a pleasure to work with. � 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 DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L. Deen, Jr., Director of Finance, Atlanta Urban Corps Re: Departmental Report Date: August 1, 1969 I, Payroll The payroll system is functioning satisfactorily, Two areas need improve- ment: A. At present, billing colleges requires a manual transferance of information from computer print outs which are grouped according to work location, typing of the bill, and checking of the figures, The city gave the option of having the print outs grouped either by work location or school. Someone chose to have the interns grouped by work location. This is of little value to my Department as agency (work location= agencies) financial arrangements are handled by contract, If the problem of separating CWSP interns and non-CWSP interns can be overcome (if the city can be sold on the idea) the computer print outs could be certified and mailed to the colleges, This would eliminate three steps and at the same time reduce the probability of errors, This system would, however, involve the inconvenience of sorting pay checks and grouping them by City Department and agency, Less time and effort are required to sort pay checks than to manually transfer the required information, In my esti- mation, this should be done if the city and the Urban Corps maintain their present relationship. The procedure outlined in section II, C, of my report dated July 2, 1969 is onerous and burdensome. The interns, justifiably, do not like it, I feel HEW should be made aware of the unpalatable nature of the guide line necessi- tating this procedure and a request for relief made, I intend to act accordingly, We were fortunate on the July 30, 1969 disbursement date, Only one problem of any sig- nificance arose: a staff member told Andrea Frye, a vol- unteer, she would receive $100 on July 30. The "culprit" had not the authority to make the decision, Nonetheless, we will pay her and Young Hughley at their convenience after 12:00 o'clock noon 8/1/69. Il, College Billing The college billing system will work adequately, Colleges will be billed (bills mailed) today for amounts owed as of July 2, 1969. They will be billed August 5, 1969, for amounts owed as of July 30, 1969. The August 13th, and August 27th, billings will be no problem, The September 10th billing should not be a problem but the mechanics have not been worked out. il. Agency Payments Non-profit agencies in which AUC interns are placed have contractually agreed to employ the student and to pay a part of the student's salary ranging from 100% to 00%. On Wednesday, August 6, 1969, prompting of agencies who have not fulfilled their contractual obligations will be commenced. IV. Contracts A. Agency Contracts EOA was delayed in executing our contract due to the change of di- rectorship. The contract has been delivered to George Berry for execution by the city. We still do not have a contract with SREB for the Fulton County Health Department, This involves 2l interns. Since SREB has given us $7,000, 00 and will give us $13, 000. 00 within two weeks (according to Bill Ramsay) I consider that organization reputable, © The decision was made to contract with the Academy Theater as a non-city agency even though the funds actually come from the City . (Atlanta Board of Education). Miss Nancy Hagar was talked with and agreed to this arrangement on July 15, 1969. A letter confirming the earlier verbal agreement and a written contract were mailed to Miss Hagar July 16, 1969, The contract has not of this date been returned to this office. ‘ The Atlanta Youth Council is for our purposes a non-city agency. The contract has been executed, College Contracts When the college contracts were executed, both copies of the West Georgia contract were returned to the college. Mr. Paul M. Smith, Jr., Director of Financial Aid, stated by telephone on 8/1/69 that he would on that date mail one copy to me, When it is received, Mr. Charles Davis, Director of Finance, City of Atlanta, will certify the West Georgia bill, Educational Advisor Contracts Contracts have been entered into between the City of Atlanta, Atlanta Urban Corps, and Carl Wieck, Patrick Ntokogu, Roger Whedon, Bar- bara Rudisill, and the Georgia Institute of Technology--Roger Rupnow, Nee the said individuals to act as Educational Advisors to the 1969 Urban Corps Project, Duties to be performed shall include but not be limi- ted to job visitation with the interns and agency supervisors, planning and conducting education seminars for small groups, as well as all interns, working in coordination with our field evaluation staff to in- sure job relevancy and educational significance of the program for each intern, assisting the intern in his articulation of his experience and other counseling and advisory duties connected with the program. For the services outlined above, each Educational Advisor shall be compensated in the amount of One Thousand Dollars, Urban Corps-Library Theatre Contract A contract between the City of Atlanta, Atlanta Urban Corps, and _ Arthur Pellman has been drawn, approved, and is in the process of execution, The contract provides in essence that Arthur Pellman is to serve as Director of the Urban Corps-Library Theatre for a period of not less than ten weeks and that he will be compensated in the amount of One Thousand Dollars. Staff Steve Mwamba is performing a task that is in my estimation tedious and demanding. He has and is continuing to keep errors at a minimum. Mac Rabb is now working in my office and is performing at a level that is above what can ordinarily be expected or demanded of an individual, Patty Harwell is doing an excellent job in providing secretarial support. She is diligent, unusually efficient, and in every respect a pleasure to work with.  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 4, Document 30 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/c85015379b6a79edeeab42b0a784a8c4.pdf a195a67abc35ee43be7d1907db829d28 Scripto Transcription A written representation of a document. ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L o De e n, J r., Dir e ctor of Finance, A tla nta Urban Corps Re: D e p artme ntal R e port Date: July 16, 1969 �I. After repeate d e fforts to r es olve the u n usually p e rple x ing s ituation surrounding comp e n s ation for VISTA volunte ers a ssi g n e d throu gh the Sout h e rn R e gional Education Bo a rd to the City of Atlanta , Atlanta Urban Corps, little has been accomplished. R e sponsibilities, ho weve r, have been d e fin e d, to wit: A. VISTA voluntee rs will r e c e ive bi- wee kly supple m e nts from the City of Atla nta , Atlanta Urba n Corp s in amount s d e t e rminable by multiplying the tota l numb e r of comp e nsable hours w orked by each intern durin g the pre ceding p a y p e riod by either . 07, • 47, or . 77, dep e nding upon the individua ls e duc a tiona l level. B. Volt Technic a l Corpor a tion, a sub s idiary of Volt Information Scie nces, Inc., 795 P ea chtre e Str e e t , N. E., Suite 63 0, Atlanta, G e or g i a , a priva te co r por a tion unde r contract w ith VISTA to p r ovide admini s trative and lo g i stic a l fina ncial s upport, will disp e r s e on a wee kly b as is the VISTA sha re of VISTA volunteers pay. C. The City of A tla nta, A tla nta Urba n Corps supple ment plus the VISTA s h are w ill clo se l y a pp r o x i ma t e tha t r e c e i ve d b y a ll other i nter n s o f a co m p a r a ble e ducatio na l l e v e l. D. C aro l Lim , Volt T e chnic a l Co rp o ra tion, phone 8 76-635 4 , has b een des i gnated as t h e represent a t ive o f h er c omp a n y to h a ndle i n qui r i e s fr o m VISTA Volun t eers ass i gn ed t o t he U r b a n Corps regardi ng c omp ensatio n fr o m VIST A. II. T he pr o cedu re outline d in se c t ion II of thi s D epar t ment ' s i niti a l re po r t , da ted July 2 , 1969, regarding Co llege-W o rk Study Program g u idelines is pr o v ing sati s facto r y. III . The book keeping system outlined in Sectio n III of this Depa rtment 1 s initi a l repo rt is now in o peration and is relative l y efficient. I mprovement is neede d in this area. As a bare minimum the following is necessary: A. B. Working space (availab l e for payroll auditors ) Freedom from unnecessary interruptions and confusion �IV. Mr. W. Walton Clarke, First National Bank of Atlanta, was talked with on July 10, 1969 . He agreed on behalf of the First National Bank to donate One Thousand Dollars ($1,000.00) to the City of Atlanta, Atlanta Urban Corps. Mr. Charles S. Marvin, A. T. &T. , was talked with on July 9, 1969. Mr. Marvin indicated an interest on the part of A. T. &T. to make a donation to the Urban Corps. He suggested that I call his immediate supervisor, Mr. Tom Koneig, on July 14, 1969, and arrange a conference. Mr. Koneig was ill. However, his secretary set up a conference for July 22, 1969 at 10:00 A. M. Mr. Plemon Whatley (Junior at Harvard) , employed by A. T. &T. and assig ned to E. O.A., w a s talked with on or about July 1, 1969, and has reported to Mr. Marvin that he feels the Urban Corps is deserving of a donation. A. T. &T. 1 s office s in Atlanta are located at Room 1831, The Hartford Building. In gene ral, Fina nce ha s b ee n pla g u ed by s e n se l es s mista k e s, inade qua te secretaria l sup p o r t, a n d t r oubleso me i nefficiency. At this time the addition of Dianne W il s on to thi s D e partme nt in a so m ew h at e lus ive po s ition i s not, i n my o pinion, justi fiable e ither in cost to the Urba n C o rps o r in inc rease d effi ciency. T h e a bove m e ntione d rec o mmenda t ion, if follo w e d, w ill pro v ide the n e ede d spac e m e ntio ne d i n Se cti o n III, A g abo v e and will e lim i n a t e the n ee d for clos e s u pervi s ion a nd w ill, t o s o me e x t ent, prov i de relief f r om u n n ece s s a r y c o nfu s ion and i neffic iency. � 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 DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L. Deen, Jr., Director of Finance, Atlanta Urban Corps Re: Departmental Report Date: July 16, 1969 LL After repeated efforts to resolve the unusually perplexing situation surround- ing compensation for VISTA volunteers assigned through the Southern Regionai Education Board to the City of Atlanta, Atlanta Urban Corps, little has been accomplished. Responsibilities, however, have been defined, to wit: A. VISTA volunteers will receive bi-weekly supplements from the City of Atlanta, Atlanta Urban Corps in amounts determinable by multiplying the total number of compensable hours worked by each intern during the preceding pay period by either .07, .47, or .77, depending upon the individuals educational level. B. Volt Technical Corporation, a subsidiary of Volt Information Sciences, Inc., 795 Peachtree Street, N.E., Suite 630, Atlanta, Georgia, a private corporation under contract with VISTA to provide administrative and logistical financial support, will disperse on a weekly basis the VISTA share of VISTA volunteers pay. C. The City of Atlanta, Atlanta Urban Corps supplement plus the VISTA share will closely approximate that received by all other interns of a comparable educational level. D. Carol Lim, Volt Technical Corporation, phone 876-6354, has been designated as the representative of her company to handle inquiries from VISTA Volunteers assigned to the Urban Corps regarding compensation from VISTA, i The procedure outlined in section II of this Department's initial report, dated July 2, 1969, regarding College-Work Study Program guidelines is proving satisfactory. III. The book keeping system outlined in Section III of this Department's initial report is now in operation and is relatively efficient. Improvement is needed in this area. As a bare minimum the following is necessary: A. Working space (available for payroll auditors) B. Freedom from unnecessary interruptions and confusion IV. Mr. W. Walton Clarke, First National Bank of Atlanta, was talked with on July 10, 1969. He agreed on behalf of the First National Bank to donate One Thousand Dollars ($1,000.00) to the City of Atlanta, Atlanta Urban Corps. Mr. Charles S. Marvin, A.T.&T., was talked with on July 9, 1969. Mr. Marvin indicated an interest on the part of A.T.&T. to make a dona- tion to the Urban Corps. He suggested that I call his immediate supervisor, Mr. Tom Koneig, on July 14, 1969, and arrange a conference. Mr. Koneig was ill. However, his secretary set up a conference for July 22, 1969 at 10:00 A.M. Mr. Plemon Whatley (Junior at Harvard) , employed by A.T.&T. and assigned to E,O.A., was talked with on or about July 1, 1969, and has reported to Mr. Marvin that he feels the Urban Corps is deserving ofa donation, A.T.&T.'s offices in Atlanta are located at Room 1831, The Hartford Building. Vis In general, Finance has been plagued by senseless mistakes, inadequate secretarial support, and troublesome inefficiency. At this time the addition of Dianne Wilson to this Department in a some- what elusive position is not, in my opinion, justifiable either in cost to the Urban Corps cr in increased efficiency. The above mentioned recommendation, if followed, will provide the needed space mentioned in Section III], A, above and will eliminate the need for close supervision and will, to some extent, provide relief from unnecessary confusion and inefficiency.  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 4, Document 29 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/577bbfe91689cbd80fe85cdc461e0a3a.pdf c782c86698fe3ffcdbe1ede4021e4779 Scripto Transcription A written representation of a document. ATLANTA URBAN CORPS DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urb an Corps From: Inmond L. Deen, Dir e ctor of Finance, Atlanta Urban Corps Re: Initial R epo rt on the D epartment of Finance Date: July 2, 1969 �I. The payroll sche dule for e mployees of the A t l a nta Urba n Corps is s e t forth in a memorandu m (labele d Appe nd age 11 A 1 :) w hich h a s b een distribute d to a ll interns. Individuals. who agreed to w ork as volunte ers and who ar e to receive $200. 00 as compens a tion for their serv ices w ill be p a id $ 100 . 00 on July 16, 1969, -~ and $100.00 on August 27, 1969. It is felt that this method w ill serve to e ncourag e the v olunte e r in tha t it p e rmits him to receive some mone tary rew a rd for his se r vices p r ior to the conclusion of the sum mer prog ram. It furth e r has the effe ct o f providing protection to the Urb a n Corps in t he eve nt that the voluntee r r e sig ns prior to the con clusion of the summe r program. Payme nt at the b e g inning of the progr a m would l eave the Urban Corps w ithout prote ction fro m financial loss should the v olunte er r e sign. P a yment a t the conclusion of t h e prog ram could conc e iv ab ly, w hile affording p r ote ction to the U r b an C or p s , imp o s e a bur d en o n the v oluntee r and w ould not conta in the incent i ve fa ctor inhe r e nt in the split payme n t m e thod. II. I n o r d er to c omply with g u id e line s s et fo r th b y the D e p a r t m ent o f H ealth, Educ a tion, a nd Wel fa r e , C o lle g e Wo r k-Study Pr o g ram D ivi sion , the follow i ng proc edur e h a s b een ina u g u r a te d: A. A c ertifi e d statement ( l a b e l e d App e n da ge 11 B 11 ) w ill b e maile d to eac h p ar ticip a ting c ollege or u n iversity h a v i ng College W o rk - S tudy Progr a m stud e nt s e mpl oy e d b y the A tla nt a U r b a n Corp s. The s t a t ement w i ll inclu d e i nfor m a tion re l a t ing to each stu dent as f ollows : 1. N a me . 2. W ag e r a te. 3. Tota l n u m b er of c omp e n sable h o u rs worke d d u r i n g the i mme d i a t e l y p rec e ding pay pe rio d . 4. G r o ss pay re c e ive d f or t h e i mme d iat e ly prec e ding p a y p e ri o d, and 5. G r o ss p a y r e c e iv e d t o d ate . B. Tim e c ar d s ( l a b e l e d A p p e ndage 11 C1 1 ) signed by eac h stude n t a nd his imme dia t e s u p e rvis o r c ertifyi n g t h a t a p a r t icul ar num be r of hour s w ere w o r k e d by the s tude nt w i ll b e mail e d t o the s tud e nt 1 s c olleg e o r u n ivers ity in i n s t a nc es w h ere the stud e nt i s enr olle d i n the C o ll ege W o rk - S tud y P r o gram . C. E a ch e mployee is r e q u ir e d to pick up in p ers on his p a yche c k or to g ive wr itte n a uthor i z a t ion t o the i n dividu a l w ho w ill pick u p the c h eck. In the f orme r s i t u ation t h e indi v idua l i s :i.·equire d to g ive writt e n cer tific a ti on of r eceipt. In the l a tter s itua tion t he a uth or i ze d indivi dua l is r e quired to c e rtify re c eipt �Page 2 July 2, 1969 of all pay checks received. (See Appendages II D" and II E".) III· A bookkeeping system has been designed and is tentatively scheduled to become operative on July 10, 1969 . The system will consist of the main-·~ tenance of the following Journals and Ledgers: A. General Journal- -posted daily Monday through Friday prior to 9: 15 a. m. listing all monies received and all liabilities incurred the pr e ceding day. B. Cash Rec e ipts and Disbursements Ledger--posted twice weekly recording the flow of capital. c. General Ledg er- -posted twice weekly containing separate a ccounts for: 1. 2. 3. 4. 5. 6. 7. 8. Office e quipment, Office supplies, Paym e nt rec e ived from age ncies as contract e d for, Payme nt received from e duc a tional institutions as contr a ct e d for, Payme nt rec e iv e d in the form of grants and donations f r om fou n dations, P a yme nt rec e i ve d in the fo r m of grant s a nd don a tions fro m the private business sector, Utilit i e s, and All oth e r nece s s a ry accounts. D. Indiv idua l E ar nin g s R e cords -- p o st e d bi - w eekly. E. Petty C as h Re co r ds -- m a int a ined by Sam Williams. I n mon d L . D ee n, Jr. D irect or of Finance A t l anta U r ban Corps � 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 DEPARTMENT OF FINANCE To: Sam Williams, Director, Atlanta Urban Corps From: Inmond L. Deen, Director of Finance, Atlanta Urban Corps Re: Initial Report on the Department of Finance Date: July 2, 1969 I, The payroll schedule for employees of the Atlanta Urban Corps is set forth in a memorandum (labeled Appendage '"'A'!) which has been distributed to all interns, Individuals. who agreed to work as volunteers and who are to receive $200. 00 as compensation for their services will be paid $100.00 on July 16, 1969, © and $100.00 on August 27, 1969. It is felt that this method will serve to encourage the volunteer in that it permits him to receive some monetary reward for his services prior to the conclusion of the summer program. It further has the effect of providing protection to the Urban Corps in the event that the volunteer resigns prior to the conclusion of the summer pro- gram. Payment at the beginning of the program would leave the Urban Corps without protection from financial loss should the volunteer resign, Payment at the conclusion of the program could conceivably, while affording protection to the Urban Corps, impose a burden on the volunteer and would not contain the incentive factor inherent in the split payment method. it. In order to comply with guidelines set forth by the Department of Health, Education, and Welfare, College Work-Study Program Division, the fol- lowing procedure has been inaugurated: A. A certified statement (labeled Appendage ''B'') will be mailed to each participating college or university having College Work-Study Program students employed by the Atlanta Urban Corps. The statement will include information relating to each student as follows: 1, Name. 2. Wage rate. 3. Total number of compensable hours worked during the immediately preceding pay period. 4, Gross pay received for the immediately preceding pay period, and 5. Gross pay received to date. B. Time cards (labeled Appendage ''C"') signed by each student and his immediate supervisor certifying that a particular number of hours were worked by the student will be mailed to the student's college or university in instances where the student is enrolled in the College Work-Study Program. Cc. Each employee is required to pick up in person his paycheck or to give written authorization to the individual who will pick up the check, In the former situation the individual is re- quired to give written certification of receipt, In the latter situation the authorized individual is required to certify receipt Page 2 July 2, 1969 III - of all pay checks received. (See Appendages "D" and"E",) A bookkeeping system has been designed and is tentatively scheduled to become operative on July 10, 1969. The system will consist of the main- tenance of the following Journals and Ledgers: A. General Journal--posted daily Monday through Friday prior to 9:15 a.m. listing all monies received and all liabilities incurred the preceding day. Cash Receipts and Disbursements Ledger--posted twice weekly recording the flow of capital. General Ledger--posted twice weekly containing separate accounts for: hone Office equipment, Office supplies, Payment received from agencies as contracted for, Payment received from educational institutions as con- tracted for, Payment received in the form of grants and donations from foundations, Payment received in the form of grants and donations from the private business sector, Utilities, and All other necessary accounts, Individual Earnings Records--posted bi-weekly. Petty Cash Records--maintained by Sam Williams. Inmond L. Deen, Jr. Director of Finance Atlanta Urban Corps  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 4, Document 28 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/11753f36d5d5a053cc7a76c53fa20860.pdf 3d9b613fc499cd5d53d6de00b8e61d40 Scripto Transcription A written representation of a document. l)~~c CITY OF ATLANTA DEPARTMENT OF LAW 2614 FIRST NATIONAL BANK BUILDING ATLANTA, GEORGIA 30303 ROBERT S. WIGGINS MARTIN McFARLAND . EDWIN L . STERNE RALPH C . JENKINS JOHN E. DOUGHERTY CHARLES M. LOKEY THOMAS F. CHOYCE JAMES B. PILCHER HENRY L . BOWDEN CITY ATTORNEY FERRIN Y . MATHEWS ASSOCIATE CITY ATTORNEYS ASSISTANT CITY ATTORNEY July 31, 1969 HORACE T. WARD DEPUTY CITY ATTORNEY ROBERT A. HARRIS HENRY M. MURFF CLAIMS ATTORNEYS JAMES B . HENDERSON Mr. George J. Berry Administrative Coordinator City Hall Atlanta, Georgia 30303 SPECIAL ASSOCIATE CITY ATTORNEY Dear Mr. Berry: Transmitted herewith are two contracts referred to me by your office which have been approved as to form. T. Ward City Attorney HTW/cj Enclosures � 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 Une Conf’ DEPARTMENT OF LAW 2614 FIRST NATIONAL BANK BUILDING iKy ATLANTA, GEORGIA 30303 et gt ae ROBERT S. WIGGINS ; MARTIN MCFARLAND. EDWIN L. STERNE RALPH C. JENKINS JOHN E. DOUGHERTY CHARLES M. LOKEY THOMAS F, CHOYCE JAMES B. PILCHER PERU Ce THENS ASSOCIATE CITY ATTORNEYS HENRY L. BOWDEN cITY ATTORNEY ASSISTANT CITY ATTORNEY July 31, 1969 HORACE T. WARD DEPUTY CITY ATTORNEY ROBERT A. HARRIS HENRY M.MURFF CLAIMS ATTORNEYS JAMES 8B. HENDERSON Mr. George J. Berry < SPECIAL ASSOCIATE CITY ATTORNEY Administrative Coordinator City Hall Atlanta, Georgia 30303 Dear Mr. Berry: Transmitted herewith are two contracts referred to me by your office which have been approved as to form. Horace T. Ward Deputy City Attorney HTW/cj Enclosures  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 4, Document 27 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969 https://ivanallen.iac.gatech.edu/mayoral-records/traditional/files/original/0c33ffbfa4e454f5c016e8df6d4d21f1.pdf ec215b73f101fe17d69cc7f30ec47ceb Scripto Transcription A written representation of a document. CITY OF ATLANTA DEPARTMENT OF FINANCE 501 CITY HA LL ATLANTA, GEORGIA 30303 July 30, 1969 CHARLES L. DAVIS DIRECTOR OF FINANCE W. ROY SMITH DEPUTY DIRECTOR OF FINANCE EDGAR A. VAUGHN, JR. DEPUTY DIRECTOR OF FINANCE JAMES R. FOUNTAIN , JR . DEPUTY DIRECTOR OF FINANCE TO: George Berry FROM: Linda H. Anderson SUBJECT: Atlanta Children and Youth Services Council Accounts Receivable from Atlanta Urban Corps V I am writing in regard to my memorandum of July 28, in which I stated that I had forwarded MR #16 for processing but was holding MR #14 and MR #15 (postage and office supplies, respectively) for verification. I have now rec eived verification of these amounts and accordingly have released MR #14 and #15 to Accounts Payable for pr oce ssing. LHA LHA:MM:vl � 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 —, : c— 1 A RETA DEPARTMENT OF FINANCE 501 CITY HALL ATLANTA, GEORGIA 30303 July 30, 1969 W. ROY SMITH CHARLES L. DAVIS DIRECTOR OF FINANCE DEPUTY DIRECTOR OF FINANCE EDGAR A. VAUGHN, JR. JAMES R. FOUNTAIN, JR. DEPUTY DIRECTOR OF FINANCE DEPUTY DIRECTOR OF FINANCE TO: George Berry FROM: Linda H. Anderson to SUBJECT: Atlanta Children and Youth Services Council Accounts Receivable from Atlanta Urban Corps I am writing in regard to my memorandum of July 28, in which I stated that I had forwarded MR #16 for processing but was holding MR #14 and MR #15 (postage and office supplies, respectively) for verification, I have now received verification of these amounts and accordingly have released MR #14 and #15 to Accounts Payable for processing, LHA LHA:MM:v1  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 4, Document 26 Box 9 Box 9 Folder 4 Folder topic: Urban Corps | 1969