.Mzc5Mw.Mzc5Mw

l "TOP FORTY" - Inter n s M eeting Aug ust 4, 1969 - 3pm Attendance: Purpose: 32 Intern s out of the invited 4 0 To ind octrina t e interns who will be in the City of Atlanta to prepare t h e m to i nfor m student s and faculty on their campus regarding t h e U r ban Corps. Also, it was hoped that the "Top 40" students could present so m e g ood or g anizational ideas for the fall pro g ra m . AGENDA: I. Sarn V{illia:ms prese n t ed the History of the Urban Corps fro m its be g inning in New York and on. II. The ~nte rn s w e r e told the purpos e of the three se m inars, how thi s s p ecia l g roup was chosen and why they w e re selecte d. III. Don Ebe rly, of t h e Atlanta Service -Learning Conference, spoke on the value of the service -le arning aspect as it relate d t o t h e Urb a n Corps and to t h e s ummer exp e rienc e of t he intern . IV . .A f ew question s we r e a s k e d to all :the inte rns in orde r to ge t so rne g oo d ide a s: E x a rnp l e : ~/hat s h ould be the p urpo s e and g o a l of t h e U rban Corps .? E x arn.p l e o f answere : O ne i nte r n fe lt that t he "le arning " part of t h e p r o g ra rn sho uld b e droppe d-he fe l t tha t y o u a u t o~;nt ica lly l e arn whe n y ou s e rve . Ano t h er inte rn fe l t tha t the g oa l s o f the pro g ra m ca n n ot b e struc t u red - i t w as s uch an i n dividua l rna tter - a nd that if you s t r ucture d the go a l s , you would n a tura lly look for s tud e nts w ho " fit the m old. V. S u gges t i ons fo r c h a n ge 1. l\fake a ll financ ing t h e sarne for a ll l evels . Thi s s u rnrne r the r e w e r e m any s t ude nts of different l e vels rnaking different arno unt s and d o ing the exa ct same thi ng. 2. Expand the Urban Corps- i t was t o o s1nall to make significant impact. 1 / /' 3. Expose the interns more to each 9 1ther which would make e ach inte rn aware of where other interns are - and could possibly de velop into interns using each other's services and help. 4. Se nd a list of all interns to each intern and their agency. 5. Have interns on each c a mpus screen other interns for participation in the pro g ram. 6. Orient mo r e Urban Corps jobs to outside adrr.dnistrative city departments. 11 �M EETING OF "T O P 4 0 11 INTERNS A u gust 11, 1969 G e or e;ia State Collee;e - 8:30 P. lV. PURPOSE O F MEETING: To present to the inte rns the non-city a ge ncy and city department views of v,hat an int-2rn can and should do. ATTENDING: NAME AGENCY 1. 2. 3. 4. i\!1ayor 1 s ,-=:: ££ice Grady M. & I Project Atlanta Urban Corps Staff M orris Brown College Urban Corps staff EOA H ea lth Atl. Public Library Emmaus House Sanitation De pt. Mayor's Office Servic e -Lear nin g Con£. \/Vater Department Se rvic e -Learning Con£. National Welfare Ri g hts Kennesaw Mt. Nat'l, Park UJ."ban Co-rps Staff Tra ffic Eng inee rin g Dept Atlanta Youth Council Vv" h eat Street Baptist Cburch K e nne s aw ·Mt • .Na.t 1 1 Bat.t!e. 9-k.. SREB At l anta Urban Corps Staff Atla nta Urban Corps Staff Economic O pportunity Atlanta Kirkwoo d Christian C ente r City Department A dmin. Kennesaw Mt. N at'l Battle Pk. Atlanta Urban Corps Staff Finance Departrnent Atla nta U rban Corps Staff A tlant?. Urban C o rps Director (Rent-A-Kid) tlanta Youth C. At l anta Urban Corps Staff 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15, 16, 17. 18. 19. 20, 21, 2 2. 23, 24. 25. 2 6, 27. 28 . 29. 30, 31, 32, 33, Walter L. Bloo1n, Jr. Car ea tha Dani e ls Inmond De e n Ivlatti e Dirr1n1e ny Maggie G erbe r Rose Haywood Janice Herring Freddye Hill John Hotard Ton1my Isaac Babs Kalve l age Michael Kemp Me linda La wre ne e S. R a lph Ma r tin Ala n M ille r Ken M illwood ·Rona ld Nash Rick Padge tt K 3r l P a ul Sus n n Pickard Bill R am s ;:i. y Tim Ro ~e rs Barbara Rudisill Christime Smith Kendra Smith Dan Swea t Sn lly Tucke r Bettye Underwoo d ·wagee n e r D2.ve ~N h ~ lan Sam -Yl illiams Gary 'N ood Sue Zander Jelrn The meeting was opened by Mr. Dan Sweat. City Deputy Administra tor, giving his opinion of why the city d~partments need intern s. He pointed out that the city needs the new ideas of ~ollege interns. He feels the streng th and w ea. knesses of the Urban Corps c:euld be (1) strength - Se rvic e -Learning wn.cept, Souther n R egional Educational Board an d that the Urban Corps is stude nt run. ( 2 ~ Weaknass; The Dr.bt1n C orps is not y et a year round operation . Sam Vvilliar.c,s a sked Mr 0 Swe at to expla in hi s f~e lings Oll how !ar an Urban Corps type program <:an go in change city government. Mr. Sweat stated that students should go in and expand th0 syste m to the tr,3;:i kin g point, then loosen-up, otherwi s e there's no more S)JBten~ to work on. Bill Kemp, an Urban Corps intern in the Water D '" pcirtment , suggGstaJ that the city set up permanent adminish·3tive po.sitions i;:1 city departments for int rns. He felt this could be a unifying force for city go v . . : rnmen t, i . .:. . , int~rns come togeth:.H and t a k~ problems to th~ Board of .Alderma n. �Cont'd Mr. Sweat, whe n a ske d about the possible e ffe ctive n e ss of the inte rn r e ports being writte n, stre sse d the importance of being thorough in the reports a nd tha t . they would a ll be r e ad by some one in his depa rtment. Some would b e sent to the Mayor, but he assured the group that the Mayor could not re a d all r e ports. A discussion of city governme nt followed a nd Mr. Swe a t e ncoura ged the interns to s ee k caree rs in city governme nt. In the a bsenc e of F a the r Ford, Emma us House , who was to discuss the inte rn as se e n by the private - a gency, the discussion was opened by Mr. Bill Ransey, of the SREB. Ga ry Wood, a n Urban Corps inte rn with the R e nt- a -Kid Agency, said tha t the Urban Corps w a s vital in kee ping private a gency going. Freddye Hill, of Emma us House, sta ted tha t a lthough inte rns were needed in the a gency, "could we a ll possibly b e do gooders a nd doing more h a rm in starting progra ms tha t w e must h a v e in the fa ll. 11 She stated tha t a n Urban Corps intern should go into a priva t e age ncie s a nd d e t e rmine their n ee ds a nd work within the m. Rick P a dgett of the Atla nta Youth Council a sked why should th e r e b e a diffe r e nce of purpos e b e twee n going into a city d e pa rtme nt a nd a priva t e age ncy? In othe r words, w a s it more importa nt a s a n inte rn h a ving a p e rsona l rela tionship to a group of k i ds or a n i nte rn in the city d e p ar tme nt where you'r e a ffe cting the syst em of mass m e dia . John Hota rd, Sanita tion D e p a rtme nt, conclude d that we should a tte mpt to do both. MEETING OF TOP 40 INTERNS Monda y, August 18, 1969 City H a ll - Committee Room #2 3:00p.m. The fina l m e e ting of the "Top 40" intern s w a s h e ld Monda y, A u g ust 18, 1969, m Committee Room #2, City H a ll, 3: 00 p. m. , with Da ve Whelan, Director of D e v e lopme nt, Urba n Corps sta ff, pre siding. Tla..e purp ose of t h e m e e ting w a s to inform t h e i n t ern of wha t a ctio n c a n b e t a k e n on c a mpu s, w h a t r e source s a r e a v a ila ble on the c a mpu s a nd t h e pre s e nt s t a t us o f a c a demic cre dit, a nd wha t proble ms a r e pre s e nt in the c ampu s a nd c o mmu n i ty. Dave W hela n pointe d out the fo llo wing e x a mple s of PROG RAM POSSI B I L I T IES: (1) E m ory Uni v e rsity a. T h e sch oo l o f Nursing a t E mory Univ ersity is negot iating t o p l a c e junior nur sing stude nts in a commun ity a ction age ncy using the U rba n C o rps to a ssit t hem. The D ean of the Nur sing S choo l a t Emo ry, M r s . Ada Fort, i n her explanation as to why the N ursing Schoo l is very much in fa v or of thi s plan, stated that nursing students a re taught all medical subj ect s and that the faculty now is pushing to give the stu dents expose on a "real life " basi s to the types of people and sit uations they coul d be exposed to and this in turn, would possibly develop a more a ware type of person. �b. (2} The Political Science departme nt a t Emory (Dr. Bowen a nd Dr. Main) a r e b a cking the idea of stude nts enrolling in certa in course s and having the option of coming to cla ss or wor king through the Urban Corps and r e c e iving credit for the ir inter ship providing the y me e t a ll othe r criteria set. (example: re a dings, r e ports, etc.) Clark Colle ge a Dr. H a rris, Cha irma n of the 11 C ommitte e on Non-Tra ditional Curriculm" agrees that if a student wishes to p articipate in the Urban Corps for credit (3 to 9 hours) then he c an a ppea r b efo r e the committee . M rs. Edith Ross-Associate Professor, Atlanta Univer sity Schoo l of So cia l Work, interj e cted the pla n o f the AU Cente r Schools c o mbining a ll Atlanta Unive rsity schoo ls · in a program of SOCIAL WELFARE-which will include under g radua t es in 4 courses of social work. She suggested this was a possible w a y to link the AUC with the Atla nta University Complex. (Dr. Garth is cha irman of the program, Mrs. Ross is Coordi nato r} (3) G eo r g i a Tech a. ( 4) Social Scie nce course -"Problems in Urban Socie ty," is a co ur se whe n the r e is a p o ssibility of the stude nt e nrolling a nd h a ving an inte rnship through the U rban Corps part of hi s course. Tra nsfe ring Credit D a v e Whe l a n sug g e ste d tha t the r e mi ght b e a possibility o f a tra ns i e n t stude nt e nrolling in other school Is c ourse t:-ia t might h a v e an internship, a nd t r a sferring the course b a ck t o the p a rtent i nstitution. Stude nts w e r e told to check w ith the ir depa rtme n t h ea d. Mr. Bill R a ms e y, of the So uthe rn Regiona l Educa tion B oa rd, sta t e d tha t a ltho u g h h e is not a ga inst the ide a of cre d it b e ing g iven, h e fe lt stude nts should no t approa ch their respective departme nts heads i mmedi a t e ly with the idea of getting credit for their inte rnship, (e ither summe r or fa ll} this is not the w a y t o a pproa ch the faculty, a s the y n re proba bly n o t a w a r e o f Urba n C o rps a nd w ill w a nt t o kno w imme dia t e ly the impo rta nt t hing s such as the Educa tio n a l Aspe cts, v a lue and t e chniques . In o rde r to pre s e nt this a d e qua te ly, the students m ust b e pre p a red t o b a ck t his up a nd give c o ncre t e exa mple s o f " w h a t w a s lea rned fro m the ir inte rnship this summe r. 11 Some student sugge stions g iven a t the mee ting perta i ning to the o v era ll U r b an Corp s p ro g r am a n d s p ecifi c a lly c ampu s p a r ti c i pa tion a r e a s fo llo ws: {l) C h arlie B rown, Georgi a T e ch, s u ggested tha t the diffi c ult y a s far a s T e ch ·w o u ld be in c onvincing the faculty tha t t h e program is important. He sugge sted tha t a n exampl e o f an inte rnship to b e suggeste d t o the fac ulty w o u l d be the idea of engineering students s urveying part of the M odel Cities area where surveying i s needed r a ther than surveying Peters Park which is surveyed because o f lack of other suggestions. �- - - ~---- ~ - -- - -~ - - - - - -~ - - - - - - - - -- - ~ ~ ~- - -~ =----= Susan Picka rd, Agnes Sco tt, suggested the possibility of usin g a n 11 ENDOWMENT 11 fund Agne s Scott for Urban Corps inte rns from Scott since they do not r e c e ive CWSP funds. L o yd Sande rs, Morehouse, sugge ste d tha t a faculty members from ea ch schoo l b e a sked to w o rk with the Urba n C o rps s o tha t transferring cre dit w o uld b e m o re ea sily h a ndled. K e n Milwo o d, University of Geo rgia , suggested t o have both student a nd faculty r e pre s e nta tive from ea ch schoo l as the " o fficial" Urban C o rps R e pres e ntatives. Sa m V{illia ms m a d e the follo win g sugge stions for the inte rn t o do in the fall: 1. Meet a s a group aga in sometime in Octobe r or Novembe r. 2. Go se e fina ncia l a id o fficer a nd find out wha t is th e schoo l I s a llo cation for CWSP a nd h o w much the y a r e r e que sting n ext ye a r a nd h ow much is b e ing spent off-campus. 3. K ee p in touch with the Urba n Corps o ffic e with n a m e s, et c., of people to conta ct. �August 18, 1969 Possible Urban Co1·ps Director s Contacted To Date 1. Bob Sigmond, Assistant Director, Resource Develop1nent Project SREB 2. Ken Millwood, Public Relation Director, Atlanta Urban Corps 3. John Sw eet, VISTA Volunteer, Atlanta 4. Alan Gould, Assistant Director, New York Urban Corps 5. Elayne Landis, Assistant Director, New York Regional Metro Planning Commission 6. James W. Foughn;:;r, Financial Aid Director, Dalton Junior College 7. Ronnie Chinchilla, Director VISTA training program, Westinghouse Lea r ning , Atlanta 8. Imre. Kovacs , Youth and Urban Minister, NewHaven Congregational Church 9. Thorburn Reid, President, Project Earning Power, Washington, D. C. 1 0. Ronald Kabl, M.S. degree, Community Development, · university of Missouri 1 1. Michael K. Ray, Retired Major, EOA at present �ELAYNE LANDIS 220 Garfield Place Brooklyn, New York 11215 EXPERIENCE: Editorial Assistant - World Scope Encyclopedia, New York City, August , 1959, io January, 1960, general editing of articles submitted for printing in encyclopedia Editor - Freelance, January , 1960, to August, 1960, research and editing of theses in political science and history; bibliographical research for magazine articles Editor - Anderson Map Company, New York City , April, 1960 , to August, 1960, research for isometric map of New York City, developing location and significance of historical sites, ethnic neighborhoods and places of interest Teacher - New York City Board of Education, October, 1960, to January, 1966, teaching el ementary school one year at P. S. 144 in Harlem; teaching English and Social Studies three years in junior high school in Greenwich Village; faculty advisor to student newspaper and magazine; faculty advisor to General Organi zation Urban Planner - Nassau County Planning Commission , January, 1966, to January, 1968, site planning for Mitchel Field; study of office construction and white collar employment; assignment by County Executive to work with Metropolitan Regional Council in New York City resulting in revival of the council of governments through revitalization of programs in transportation, jet noise, air pollution, water pollution, recreation, solid waste disposal, etc.; preparation and submission of first HUD application for planning funds. Assistant Director - Metropolitan Council, January, 1966 to present, general administration, organization, budgeting, program development and writing; direct responsibility for regional program areas in narcotics addiction, law enforcement, student internship; work with mayors and chief county elected officials in tri-state metropolitan area towards goal of regional cooperation and local participation in regional planning and decision-making EDUCATION: Brooklyn College, Government and History, B. A., 1958 Harvard University, Government, Summer, 1956 University of Pennsylvania, History, M.A., 1961 New York University, Urban Planning, 60 credits, M. U. P . ; Werner-He gemann Scholzi.rship, 1963-64; 1964-65 �l THESES : University of Pennsylvania , M . A . thesis about assimilation of immigrants in New York City , considering housing, education, group affiliations, employment , governmental participation New York University , M. U. P. thesis concerned with goals, problems and accomplishments of neighborhood conservation programs PERSONAL: Born: U. S. A . Age: 32 REFERENCES : Perry L . Norton, Professor of Planning Graduate School of Public Administration New York University Four Washington Square North New York, New York Hon. Lawrence F. Kramer Mayor City Hall Paterson, New Jersey Hon. Charles E. Pound Commissioner Department of Parks and Recreation County Office Building White Plains, New York Marital Status: Single �·Resume of: JOB JA1'-:1ES HILLI.hl-1 FOUGHNEH 22}-5- -C-aus t -o n- Bl -uf f - R-oad I 1..10 .). - D R(, v J... D ·- i~ c... {-l. 1:c s T ~u ·s. k s.av-a-nna·rr;-- Gtrn-rg t a- 3t ·4o4- ·AT. (}- tVTR I G-Gu A G- 1/ =} . .s.::.J, (:Phone : 9-1-2---2~&~6 64l/0 11 __ J.. 1fi _ /Cf 7 ;)..._ OBJE_C_T_IVP-,: Position of developmen t director or fed e ral programs coordinator. Also interested in public relations and related fields. PERSONAL DATA: • Bii:..th: . Height: Height: Health: Harital Status:· Draft Statu s : Employment Area: Hobbies: August 22, 1938 . 5 f 10 II · 190 lbs. Excellent S-ing..l.e- ft) Pr Ar<. l ~ -D 1-Y Southeast Sports, Government, Music, Literature and Theater. EDUCATION: 1960- 1963 Law School, University of Georgia Graduated June 1. 1993 ulth JD 1958-1960 ~ourna lism School, University of Georgia Gradu a. t ed .June 4, 1960 lri th ABJ B average: Major field, Radio and Television • . Extra-curri cular Activities: 1960- 1963 Member of Athens Le gal Aid Society, Vice Chairman of Leg a l Aid Society • • • Phi Delta Phi Legal Fraternity ••• First place wi.nner from Georgia Law School in Le gal Aid Essay Contest. 1958-1960 Hember of Di Gamma Ka_ppa .Broadcasting Fraternity EHPLOYrIB NT EX PERIENCE: - 1968- 1969 1963- 1968 Director of Information, Federal Projects Officer and Alumni Director, Dalton Junior Colle g e Civil Defense Research University of Georg ia Rese a rch Associate, Director of Publicity and Recruitment, under contra ct with the Office of Civil Defense, Department of Army , to investie;a te the ha bitability of co~~ unity fallout s he lt er s • •• Rese ar ch duties includ ed experimental de s i gn for simula ted confinemen t studie s) se l ection a nd trainin g of man a8eme nt of staffin g, su pervisin g the work of gr aduate a s sistant s, ·wr i ting the f ina l r epo rts , pa rt i cipati on i n government and acad emic sem inars. As a result of our public i ty eff or t s, 4 1000 s h el ~er ee volunt eers were r ec r u ite d over a five ye a r period o I �REFERE1WES : Dr. Thomas R. Ahearn, Kennesm-r Junior College, Harietta, Ga. 30060 Mr. Thomas E. Hart, Dalton Junior Colle ge, Dalton, Ga. 30720 Professor i'lorth HoDougald, University of Geore;ia, Athens, Ga. 30601 Dr. James Allen 1-Ta tson, Atlanta _Board of Education, Atla~ta, Ga. Mr. James McIntyre, Georgia Municipal Association, Atlanta, Gao Mr. Don Southerland, Georgia Center .for Continuing Education, Athens, G-a. I . !: �lmre Ko v acs 19 Orc h a rd Pl ace New H aven , C on ne c t ic u t 0,6511 August 15 9 1969 !1r. Sam /villiams Atlanta Urban Corps 30 Courtland Street, N.E. Atlanta, Georgia 30303 Dear Mr. /lil li ams: Mr. Ta p pan Wilder, the Dir e ctor of the Yale Int ernship Program in Urb an Studi es , t e lls me t ha t he r e commende d my name· to you . for the posit ion of Director of the Atlanta Urban Corps and that h e s ent you my resume. As outli ned in your letter to Nr. Fleishman, the Atlanta Urban Corps s e ems to be a succ e s s with hi gh potential for even greater succe ss and gr eat er s ervic e to the commun ity. I wo u ld like to expres s my strong inter es t in the pro gram and de sir e to work with it. At pre sent I am the Assistant Minister at the North Haven Congregationa l Church. Durin g th e pas t y ea r I ha v e bee n r espon sibl e for develo p ing on urba n ministry pro gram, r e l a ting th e church to an inner city tar ge t neighborhoo d in New Hav e n. Th e program has included get t ing groups in t h e church inv o lv e d in s e rvice opportunities in the city and educating th e youth t hrough a pro gram of encounters wit h different a sp ects of urban life. In a ddition, part of the pro gr am was to e duc a t e s uburbanit es in the complexiti es of the me tro p olitan ar ea in ~hich th e y live thr ough a day lon g e ducati onal seminar which I helpe d de v e lopo A t pr e s ent, I am tra ining a gro up of pe op l e who will t ak e r esp ons ibility for the urban ministry using the assistant minister as a resource person. Another group in th e church which I am training is a gr oup o j six coup les. I rec r uited th e coupl es for an inten s iv e wee k end trainin g con fe r en ce la s t fa ll . Th is group i s de v e lo p ing a comprehen s iv e r e - e va lua tion of t h e chur ch and a p l an f or t h e restructuring of the church for service to the community. An additional r e s pons ibility wh ich I h a v e as sume d this summer i s be i ng Res ide nt Dir e c t or of the Yal e S ummer Pr ogra ms. Thi s pos it ion inv o lv es adm ini stering and c oor di na t ing th e non-a cademic pr ogramjbr ov er f iv e hun dr e d st ude nt s . A major r esponsibi lit y of th e p o s ition i s th e g en era l ~re a n d we l fare of th e students. Th i s i n v o lv e s da il y c on t a c t _wit h a l arge number of st udents who '· �.. ·- - - --1 ~ lmre Kovacs 19 Orclrnrd Place New H a ven, C o nn ec ti cut Mr. Sam Williams -. ' : ., 0-6511 page 2 range from college and hi gh school students studying foreign languages, to black colle ge stu dents doing intensive gra duate preparatory work, to graduate studen ts on rese arch grants. My vocational gJal is to be in a position where it would be possible Jo use th e resources of th e structures of society and direct them toward solvin g the problems of the city. I am particularly int erested in the Urb an Corps because it ha s as its goal directing the resources of the adademic structures in Atlanta toward the needs of the community. I believe that I h a ve abilities which would especially suit me for working with the Urban Corps. First, I have had experience in both the academic and urb an communities, not only as a stu de nt and resident, but also in positions of responsibility demanding administrative ability. Second, I believe that one of my strongest abilities lies in the area of planning and administering. I h a ve had train¢ng and experience in planning and model building processes, and possess the ability to direct and coordinate individuals and groups. My resume does not inclu de any references. Below are the names of two men whom I believe can give you a fair evaluation of my work and abilities. Nr. Joseph Downey Director of Comm unity Services Division «:ommunity Progress Incorporated 270 Orange Street New Ha ven, Conn e cticut 06511 -·. Rev. Arthur Hig g ins Minister of Church and Society Connecticut Con fere nce of United Church of Christ 20 Dra z en Drive North Haven, Connecticut 06473 . . -- I look forward to hearing from you • .:" Sincerely 1 1~l0vQ~/2 ~ �Resume Imre Kouacs Address 19 Orchard Place New Haveh, Conn. 06511 Telephone 203-776-3044 Present position Youth and Urban Minister North Haven Congregational Church Background and past posit ions Grew up in New Yorh City • • • Father, minister of the First Hungarian RcformGd Church, New York • •• Secretary of the ' Notional Youth Cabinet of the United Church of Christ 9 1961.--62 • • • Delegate to the North American and European Ecumenical Youth Assemblies, 1961 9 1962 • •• Vice-president~ Yale Divinity v'fs·chool Student Association, 1968. ~ • Resident Di1·ector, Ya le Summer Programs, 1968, 1969 L Education Urban expericmce 1963-68 Urban-suburban ministry, 1968 to the present Vocational goals Rudolf Steiner School, New Yorh, 1953-1961 • •• ~ale University, B.A., 1965, majored in Chinese Studies and religion • •• Yale Divinity School, B.D., 1968P •• Yale School of Art and Architecture, courses in the history of city planning and urban structure while at the divinity school Secretary of Dwight Hall, undergraduate organization at Yale responsible fo1· studen.t involvement in the New Haben inne1· city. Responsibility for developing new programs • • • YNCA group worlter with inner ct'. ty boys • • • Executive Secretary of Hiil-Dwight Ninisterial Ailiance. Community organization worh with blncli mission churches in New Haven inner city, field worh while in divinity school. Organized day care center. Edited Alliance newspaper which was distributed to the churches. Worked with New Haven Redevelopment to relocate churches in r~newal area. Assisted in comprehensive analysis of Hill area. Co-ordinated Alliance programs with Community Progress, Inc., New Haven's a~ti-pouerty agency Grant from the Connecticut Conferenc:e of · the United Church of Christ to discover ways of relating the North Hauen church to an inn<1r city target area t'.n New Hauen, Netbhallville. Planned, with the assistance of Christian Conmunity Action, a day long educational program on the interrelationship of the city and suburb. Worked with the black ministers in the Ninisters Assoc_iation of Newhallville. Secured and supervised divinity school student to work with Association. Developing a group within the North Haven church to take responsibility for continuing the ministry. Final report to the Conference to be "Nanual for Dev e loping an Ur~an - Suburban Ninist r y" To undGrstand the dynamics of ur ban change • • • To enabl e . the structures to be more responsive · t o the needs of peo p l e • • • To change the st r ucture s to c r eate a more h uman urban envi r onment �.., ..... . . ·: . ' · 'I . ! .., _, ·, "\ Resume THORBURN REID 3429 3L1th Pl ace, N. ~l. Washington, D.C. 20016 Home: 0-ff ice: 363-8554 (202) Project Earning Pov/er 1826 Jefferson Pl~ ce, N.H. Washington( D.C. 20036 296-'-¼4 33 SUMMARY 202) Ski 11 s

Program analysis, evaluation and development ~·<Writing: analyses and programs

General management and administration

. ~·( Youth l eodership

Fluent Spanish, fair French

\ Areas of Experience ~·( 1c ~·( • . -{: ·l: National and international government agencies Community developme nt, urban and rural Youth involvement in contemporary problims International relations and law Latin America WO~K EX PER I ENCE 1967present I' . I PRESIDENT, Project Earning Power, a national, non-profit corporation with headquarters in Washington. The Corporation's first president and officer. Responsibility for planning and administering a national program to assist severely handicapped workers in sheltered workshops to. raise their earnings. The job involves:

Securing

19671966 and administering government contracts and grants. Directing, evaluating and supporting national orgunization with offices in Los Angeles, Chicago and New York. Coordinating and dire~ting professional · (designers, businessmen, etc.) volunteers, consultants, national organizations such as the Women's Committee of the President's Committee on Employment of the Handicapped, the National Association of Sheltered Worksh1ops, the Industrial Design Society of America. Total reorganization of all phases of the Corporation, stressing establishment of clear goals and clear lines of authority, and stream! ined organization. ADMINISTRATOR, Mid-Atlantic Region, VISTA, Hashington, D.C. The "domestic peace corps", a program of volunteers working in the war on poverty. Responsible for establ fshing and directing the Mid-Atlantic office when VISTA was first regional ized.

Selected

Planned,

and supervised staff of 28, regarded as best region a l staff . administered, evaluated and supervtsed Qrograms and t ra ining involving 750 volunteers in seven states ~nd the District of Columbia. �,_ ,, ....... ,.·.•. ·k

19661964 Coordinate d pro91 '-'"'.:, 1·J1 th OEO offices, state and loc a l agencies, and proj ect·s pon s or s . Progr ams were pr edom in antly in urb a n a nd rural community deve lopment and mental heal th ; stressed institution building in · progr amm ing, i.e., assigning volunteers to instltution ~which would th ereby be aided most in becoming self-sufficient. DEPUTY DIRECTOR, Peace Corp s / Per u, in Lima , Peru. Volunteers work in development pro grams in: urban and ru ra l community develop me nt; coops, and sma ll indu st ry deve lopment ; education.

I

Sha red re spo ns ibility with Director for pl an ning and administering progr ams for ov e r· LfOO volunteers. Coordina t ed and wo rked with participating Peruvian agencies and U.S. Overseas Mission officials. Sh a red responsibility with Director for sev en region a l offices and ten associate dir ec tors, plus three Peruvian technical advisors. Emphasi zed: building self-sufficient Peruvian institutions; establishi.ng clear program priorities r e flecting Per uvian needs; matching volunt ee rs with ap propr i ate jobs; maintaining open communications with volunteers and staff. I / EVALUATOR, Pea ce Corps/Washington . Ev a luation Division reviewed for Dir ~c to r all aspects of Pe ace Corps, including sel e ction and training of V,olunteers, program p1l a nning and operation overseas.

I

frepared

19621960 written reports for Peace Corps Director and Division \ Heads on all aspects of Peace Corps country programs; a nd \ reports on all aspects of Peace Corps training progr ams. , ~isited and studied intensive ly Pea ce Corps progr ams in countries , in Latin America, and 3 countries in East Asia and Africa, \ interviewing Peace Corps, AID, Embassy and ho s t national 1officials and Peace Corps volunte e rs. · · S~ressed: compa rison of stated program go a ls with actual perl f ormance; aptness of program goals; matching volunt eer s with

p::~:: ~: S~:.:: ~

COMM ITT~

e

I Comm i t tee on \/or I d Peace Through Law of the I ! / ) . / Ameri~an Bar Associ ~t ion, Washington, b . C. Committee was en gaged in ; preparing · and direc~ing four regional international conferences to promote deve lopment! of international law. /

P;epared

draft ~onference wor king papers on problems a~d potentia~ · internati on al law; special committee reports; confereace / agendas and budgets; correspondence for participating lawyers here and abr oad . Responsible for advance preparation on site and administration of conferences in Costa Rica, Nigeria, lt_aly and Japan with local public and private officials. of

' �RES U/vl,E fVr,i.u!l-t /r?-~ > -11- -·-·--R-o-..Ju ROl"-J ALD J. KALIL 1ke, HO/v\ E ADD RESS TEMPOP-ARY ADDfz F.SS (un t i I Jun e 1969) 314 C:Pti~s t/n Coll ege Ave nu e . Colun~ 163 Kohanza Sf-reet Ar+ t, Jll/4.Jct- Danbury, Connecl-i cut

ssouri 65201

Phone: 203-74 8-6134 Phone: 31 4- 44 9-4556 VOCATlOt'-IA L GOAL To engage in any or all aspe cts of community deve lopm ent: training 1 promotion, programming , marke ting, evaluation, and consulting. · PERSOl"-lAL Born: April 4, 1942 Heallh: Exc e llent Danbury, Conn eclicut Height: 5 1 8 11 Marital Status : Sin9le Weight: 155 pounds EDUCATION M.S. : Co mmunity Developme nl·, Univ ersity of Mi ss ouri 1 June 1969 B. B.A.: Account-ing, Unive rsity of Connecticu t , June ·,1964 EXPERIENCE September 1968 to Pres ent: Graduate Research Assistant An eight month ass istan tship !-o work on community deve lopm ent research proi ccts in mid - Mi ssouri . September 1967 to Present: Graduate S!ude nt I am working toward on M . S. deg ree in Co mm unity Devel opme nt. It wil I be comp le ted in Jun e 1969. \. �Jun e 1967 f·o September 1967 : VISTA Asso cial·cs Progrom Mcm oger A lempor_cry job lo acl- as I ia iso n be twe e n VISTA cenl-rcd offic e in Wmh ingf·on , D. C. ancJ VISTA volunl ec rs in !h e fi e ld . It was my job to se le ct eighty applicants, ass isf· in irnining them , fincling pl accrn e: nls for i·he rn , and representing 1·hcs e summer volunle:crs in J·he field. Nov ember 1966 to Jun e 1967: Peace Corps Recruiter I was employ ed by Pe ace Corps as a cam pus recruit e r at coll eges and univ e rsiJ-i es in th e southern and soulhwesl e rn regions of !h e United States. August 1964 lo Augusf· 1966: Peace Corps Volunf·ee r I . . ' l I worked in a communily developmenl proj ec t at the village leve l in rural Norlh eas f· Brazil • ' FORE!Gl'-J LANGUAGE S Portugu ese , Sponish, and Arabic · TRAVEl~ Brazil, Paragu ay , Argentina, Uraguay , Chile, Bolivia, Pe ru, Ecuador, Venez uela, Dominican Republic, " and Mexico. REF ERE l~ C ES Dr.LceJ.Cary Dep l. of Regional and Commun Hy Affairs Profession al Building Universily of /\l1issouri Columbia, Missouri 65201 Chairm on of Department and Professor Joseph Higdon Trans Century Corporation 1520 Seventh Street, N. W. Washington, D . C . 20001 Program Adm in isf-rator Roger Bouteiller 127 Westville Avenue Ext. Businessman Danbury, Connecticut 06810 Laurie Grae ff 2600 East Ward Te rrace #10 Anaheim, California Social Worker .,, �,· .. . ,~ • c-.. Micha.el K. Ray P.rm:;o:rAt D.WA-: ~ Retired. l-1 a.jor Date of Birth: · 12/2.2/22 WeiGh·c: 155 Po1...Lri0..s 5' 6" Height : Marital Sta tu.:;: Draf-t; -Sta tu.s : Militory Ei:3torJ: _ 1943-194G ,, Infantr y ~ Hichest gradt Harried. - 5 children 3-A 1st. Sgt. Infantry ~ Adj. Gen . · Corp. Hic;bcst gro.de M~jor 1950-1967 Retirca June 30, 1967 19~-1- 1942 Amexica.n Institute of BCLl.1.king Los Anzcles, Califo:enia AccountiTig and ?rinc :i..paJ G of D2.nJ~i116 1939 ..1941 Belmont High School EDUC!i.T IOl'T: Los Angeles, California SERVICE sc:-:oor.s Adj. Gen. Officers C5.l·eer Couree Ft. Har~ison, Ind.icna 1959 Duri113 pcrioa. of 1952 to 19 67, attcnc1.cd cou..r::;es in Pc:r::;onncl Ha..11.D.[';ea ent, Civilic.n ena. l-1ilita ry Purch:i.;:;ins m1cl Con.t:r-.1.cti r:~ Spec:i.o.l Services Cou~·ccs in o;._--:crL:.tio:1 of R~c:r2~ti0,'! /,l·,~:.s to i :o..c ]:...1.c1c f2.cili tie::; suc::i e.s Golf com·sc::;, Bmrlinc :I.r::82s , SerYi cc Clubs , 'l·h~s.i:.~r.-;, Cra i"'c::; Clu"b mid. Sn c.ck Bo..r Op-2:::"ntio.:1 . Public Tielation Cour~es. Ed.ucatio:1 ec.:,u::i.l to ~-1:r;;iroxfr1,~.tely three years college. E-fPLO"fl-IZriT HIS'I'ORY: United States Arny 9/15/50 to ?re3c1~ Officer ~ Pr·lr-r.::.ry du ties : Chief of Speci3.l Servicec. and DivlGion ~8vcl. 1950- 1952 Cor.'!pm1y · Coi:rru..." lder 1952-1956 \ 1 I Po.:::t Assista:-tt S:pccia.1 Ser,..-lce::; Offi c ~r ru1c1. Cus toc.ian cf Cc~1tr2l Post Fund , Dutie :;: Rud co'.'.Iplcte respons ibility f or the contrecting and. IAU-cln;;lnc of all :cec:r;;;o:t.ion i::n.:.p-plic8 a."1.d rmt8rioJ.s, food 0.nd bever a ge for ooldicrG clu"'v, snJ.ck b :U' 3 etc. Coatr;,.1cting Ol'i'iccr for new construction a:1.d r.:::ll~bilit~tio;:i plus f'urnitu:rc ELYld fix·~urcs. H:i.ndlir!g all r,n-:::sc..:; to mra.rdi.i.J.J of co:.-i~ro.ct. Su:9ervioecl co::-1 3truction of 18 hole e;oli' co·..u·se, Pro Di10::;> end Clu'b Eou::; c . St n.ffcd and supervlscd o:per-::i.tion o f Club Eouz; c, Coc~~t ~il lou.."lge, e.nd - DiniP..g Roo:n. Arr-2-:.--is-.::~--:e..11t s fo1~ a lJ. p r i vo.te p -:i.rtics u 9 to a 1:1~ir'.'.w:1 of 250 v ...t.s h ::i.nclled u:1d2r r.ry d.irect za:)8l.'Vl::::io.:1. Ori;nnl:'.(:U. Holl.yvoo cl Llv ...: S b o ·.;.1 , ihlci\ incl111l~l1 loc •1l t ~,J.c :1t, Bob Ilo;,c, Bing Cro:.by, J C:.ck lk:n:1y e.nd Lou Co::it c l.lo. Provic.c :1 tr.inc?orto:tion., Hotel i::.nd Hotel ac cc:2;,oc~.,.J.tio,1 ::; . ·- �MINUTES GRANT REVIEW BOARD AUGUST 13 , 1969 The Grant Review Board of the City of Atlanta met Wednesday, August 13, 1969, at 10:00 a.m. to discuss the Request for Proposal from the U.S. Department of Housing and Urban De v elopment for participation in the Urban Information System project. The following persons were present at the me e ting: Members Dan Sweat, Chairman Collier Gladin, Planning Dir e ctor Jay Fountain, Deputy Dir e ctor of Finance Others John Watson, Planner Raymond Fleming, UrbanCorps Intern Kenneth Gregor, Urban Observatory Coordinator Mr. Watson e x plained that the RFP i nvites proposals for t he research and development of a compr e hensive , i nte grate d muni cipa l information system or subs ·y·stem . This i s a n expe r iment to l ea. r !'l v:.rh ether o r r10't ~ p rotot~,rpe r: an be developed and successfully op e rat e d as a r e latively standardized system w hich can be transferred t o other municipalities wi t h a minimum of alteration s. It is the i n t e ntion of HUD to s e lect one city in th e population range 50, 000 to 500, 000 to award a $2. 5 million gr a nt for th e d e velopm e nt of a compr e h e nsive system and s e v e ral c i t ie s will be chosen to r e c e ive lesser grants for d eve lopm e nt of individua l sub- systems. A detailed summary of RFP 2-70 is attached. After much d i scussion, the Grant R e vie w Board recomm e nds th e follo w ing: • ~ I\:.;,. 1. That th e City of A tla nta m a k e application for th e $2 . 5 m i llion compreh ens1ve system g r an t , pr ovid e d th e Ma yor and B oar d o f Ald ermen comm it a dequa t e re sources a nd a s s i gn h igh prio r ity for th e proj e ct. 2. That th e re sponsibility fo r pr e pa ra tion -of t he G r a n t a pplicatiqn b e lodge d with the Da ta P roce ss ing R evi ew Comm ittee u n d_e r th e fo llo wing cond i t i on s : (a) Tha t th e Data P ro c e ssing Revi ew C omm i t t ee b e expa nd e d to includ e qual i f i ed representative s from ea c h c i ty department, the S chool Departm e nt and th e Administrative Staff of tr..e M a yo r a nd Boa rd of Aldermen and that an executive committee compos e d of thos e b e st �Grant Review Board Minutes Page 2 August 13, 1969 qualified representatives of departments most affected by this project be chosen to guide development of the application. The project director for application development be recommended by this group and will report to it. (b) That this committee report to a joint committee of the Aldermanic Finance Committee and the Planning and Development Committee. 3. That the committee take immediate steps to accept proposals from. interested software consulting firms and recommend a software firm to the Joint Aldermanic Committee. 4. That the committee establish immediate communications with the Urban Observatory through the City's Urban Observatory Coordinator to determine the interest of the Urban Observatory in participating in the Urban Information System project.

.-L.--..!"--- .C-..-- L1.- G:r-ant Itc·vie·w· B .oa rd feels that th.is is an important UJ:-'_JJUJ. ~l.U .J.J.~Y .I.UJ. ~HC City to obtain consid era ble f e deral assistance in deve loping an information system and that maxirnum effort s hould b e put forth in an attempt to be selected as the compr eh ens ive system city. Respectfully submitted, A\a--J/N~,vf1an Sweat Chairman DS:je �- ___ _. .. . Consultant Firms, Software/ Sytems HUD RFP H 2-70 ,_ } 1. Computech Systems, Inc. 2. Leasco Systems and Research Corp. 3. Service Bureau Corp. 4. Computer Usage Development Corp 5. Computer Applications, Inc. 6. Doxiadis-System Development Corp 7. Ernst & Ernst 8. Arthur Andersen 9. Community Development Associates 10. Urban Research & Development/Management Science America 11. Control Data Corp 12. Electronic Data Systems 13. Computer Technology, Inc . 14. Arthur Young -- . --- -- ----- --- - ------· - �,I ' • · 1, MEMORANDUM TO: Members of the Data Processing Rev-Lew Committee FROM: John SUBJECT: WatsaqaW ' H i \I "H I' HUD RFP 2-70, Urban Infornation System Grant I! p !ir; The City has received RFP 2-70 from the Department of Housing and Urban Development. This statement of work invites proposals for the I, ,1 !I,, ii l',, research and development of a comprehensive, integrated municipal information bystem or sub-system. This is an experiment to learn whether or not a prototype can be developed and successfully operated as a relative- ly standardized system which can be transferred to other municipalities with a minimum of alterations. Past approaches to urb an information systems have been fragmentary. What is needed is a system formulated as an integra l part of municipal (( opera tions.b ased on the s a tisfaction of operationa l requirement s of municipa l agencie8 and maintenance of the data base for tha t system. To a chieve thi s br oad goa l, a fourfold integra tion is required, linking together the foll owing : 1. The processing, analytica l and contr ol c apabilities of urban information s ystems . 2.. The several comp limentary approa ches to i nformation deve lop ment ; housekeeping , da t a bank, model··bui l ding, and pr ocess control. 3. ,:he various processes of ur ban administration . 4. The many urban and other governmental entities within a municipality. There are several basic principles which this project must observe: 1. A fundamental analysis of the entire system and its needs is necessary. 2. The system must be ·operationally based, i.e. in support of I • I' �- 2 - municipal operations. l. The syotem :f.s municipal - oriented, since it is at this level that urban problems and programs are dealt with. 4·. . Automation rather than computerization of the system is de-sired. S;. . The system must provide for feedback from the community & its government. 6·. Since this is an R & D effort, experimentation and innovation are desirable. Careful documentation is an absolute necessity. Success and failures should be explicitly recorded for the benefit of other municipalities. One_ complete system and several subsystems will be funded in this project. I .n general, the functions of a municipality fall . in four categories: 1 •. Public safety - police, fire, inspections Z.. Public finance - usually every department has an accounting · function, with an overall budget department. 3.. Human resources development - health, welfare, education, recreation, etc. 4. Physica l and eco.aomic development - planning, .- ·construction, maintenance, engineering, utilities. A subsystem comprising one of the above divisions should be completed and tested within two years , while the complete system will have three years. Respondents are required to propose their respective for ma tion into consorti a . consisting of a t a minimum the municipality as the prime contr actor and a systems /so f t ware subcontractor. A college, univer s i t y , or center s ubcontractor as a t hird member of the consor tium is urged but I ! i �- 3 I I! not required. No contractor or sub-contractor may be involved in more than one such project. A. municipality must demonstrate that it has already made a sub- " stantial investment of human and material resources into the development of a municipal information system. Existing experience and resources

I· must be utilized to expedite the development of a system. The proposal must have a rational relationship to existing development of an ir.. formation system or subsystem in the municipality. The municipality must provide the project leader and leadership for all phases of the pr,oject. Assuming that a university or research center is included, the following roles are most appropriate: - educational and training course design, and orientation connected with the project • cost/benefit analysis and evaluation of the success & failures systems conceptualization - rationalization of information .and decision processes _The systems/computer software organization would perform the following: - s ystems conceptua lization • detailed systems design • programming - systems & procedures - detailed documentation & manual preparation technical training The proposal must specify who will do what and when it will be done. The consortium project team should include the following tyPes of personnel: ! l I �II - 4 - 1: - experienced municipal functional and managerial professionals i I ,, I • municipal government analysts - computer technicians - d.ocumentation & procedures manual specialists -researchers, hum.,n factors scientists, social scientists - training specialists -academicians - political scientists, public administrators, urbanologists, and infornation and computer scientists. The municipality must show evidence of the commitment of all government individuals & units whose cooperation is essential to the scope of.-·work proposed. It must also show a commitment of the following re- SDur.ces to the project: r. . Personnel: .. , - · the mix of talents available C - · the· specific persons involved, their contribution and relevant background, & the time they will spend on it. - · the relationship of non-project municipal professional employees & policy-making officials to the project. 2.. Machines: - the EDP equipment available - the support available from suppliers/manufacturers 3. Organization: - · a project leader - the c apability to continue the proj ect beyond the life of the fed er a l f unding The munici pality mu s t i nclude a " le tte r of i ntent" f rom al l members of the con.sortium. It must a l so show evidence of its co1Illlitment to utili ze the systems in planning, operations , and management . �II - 5 - J! i' The consortia involved in ·:the project will maintain a close liaison Informal status and .,, progress reports will help to keep everyone informed and to reduce dup-

j

~o discuss comnou problem areas & expressed needs.

,

l rt:c:a:t:i.on of_efforts. ·1

lI

Res:ear.ch· &. development is defined to consist of six steP"s: ,, 1 ,, 1. Systems analysis z.. Sys.t ems Conceptualization 3. Systems Design 4. Systems De,•elopment ~ ., 5.:•. Sys.tems Implementation Systems Evaluation Each. s.tep. is: closely interrelated and provides inputs to the other. The are:as: which will require the greatest attention to detail, and which have been merely skinnned in the past, are data acquisition and data base management. Present emphasis should be on an information and decision system rather than a data processing system. The research and development projects must utilize the systems approach, have clearly stated objectives, and exhibit effective systems management. They must also be based on design concepts that are trans- ferable to other municipalities. H -n•t The information systems must provide for continuing data base management and development, as well as implementation procedures for data base management. Data base documentation will include the exact n ame of each datum, a discussion of its .-meani ng where necessary ,to . be absolutely clear , its sour ce location , the frequency with which it is repor ted , t he range and kind of values associated wi th it , the meaning of the codes , and the medium, place and identity of its s torage . This process s hou ld be automated with a minimum of human interfacing wherever pos sible . The problem of �- 6 - i l I I Ii data compatibility is greatly increased by multi-source reporting. t Differences in coding and classification schemes, data names, area definition, reporting dates and period covered will have to be reconciled. A data access control plan must be developed for the system, governing- the release of data in terms of what, who, when and how. Certai-n data will be considered mandatory, some will be recorrmended, and some optional by Federal agencies. Geocoding of the data base is also required. The data system should be open-ended to allow data sharing. Proposals should reflect an interest to employ conventional models of hardware and peripherals which have o;ccapacity appropriate for the system or subsystem. This is necessary if the project· is to be transferable to other cities. This approach permits the conceptualization of incremental development of the information system. At the least sophisticated level are automatic data processing techniques conventionally employed in the administr a tive a f f a irs of the municipality. These include pe..--sonne l, finance and property accounting, . billing and disbursing, registering and licensing, and other routine tasks. The requirement for software is generally limited to data and files management, cross-tabula tion and report genera t i on. The computer proces sing mode conventiona lly emp loyed is batch- proces s ing. A second level of sophistica tion are hardwar e and software in support of the control of operation of a municip ality . These i nc lude scheduling, dispatching , alloc a t i on and moni tering, e.g ., t raffic control , and emergency vehic le di s pa tching. Emphasis here is on a rapid response capability , and therefore, the on-line, real time mode is more generally appropriate. A third level of s ophistication is in terms of the hardware, software and files required for planning support. Here, both batch processing l j, I'. �- 7 and on~line, real time modes are important. 0 Generalized software conventionally required includes PERT and/or CPM for planning and s..cheduling, simulation and statistinal analysis programs. Tharemaining level of sophistication is at the policy- making I and management level. Here the requirement at its fullest development - -is- fo.r exception-reporting techniques, a planning-programming-budgeting system, automated alerting systems, on-line cross-tabulation and report generation and the cathode ray tube and teletypewriter for on-line displays. Detailed analysis of current municipal operations is required to determine their relationship to the goals of the system. Existing procedures, forms, records, and reports must be evaluated in terms of the. basic functions performed by the city. Points of information generation, processing, and utilization and the extent of this information must also be identified. Decision-flow analys~s are also nec~ssary. Bel.ow is a check list of specific capabilities the data processing system should have: --Capabilities to accept and output data in a variety of forms. --Capabilities to handle large volumes of data. - -Capabilities to operate on individual values in a data set. - -Capabilities to manipulate and a lter data set structure. --Capabilities for report production and gr aphic displ ay. --Capabili ties for f act retrieval and ana lysis. --Capabi lities for data base r efer ence s ervi ce and documentation. --Capabilities for pr oces s management. The deve lopment o f an i mplement ati on p l an mus t be effected in coordination with all participating agencies . necessary to implement the sys tem. The plan should outline the steps It should include: ,1 II 1i . 'I �,; •' - 8 - I\,, --Hardware and software considerations, i. e., detail the hardware installations and system progranmtlng. -Facility requirements. -Procedures necessary to integrate the system into operations. -Discussion of user needs and how the system will meet them. -Discussion of subsystem development and strategy. --0-efinition of external agency relations. --Automatic data processing p0licies. -A central index of information that presently exists in the municipality. HUD will require that the proposals be submitted prior to 3:00 P.M. (EDT) o·c tober 31, 1969. Format for submission will be Part I, Technical and Administrative Data, and Part II, Financial Data. Standardized terms and conditions for federal grant programs will apply to the contract. Proposals will be evaluated by HUD and results of the competition should be known during December, 1969. Factors in Selection The selection of participants in this program will be determined by the extent to which each of the items listed below is satisfied in the proposals of respondents. These items are sunmarized from indicated loca- tions elsewhere in this statement of work. they appear, and not in order of importance. 1. Objectives of the Project. 2. Sel~ction of project. 3. Emphasis on Fundamental Analysis. 4. Emphasis on operationally based. s·. Emphasis on municipal orientation. They are listed in the order lj ! \ ·( �t 1'

l

- 9 -

i 6. Emphasis on automation. 7 •. Emphasis on providing environmental and governmental feedback. ff •. Emphasis on research and development. 9-.. The type of project. If an information subsystem, the munkipal functions which will be grouped together and served by the subsystem s.hould. be listed and discussed. If an integrated municipal infor- mation system, the functions grouped together in each subsystem should be listed according to subsystem. Full justification should be set· forth for departures from the classification of functions ur. the statement of work. 10·•. P.opulation of the municipality. Departures from the expressed rnle. must be justified. 11. Assurance of sufficient level of investment to promise completion 01:· project within. the allowed . time. ll. Current existing level of investment in municipal information systems. 13. Relationship of the proposal to existing information system development in the municipality. 14. Formation of Consortium and identification of members. 15. Definition of roles of members of the consortium. 16. Range of talents made available by the consortium. 17. Evidence of cooperation. 18. Resource conmitment. 19. Letters of intent. 20. Long-range commitment. 21. Plans for extra-consortium participants. 22.. Willingness to participate on Inter-Consortium Panel. 2J·. Concept of Data Acquisition. ,, 1l;> I' i; !I 11

·

IiI I: i' �- 10 - } 24. Concept- of Data Base Management. 25. Concept of Data Base Documentation. 26:. . Concept of Data Compatibility. U. . Concept . oLData Access Control. 2lr. . Concept- of Data Standardization. - 29. s·tatement of willingness to comply USAC standardized, data lists. .. I I 1.0:. . Geocoding. 31. Concept of system expansion. 32. Concept of ·documentation. 33:. . Concept of _Transferability--hardware. 3:4-. . Concept of Transferability--software. 35~. . Concept .of _Transferability--System design. 3b~ . Concept of . Transferability--Documentation. 3]. Concept of internal monitoring and evaluation. 38 . Statement of willingness to plan a pro gr um of briefings and demonstrations. 39. Concept of Research Program. 40. If the comprehensive integrated municipal information system (IMIS) option is exercised: 41. Concept of IMIS. If the municipal information subsystem (MIS) option is exercised: Concept of MIS. 42. Proposal of special area of research. 43. Concept of system perspectives. 44. Definition of effort and mix of resources al located by tasks. 45. Specification of task time-phasing. 46. Agreement to perform tasks. 47·. Agreement to use conventional, non-machine language in progranming. �- 11 - lj I I 48. C Agreement to use conventional, easily transferable programming ,, language(s). 4-9~. Agreement to place all software and related documentation developed in this project in the public domain. 50~ . Agreement to the principle of program modularity. 51:• . Agreement to project orientation. 52·. D"escription of organizational arrangements. 5.3. Dissemination plans. 5~. Continuation plans. 55~ . Existing long-range information system development plan. Sb~. Relate the proposal to the long-range plan. ST• . Iaentification of probable other resource support for plan. SB: Agreement to maintain a project journal for case study. 5.9.. . Agreement to use systems approach. 60. Concept of specifications and characteristics. �ATLANTA URBAN CORPS , GENERAL FUND ACCOUNT BALANCE SHEET July 31 , 1969 A ccount Number Title G -25-62 Partitions 646 .00 646.00 G - 25 - SO0U M ile a ge 500.00 15. 00 485.00 G-25 -62-830 S a l a ries 170,115 . 00 86. 412 . 08 83, 782. 92..- G-25 -62-7140 Telephone 600,00 0 600.00 G-25 -62-7600 Postage 150. 00 0 15 0 . 00 G -25-62-7610 Printing and Reproduction 500,00 62 .24 853.40 ( 415. 64) G - 25 - 62-7700 Office Supplies 1,000.00 171. 80 450 .43 378.49 G-25-62 - 8100 Rentals 400.00 210. 00 50 . 00 140. 00 A ppr:>-ff tation: Encumber a nces Expenditures Balance 0 ! I �.... ATLANTA URBAN CORfi; GENERAL FUND A CCOUNT BA LANCE SHEET August 14, 1969 Account Number Title G-25 - 62 Partitions 646 .00 646 . 00 o· G-25 - 500U Mileage 500.00 2 81. 70 218. 30 , G-25-62 -8301/ Salaries Appropriation '1 ·'1.l Encumbaera nces 110. 19s. oo ~ Expenditures 88, 212 . O&. Balance J\ .~, ,8 2 , 44 7. 3 9 .1 1.;. ~ s~

'

\ I G -2 5 -62-714b v Telephone 600.00 298. 75 301. 25~ G-25-62-7600 V Postage 150. 00 150. 00 0 G -25-62-7610 lJ Printing and Reproduction 500.00 . 62.24 902 . 23 (464, 47) "1 " • J \ G-25-62 -7700( L Office Supplies 1, 000. 00 171. 80 450 . 43 378.49 ) · r G-25-62-SlOQ ~ Renta ls , 400.00 210. 00 90. 00 100. 00 .:- ·10. ,.> �July 28 , 1969 MEMORANDUM To: Charles L . Davis From : George Berry ~ Subject: Urban C orps I met with Sam Willi ms and Inmond Deen of the Urban Corps this morning to !review their financial status . It appears that we are pretty well on budget for the time being. This, however, depends upon the success we have in billing the colleges and univer ities for their participation under the College Work Study Program. As of yet, we have not submitted our first bills to them but a I understand it, they are on your desk for signature as of now. W should know within the next two weeks if w re operating ~ithin the budget that was approved on June 19, 1969. One of the item discussed was the propo ed $9, 000 contribution that was to be contributed by Atlanta University from the proceed of the city gr nt to th m. I dvised Sam that 1 would talk with you concerning this and if it wa your de ire, I would follow up nd see what could be don to consummat thi tr n ction. GB:j �ATLANTA VRBAN CORPS 30 COURTL AN D ST ~ E. / PHONE [404] 524-8091 / ATLANTA , GEORGIA 30303 July 18, 1969 Mr. George Berry Office of the Mayor City of Atlanta . City Hall 68 Mitchell Street, S. W. Atlanta, Georgia Dear George : 1O Enclosed are accumulative bills from the Mentally Re~_a_rded Chi ~ens 9-:- _ _ Camp totalling $116.79 which I approved i n advance, -rr-l ,.lv\,4.l. (;IN'\~ Also enclosed are donations to aover this amount. Would you please route this through proper chanels to see that the bill i s paid. Sincerely, ~ ILLIAMS Director SAW : sz Enclosures ( 3) 1. 2. 3. Two bills from Stone Mountain Memorial Associat i on Two checks (1@$50; 1@$10 ) $56. 80 - cash �July 22, 1969 Mr . Charles L . Davis Director of Finance City of Atlanta Atlanta, Georgia Dear Charles : With this letter J. am hand delivering to you cash in the amount of $56. 80 and two checks payable to the Atlanta Urban Corps in the total amount of $60 . 00 . Please deposit the e funds in the General Fund and appropriate to the Urban Corps Budget Account #G-2.S ... 62•770U . ln a few day • I will forward two invoices from the Stone Mountain Memorial As ociation totaling $116. 79. The funds are for th purpose of making these disburs m nte. Very truly yours, Georg J. Berry .Admini tr tive Coordinator GJB:je E nclo ure �l ~ ~s ~.., / ~ ATLANTA VRBAN CORPS 3 0 CO URT L AN D STR EET , N .E . / PH O N E [404) 524-8091 / ('( ~ ~ ATLA N T A, GEORGIA 30303 July 17, 1969 Mr. George Berry Office of the Mayor City Hall 68 Mitchell Street , S. W. Atlanta , Georgia 30303 Dear George : Enclosed are properly validated Urban Corps contracts with the following colleges: Brandeis University Brown University Clark College DeKalb Junior College Emory University Georgia College at Milledgeville Georgia State College Geor g ia I ns titut e of Te chnology Lake Forest Col lege Morehouse College Morris Brown College Spelman College Vass ar College Y~;a Un i_vers 1~ ~ As was mentioned in your recent ~ you still have contracts for I ndiana University, Mercer University, Oglethorpe College , Southwestern Univers ity, and the Universit y of Pennsyl vani a which lack the Mayor' s s i gnature , pending an authorizing resolut ion by t he Board of Aldermen. In reviewing the l ega l ity of t hese cont ract s for fUture programs note that the offic ial cont ract c owers respons i bil ity arid administrat ion . Wage rat es and program length can be readily changed by signing a new "Schedule" attached to each contract. Thi s shoul d fac i l i t ate quicker legal arr angements for f uture inter ns f rom t he college s . Sincerely, ~ LI- Director SAW:sz Enclosures �July 18, 1969 Mr. Charles L . Davis Director Department of Finance Dear Charles: I am submitting fully executed copies with 15 colleges and universities providing for their financial commitxnent to the Atlanta Urban Corps Project under the College Work Study Program : Brandei University Brown University DeKalb College Emory University Clark College Georgia College Georgia State College Georgia Institute of Technology Lake Fore t Colleg Morehou College Mord Brown College Spelman College V ear College Yeshiva University The Univer ity of the South Pl a . file nd index th e contract a the offici l City copy. Very truly your&. G org Berry QB:J Enclosur �July 17 , 1969', MEMORANDUM To : Linda Anderson From : Geo rge Berry Subject: Attached M. R. ' s for Urban Corps As you have requested, I have had the Urban Corps people prepare a M . R. i n the amount of $1, 315 . 11 payable to the Atlanta Children and Youth Service Council. In addition to this, the Urban Corps Finance Director advise·s me that his records indicate that they owe the Council $20 for postage and $33. 86 for office supplies. They have prepared two additional M. R .' for these amounts. It would be appreciated if you would determine whether or not these latter two amounts are valid and if not, please return the M. R . 's to this office. �July 28 , 1969 MEMORANDUM To: Jay Fountain From: George Bony~ Subjec t : Urban Cor ps Deposits In discussing Urban Corp finances this morning with Sam Willi ms and Inmond Deen, I was advi ed that they have been forwarding th ir cash receipts dir ctly to you for deposit. As you know, three external sou rces of funds w re e tablisbed by the Finance Committee and Budget Commi ssion by a resoluti on adopted on Jun 16, 1968. Inmond was not ure that all of the ca h receipts that they have ubmitted h ve been d po ited to the proper account. I dvised him that I would k you and or Lind Ander on to check into tbi b en depo ited to th appropri te tom ke sure that all th receipts h v revenue account. GB:J �CITY OF ATLANTA DEPARTMENT OF FINANCE ATLANTA, GEORGIA 30303 TO: George Berry FROM: Linda Anderson SUBJECT: Urban Corps W Attached are four checks (each in the amount of $250000) in payment of the first installment due under the agreements with Carl Wiecke, Patrick Ntukogu, Roger Whedon and the Georgia Institute of Technology (Roger Rupnow) for services as educational advisors. LA:s Attachments �CITY OF ATLANTA DEPARTMENT OF LAW 2614 FIRST NATIONAL BANK BUILDING ATLANTA, GEORGIA 30303 HENRY CITY ROBERT S. WIGGINS MARTIN McFARLAt,ID EDWIN L. STERNE RALPH C . JENKINS JOHN E. DOUGHERTY CHARLES M. LOKEY THOMAS F. CHOYCE JAMES 8. PILCHER L. BOWDEN ATTORNEY FERRIN Y. MATHEWS ASSOCIATE CITY ATTORNEYS ASSISTANT Cl TY ATTORNEY July 24, 1969 HORACE T. WARD DEPUTY CITY ATTORNEY ROBERT A. HARRIS HENRY M.MURF F CLAIMS ATTORNEYS Mr. George J. Berry Administrative Coordinator City Hall Atlanta, Georgia 30303 JAMES 8 . HENDERSON SPEC IAL ASSOCIATE Cl TY ATTORNEY Dear Mr. Berry: I am herewith returning the following contracts which have been approved as to form: 1. Twenty-five (25) contracts between the Atlanta Urban Corps and non-city agencies. 2. Five (5) contracts between the Atlanta Unban Corps and specific colleges and universities. With best regards, I am H'IW/ cj Enclosures �CITY OF DEPARTMENT OF FINANCE 501 CITY HALL ATLANTA, GEORGIA 30303 July 28, 1969 CHARLES L . DAVIS DIRECTOR OF FINANCE W. RO Y SM I TH D E PUTY DIREC T OR O F FINANCE EDGAR A . VAUGHN, JR. DEPUTY DIRECTOR OF FINANC E JAMES R . FOUNTA I N , JR . D EP UTY DIRECTO R OF F INANCE Memorandum To: George Berr y Fr om: Linda Anderson Subject : Atlant a Ch ildren and Youth Services Council Account s Receivable f r om At l anta Urban Cor ps Thanks f or the t hree miscel l aneous requisitions which you f orwarded to me on July 17, 1969, as follows : (1) (2 ) (3 ) MR #16 - ne t s alaries MR #15 - office supp lies MR #14 - postage $1,315 . 11 33.86 20 . 00 I am sending MR #16 t o account s payable f or proces sing, howev er, I am holding MR #14 and MR #15 for further v erification. The report furnished to me by Mike Aarons of our Audit Staff indicated an account receivab l e for offi ce supplies of $35. 00 . By copy of this memo, I am requesting Mike to veri fy the amount f or me. The charge for postage would have arisen from use of t he Youth Council's postage machine . By copy of this memo, I am requesting Martin Burke to check t heir postage log and advise if the amount is correct. (This figure would not have been picked up on Mike's audit a s his records would indicate total expenditures from po stage rather than any usage allocation). cc : Martin Burke, Youth Council Mike Aarons, Audit Division �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 �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 �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 �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. �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. �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 �,• 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 �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 �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 ! ' .,' .. �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 . �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 �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) �{' ·, / _(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 �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 �~.· 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 �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. �