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cc : M r . Charles L . Dav i s M r . Forrest Gee Mr . Ge orge Berry June "'O. 1969 Mr. Sam William , Dir cto;r . Atl nta Urb Corps Municipal Audito r i um Atlanta, Georgl 30303 D r Sam. Enclosed i Clty of .AUanta. g .ner l fund ch c:k num.ber 6056 in the mount of SO. 00 for th purp<> of funding p tty cash pro-c dur for the Urb . ' Th a funds are to be used only for tho• misc Uaneo r · qui~m .nt for which it ould not be pr ttical or pas ibl to i ~ th r gut r pureha e r qU! ts or miscellaneou r quisition to th Pu.rch lug Ag nt. Th xp ndituzes from t he proc null moun.t • d of th p tty c sh fund ma t b for rol tiv ly E v ry ll'P nditur • withou.t x.c:c,,ption, i t o b sub to.nil t d ith aom invoic , bill, ot memox- da cont in.ill& n --.---plan tion a to t is m purcha.• d. P rio ic ly, a th fund n re depl tion~ you •hould acoumwat th a writton 1: c:orde nd tt ch th m to a misc r qui ition writt n fo_r an amount auffident to bring th to to total oI $50. 00. Y should e rg ppropriate ne cc::ount for th amouo.ts p d out. r nt 1. r inUng; uppU • tc . Thie mi c 11 1l! OUS re u itlon, ong with th upp rtin bW and uwoie s , hould b fo rd d to thi9 office in th uaual nn r . ears com.pl ti , you should mak a final r pol't tty d , i-•tu.rning to th1 olllc -, cord f · th .n ~ m in.in bill ith th ca h bal nc of th fund . T re lnt..n p d bilb along ith al ce •h uld to al $50. 00. A, the proj ct ea h f ta • 1d .nt t. l •truct you : • lf ny fuflh r clarlil tl erry. inc !' ly yo t ct �DRAR'T OLUTIO · B JNA CE CO lTTEE • lb 1 9 u~ Cor • Proj ct aatid r t • C t C lle of,. by U ·" r-aitl • •~ro•• try; C gtC 19 9 Ur • • • cait• d 1. C • ri •C .. by 1• 1 • l t I• •• ... ,u••• • ..... r rf fi . • dty • I' IT 0 I> T YO OJ' • • • �l p l Mr. Ri.cb&l-d N. Georgi T ch Box Atlanta, De R1 h : Uli orgia. r 34832 �Jun 23, Thi to confinn your cq,,1~rmaxrt d'\U'i · . eo:z:p part...t intern CQ.W::a.· 1 d o~ $2,0.oo .• Atlanta on 1969 u �e, 0 ~ !)I J/4~A )ULA/~ 143.215.248.55r/~ ~ 7 - 1-6 7 / �' 9, 1969 July I I I, • I Mra. Joanna Mctteevat' Room 808 101 Marietta Street , NW Atlanta, Georgia 10,01 Der Mrs. McRaever: As agreed to in our eonv raation of this morning, I am torwarding to you: l. A contract and one copy that will constitute the agr mant •• reached b tw en Mr. Harold Barrett, · E. O. A. 1 ancl Mr. Dave Whe 1 n, Urban Corpe , reg rd• ing E.O.A. payment for two intoma at the r ate of $880 acb. 2. A contract and one copy that will constitute the agre nt as reached betw n the foremontioned partiee reg rding E.O.A. p yment for two interns at the rat of $250 acb. If you will please have omeone uthorized to contract for E.O.A. and retum the four documents it will b appreclat d. ign B nk dr fta eboutd b mad pay ble to the City of Atlanta , Atlanta Ur~an Corps. I thank you f.n anticipation of your coop Sincerely, lnmond L. Deent Jr. Ptnanei 1 Director ILD:pch Enclo ure ...,. ~<'::_ . .:-. .. __ --- 1." tion in this matter. ,• • �Mr. Sam William~ , Director Atlanta Urban Corps Municipal Auditorium Atlan a, Georgia 30303 Dear Sam: ntJ mk"" Enclosed is 6ity of Atlanta i::,oS'b general fund chec~~ in the amount of $1-·o.oo for the purpcse of fundinP:" a petty cash procedure for the Urban Corp~ Project , These funds are to be used on'J,y for those misce l laneous requirements for wh i ch it would not be practir.al or nossible to issue the re gular purchase requests or miscellaneous requisitio ns to the Purchasing Age nt. The expen0i tures mu.s+- from t he proceeds of the petty cash f un d sk 3~ be r or relatively small amounts. Every e xpe nd iture, without exception, is to be s ub s tantiat ed wi th s oma invoice, bill, or memora r, da -Mnitt 9~ 1?e co1d c ontaining an a~dequate expl anation a s to what is being purchased . Period ically, as the fund ne a rs de pletion, y ou should accumulate these written re c ords a nd a t~ ach them to a miscellaneous requisition written for an amount sufficient to bring the to t al f un d ba ck t o a t otal of t 5o.oo. You should ch arge the a ppropr i a t e expe nse a ccount f or the amounts pa i d out , rental, printing , atKX supplies, etd. This miscellaneous r equ is i tion, a long with the supp or ting bills ~nd i n vo i ces , should be f or warded t o th i s oftf i ce in the usualy ~anner. cj.-\~('+ biQc_0 I trust this ~nformati on i s sufficient to instruct yo ~ ont the proper operat i on of t he petty cash fund. If any further claD'ification is needed 9 please conta ,~t me or George Berry. CS : GLD, Forrest Gee, G aarrv DS �Ai the project nears completion. you should make a final report on the petty ca sh fund, returning to then this office a record of all/remai ning paid bills alon g with the ~KKK cash balance of the fund. These remaining paid bills along with the cash balance should total $50.00. �NATIONAL DEVELOPMENT OFFICE 2 50 BROADWA Y NEW YO RK , N . Y , 10007 The effectiveness of an Urban Gorps depends in large part upon the perceptions of the participating students themselves. During the summer of 1968, 20 students from Sarah Lawrence College took part in New York City's Urban Corps, and one of them, Teresa Baker, wrote this article on their experiences with the city. Miss Baker had a bird's- eye view of the entire program from her internship position in the Urban Corps program development office. A native of Denver, Colorado, Miss Baker received her .B. A. from Sarah Lawrence College in June, 1969. Miss Baker, 21, was editor of her college newspaper, an editorial assistant in the Sarah Lawrence Office of Publications and Publicity, and a tutor in the Upward Bound Program. She will be attending the Columbia Unive rsity School of Journalism i n September , 1969. Additio n a l copie s of this re print are ava ilable u pon r e que st. �NATIONAL N DEVELOPMENT O·FFICE cop Document Number 5A Federal Regulations Pertaining To The College Work-Study Program with Analysis and Finding List May, 1969 �Document Number 5 A: CWSP Regulations This is the fifth of a series of studies on the concept, development and operation of an Urban Corps student urban involvement program prepared by the Urban Corps National Development Office under a grant from the Ford Foundation. Additional copies of this report and fur t her information concerning Urban Corps programs may be obtained by writing: Micha el B. Goldstein Director Urban Corps National Development Office 250 Broadway New York, New York 10007 Telephone : (212) 964-5552 The reader is urged to use thes e regulations in conjunction with the College Work-Study Program Manual, published by the U.S. Office of Education, and the Urban Corps National Deve lopment Office report on Legal Considerations (Document No . 5). The CWSP Manual may b e obtained from the Colle g e W ork - Study P rog ram Bra n c h, Bur eau of Higher Educati on, U . S. Office of Education, Washington, D. C. 20202. �1 The College Work-Study Program was established under the provisions of the Economic Opportunity Act of 1964 and was subsequently incorporated into the Higher Education Act of 1965. actments provided the basic 11 These legislative en- skeleton 11 of CWSP; the Commissioner of Education was empowered to promulgate regulations governing the specific use of CWSP funds. Although draft CWSP regulations were developed and distributed as early as November of 1964, the College Work-Study Program did not, until the promulgation of the attached Regulations, operate under legally binding regulations. The guidelines for the adininistration of CWSP, codi- fied in the 1968 College Work-Study Program Manual, are only interpretations of the legislative mandate, and not, in accordance with the Federal Administrative Procedure Act, legally enforceable. However, since each institution is required by statute to enter into a formal agreement with the Office of Education, for the administration of its CWSP prog ram, the effects of this lack of 11 legal 11 regulations has been largely obviated. As the utilization of CWSP b ecame more extensive, and the uses themselves more s ophisticat ed, the need for a concise set of formal regulations became apparent. The new Regulations not only complete the legal base for the administration of CWSP programs, but also provide for several substantive changes, additions and clarifications. �2 Perhaps the most significant element of the new Regulations is the increased emphasis on the nature of the work- study assignment, and the involvement of participating students in "worthwhile job opportunities for qualified students in employment for the institution itself or for public or private non-profit organizations, especially those engaged in health, education, welfare and related public service activities. emphasis added). 11 (Seotionl75. l(b)(4); . One of the criteria for the approval of CWSP grants has now similarly been specifically keyed to public service activities (Sectionl75.14 (c) ). The new Regulations define in detail what is meant by an area vocational school and establish student eligibility requirements 11 (Section 175. 2 (c) and 175. 5 (b) ). These institutions became eligible for parti- cipation in CWSP under the 1968 Higher Education Amendments. A 120- day annual limit is imposed on the duration of a cooperative education program for funding under CWSP (Section 175. 2 (p) ) and definitions and limitations are provided for the full-time employment of students during "non-r egular pe riods of enrollment" (e.g. summer school; S e ctions 175.2 (q) , 175 .2 (r ) and 175.6(b) ). Work pe rformed for the institution itself is now required, under the new Regulations, to "result in an expansion or broadening of the in stitution's student employment programs" (Section 175. 4 (b) ). This is considerably stronger than the previous "maintenance of effort" requirement. The nature of off-campus work is also more clearly defined, in- eluding a concise definition (and proscription) of "political involvement " (Sections 175. 4 (c) and 175. 4 (d) ). �3 The new Regulations set forth the minimum permissible rates of pay for participating students and impose as an upper limit such hourly rate as the Commissioner of Education establishes (Section 175 . 8 (b) and 175. 9). The right of an institut ion to c ~:mtract with an outside agency or organization to administer the ministerial functions of its CWSP program is recognized, with the ex plicit proviso that the institution remains respons i ble for the proper execution of the program, and that it may not • under any circumstances, delega te the a uthority to determine the eligibility of its students to receive CWSP assistance. (Section 175.16 (a) (2) ). This provi sion sanctions the usual Urban Corps arrangement, wher e the m uni cipality (or ot h er a gency a dmi niste r ing t h e Ur b a n Corps) s erve s as pay master a n d p r ov ides the r equisi t e on - going supervision and control of the w o rk p e rformed . A copy of t h e new CWSP Regulations is included in this document. Also included is a fin ding list, c r oss -indexing t h e new Regulations with the comparable pr ovisions o f the 1968 CWSP Manual. �4 Finding List This index cross-references the new CWSP Regulations with the 1968 CWSP Manual. An asterisk(*) denotes a substantive change enacted by the Regulations; a # indicates new material added by the Regulations, and n/c indicates no comparable provision in the CWSP Manual. Numbers refer to Regulation and Manual sections. Regs. Manual 175. 5 175.1 . . . . . . . . . . . . . . . . 102* 175. 2 ...........• 101 . • . . . . . . . . . . 606 ...•.•..•.. . # . . . . . . . . . . . . 103 . . . . . . . . . . . . 511 (B) (£) ••...•....• · 201 (A) (g) . . . . . . . . . . . . 401 (C) (h) ........•.. , 203 (B) (i) . . . . . . . . . . . . 302 (C), 303, 304 (j) .•...•..... · 302 (C) (k) . . . . . . . . . . . . 302 (B) (a) (b) ( c) (d) (e) (1) ............ 201 (m).•.......... 201 (n) . . . . . . . . . . . . 307 , (o) • .....•. . ... 302 (a) (b) (c) (d) ••...... 302 ........ # ..•.•..• 401-407 •....... 306 (e) .....•. . 311 (£) .••••.•. 401 (D) 175. 6 (a) .•. • .... 509 (b) ......•• 510* (c) ........ 510 " 175. 7 (a) ......•. 603, 606 (b) ....•.•. 708 (A) (C) 308 175.8 (a) . . •...•. 603* (b) ........ 503, 710, 507* (D) (p) • · · · · · · · • · · · 305 (B)-(E) ),'< (q) (r) (s) (t) (u ) Manual Regs. ............ # ............ # .. . ... . . . ... 517 (A) . . .. . .. . ... . 518 (B) ... . ... , ... . n / c 175.9 .........•.. 505 · 175.10 ........... 604 175.11 ... . ....... 602 175.12 ....... ... . 104 175 . 3 (D) (a) . ... . ... . ... 203 (b ) .. .. .. . .. . · . 203 (c) .. . . . . ... . .. 70 5 175. 4 . . ..•.. . · . ·• · · · . 10 2 (a ) (1) (i ) . . ... . . 519 (A ) (ii) .. . .. , 519 (C) (2 ) (i) . . . . . . 519 (D) (ii) . ..... 519 (B ) (b) . •... .. •... . 602 * (c ) (1) . •. •. . . . . 517 (B ) * (2 ) ... . ..... 517 {d ) (1) ..•... .. . 519 (2) •. . .....• 519 (3) ... . .•.. , 517 (C ), 517 (D ) (D) (D) (B )* 175 . 13 (a) .• ...••• 202 (b) . ... .. . • 2 01 (D ) 175 .14 ..... . ... . .. 2 02 (B)* 175.15 (a) . ...... . 702 (b) .•. .• . . . 704, 705 (c ) . . .. . ... n/c 175.16 (a) (l) . . . . . 801 (2 ) ..... # (3) . ..•• 717 (b) . .. .•... 801 et. seq. (c ) .. . .. . .. 901 et. seq. 175. 17 .. .. ...... .. n/ c �ATLANTA SERVICE-LEARNING CONFERENCE Room B-70 275 Peachtree Street Atlanta, Georgia 30303 Dear Conference Participant: Just a reminder! Preparations for the Atlanta Service-Learning Conference opening meeting at the White House Motor Inn in Atlanta from June 30 to July 1 are being finalized. Response, thus far, has been gratifying both by the intended participants and by national and local media. Due to the support of participating organizations it has become possible to lower the r egistration fee to $15.00 for all participants. Thi s fee covers the cost of the three meals included in the program. For those who cannot attend all three meals, further adjustment will be possible. If you need lodging, reservations at the White House Motor Inn should be made by you personally. Several areas of the conference have been integrated enabli ng us to conclude aft er the lunch eon on Tuesday, July 1. Thi s earlier conclusion wi ll f a c i litate the departure of those participants who wish to leave in the early after noon. We hope t hat these changes will be conduc ive to your attendance at the confer ence . We l ook f orward t o see ing you t here . Conference Steering Committ ee The City of Atla nta The Atlanta Ur ba n Corps Economic Opportunity At l a nta The College s and Universities of At l a nta Department of Health, Educat i on and Wel f are The Southern Regiona l Education Board Volunteers in Service t o Amer i ca The Peace Corps �ATLANTA URBAN CORPS 30 Courtland Street, N. E. Atlanta, Georgia 30303 June 20, 1969 Urban Corps Interns, Supervisors and Friends: The Urban Corps and several aervice organizations such as the Peace Corps, VISTA, and the Southern Regional Education Board are sponsoring a National Conference o~ service••learning in Atlanta June 30 - July 1, 1969. The initial Conference will explore the servicelearning experience of existing volunteer and service programs and plan a metropolitan model for Atlanta involving area colleges, local agencies, and foundations. A series of follow··through meetings will be held during the sunmer to examine specific aspects of s~~vice~learning programs such as finance, college curriculum revision and educational aspects of service. All Urban Corps interns will attend the first day's session June 30, with registration starting at 8:30 a.m., et the White House Motor Inn, 70 Houston Street, N. E. Interns should notify their supervisors in advance about their planned absence from work that day. We especially would like intern supervisors to attend. Hopefully some interns and supervisors will be able to attend the Tuesday Meeting as well . During the afternoon session e.11 interns will meet with Urban Corps evaluation staff members for ad<litionla information about the internship. Therefore attendance is very crucial. Speakers for the Conference include Atlanta's Mayor, Student President at Clark College, Georgia Tech's President , Pea~e Corps and VISTA Regional Directors, and Whi t e House Aide s o We look forward to seeing you June 30. Sincerely , "(. ·- - ( c)c~H { r- . I I. i ( ' . Luc:~_..A c,u"·\A_ SAM A. WILLIAMS Director Atlanta Urban Corps SAW:blu �- I A PROPOSAL FOR MODEL SCHOOLS A MEMO SUBMITTED TO RICHARD NIXON ._.,: ~·- FROM SAM WILLIAMS JOHN CAMPBELL FERRELL PAGE STUDENT COALITION WILLARD HOTEL UNITED CITIZENS FOR NIXON-AGNEW CHARLES RHYNNE, NATIONAL CHAIRMAN NOVEMBER 5, 1968 .. �Before WHY NOT ( o:- the"model schools) proposal can be presented as legislation the fol lmving points need to be researched in more depth .

1. The cost of carrying out WHY NOT in appro;dmately 20 schools in the initial year . 2. The duration of the grants and how they might be renewed, 3. The proposal refined and organized into booklet form. 4. A schedule of deadlines for the participating groupJ planning and implementation of programs, _,__ 5, Approx imately 20 schools representing the var i ety of exisring i nstitutions must be screen ed and briefed on the proposal; Pre-requisite s for qualification wo~ld be a cooperative administration very intereste d in playing a larger rol e in the urba n c ommunity. ~. The d r afting of a major Pre sid e ntial speech to introduce the idea of WHY NOT. 7. The possibl e us e of the surroga te candidates as Pre s ide ntial visito r s and guests at participating colleges. 8. The adoption of a name, ;pr the plan . WHY NOT conve ys the challenging.,,. incentive<.!;-daring of involved youth on the campus today. WHY NOT! . [ I . �"Colleges whose conr.ept of education stops at the walls of ivy give little but the option of dropout to students seeking participation in the real world, In contrast, a college that combines the opportunity for off-campus service experiences with the opportunity for on-campus acad e mic reflection on the e xpe ri e nc e s, c a n en g ender in their students a thirst fo r educational involve me nt complementary to their thil'.'st for societal involvemento" 1 Proposal for a "MODEL SCHOOLS" prog ram in th e Nixon Administration to develop and e:;cpand s e nzi!ce progr a ms involving young pe-ople o A DIRECT ION Mr. Ni xon in his sp ee ch "Toda y 's Youth: . , The Gr ea t Ge neration" said: "Our future leadei~ship must provide our young people with a cause to be for; a commitment to the riiht to be unique; a dedication to social responsibility on a person - to-person basis, "We are not talking here about a way to work off youthful enthusiasm; we are talking about a wa y to work in a sense of id e alism and meanir:ig that will gr ow throughout a pe rson's life, "There are 7 million college students todayo The unive rsiti e s th e y attend are often clos e to and some tim e s contribute to, urba n probl e mso We have s een how go ve rnment c an make use of acad e mic facilities as "think tanks" to mo ve in on difficult projectso Every univer s ity must become a "think tank" foi:its local community. "In that wa y .stud ents will add re alism to their education, as th e y bring need ed services to th e ir communities, "Some of this is we ll und e r way in pion e e r ing colle ges · across the country; but now it should become a way of colleg e life. "Th e idea of br i n 6 ing th e resourc e s of youthfJl en e r gy to bear on urba n pr oblem:i is becinning to t a k e r oot; what i s :1 eed ed now is a na tional c ommitme nt to provid e inc e ntive a nd fin a ncin g to th e grea t cha ll e nge fa c in g this g e ne rati on of Ame ric a ns . " This p ropos al ou t lin e s ho w this na ti ona l commi tm e nt mi ght be start ed to be conc entrated initi a ll y a t th e educ a tion c e n ters , but g ran ts t o be a va il a bl e to s ta t es , citi es , a nd institu t ion s whose p r oj e cts fit th e p r oposa l's guid e lin e s~ To ma r shal l th e na tiona l r es ou r ce s o f ou r youn g peop l e to conf ront ou r s oc i a l prob l ems i n ge nera l , a nd th e u r ban p r obl ems i n par ticul ar, th e Ni xon Ad min i st ~ation mus t be aware o f t he magn itud ~ of w~Jck that can be d one t hrough vol un tee r st udent groups and i nd ividua l s pr i med by f ed era l f unds i n a systemat ic a pproac h o Th e "Mode l Schoo l s " p r ogram a t tempts t o a chi eve s e ve r-a l d i stinct r e sults: 1. Bring additional education resou r ces to bear on social pro bl ems o 2o Prov id e a const ructi ve outlet f or th e d issat i sfaction many s tudents f ee l with society by giving them t he oppo rtu nity to develop and eKpand st ud ent resourc es in meaningful programs o f soc~~l va lueo 3. Provid,, a wort hwhile supplement t o the forma 1 education of th e unive rsi t y, 1oon.:ild J, Eberly, " Servi l e Exirit--i e ncc an d Educnri.onal GrnwLh, 11 Ed..1cational f143.215.248.55rJ, Sprinp, ]968. . �~iAT STUD ENTS ARE NOW D~ING Th e importa nce of volunt eer communit y service by students can no t be overemphasized. On e individua l helping another who is in n ee d is on e of the basic tenets which c a n build a r evitali ze d society in our country, n ot only in the communiti es surrounding our nation's coll eges and univ ers iti es, but in every com~~ni ty. The suppressed radi c a li sm of yo u th cries out f or p rog r ams wh ich c an harn ess th e ir e n ergi e s fo r social b etterme nt and wh ich rely h eavi ly on th e principle of volun teer is m, Many groups already e x ist th at us e stud ~ t volunteers in basic educat ion a l (tutoring, remedial r eadi n g ), community act ion (r ecrea tion a l programs , organization of local n ews l et t ers ), and r e habilita tive ( work in mental ho sp itals, prison s ) activities. But many ca mp us es l ack . eve n the basic organizational s tr uctu re , and often where it d oes exis t it suffers from a ge n era l absence of coord ination, organi z at i on, exper i enced guidance and sufficient fu11ding. Often the scope of a school's involveme n t in it s neighboring area d epe nd s too much on th e e n erg i es and ti me of too f ew memb e rs o f th e univers it y com:nunity, Ma ny c reat ive and helpful communit y programs do exist: �Me mph is h~s a Volu nteer Service Bureau that hand l e s the placemen t of workers in over 200 positions in 50 non -profit agencies, Student s work with the Memphis Area Proj e ct-Sou t h which sponsors clothe s closets to provide f am ilie s with essential clothing whe n dis a ster hits. MAPS also over s ee s "planned parenthood" programs in South Memphis and nutrition cl asses that give instruction in planning wellba lanced meals to the poor Blacks in Memphis. 111 The Huma n Opportunity Corporation in Austin has begun a foster grandparen t s ~reject. It recruits _aged low- income persons to work with r etarded childre n. The · Univers ity of Texas Law School ' has a Huma n Rights Research Council staffed with law stude nts to inform low- income Negroes and 11exi can-Ame ricai:is of their lega l ri ghts and privileges . The Community Involveme nt Commit tee ~t the Uni vers ity of Texas at Austin has s ubmitted recomme ndat ions for fi eld work in t he i r personne l manageme nt pr ogram to work ~ith minority groups and the hard - core unemp loye d to try to place them in be tter jobs. One school offers special programs fo r black stude nts before re g istration and continui ng he lp to those who need it cturing _the acade mic year . The Univer si ty of Chicago has allotted funds for a Summer Institute in which bla ck student s prepare talented eighth and ninth graders for college pre parato r y work. Students at the University of Illinois at Ch i c ago Ci r cle provide d t ransportation one summe r for low-income childr en for t r ips to the ci ty zoos, parks and museums. A Community Arts Founda tion in Chicago recently star t ed a creative theatre fo r ghetto residents and he ld productions in a lleys. The Interdenom inationa l The ologica l Ce nter at Atlanta Uni versity has specia l preparatory courses for fut ure ghet to ministers. The University o f Pennsy lva nia s ponsored a program in c rim ina l l a w and lit igation, in which students accompanied police during the ir r egular round o f ac tiviti es and assisted pub l ic defenders . Cl ass c redit was give n for thi s work. The La w School at t he Univer s ity of De troit has a l ega l aid program fo r ghetto r eside nts. One group works on deve loping extracurricu l ar activities within the walls of a prison -- spor ts, chess or bridge c l ubs,music l essons, quiz t eams , mana ging of a l iterary maga zine and the institution ne ws pa pe r, ma nageme nt of a n insti tution radio progr am for inmate education , and par ticipat ion in weekly di scussion sessions . One student committee works with boys who are confined to a state reform s chool in Hestbora 1 Massachuse tts, One group~ of student tutors works with children in the thi rd and fourth grades to he lp them t o express themse lve s be tte r, by ha ving them di ctate t a l e s to the tutors , pound out their i dea s on old typewriters , write short poems , make s cience obse rvations , kee p scrap books of thoughts , and meme ntoes of trips. One program maintai ns an up - t o -dite collection of college, busi ness and voca tiona l s c hool ca talogue s, a librar y of informat i on on college board examinations, financial aid , and on " A Be tter Chance" and other availab le compensa tory e ducation programs. COPE i s a Boston organization designed spec ifi cal ly to place t eenages · f rom l ow-income areas in insti tut ions of higher educa tion, done by represen. tati.ves from the admi~sion offices of the l oca l universities, co ll eges and vocationa l sch ~o ls. At one school four. qua.lified volunteers ( including one who just completed the course ) are currently t eaching the ir second round of a 10-week computer cl ass for ghetto r es ide nts. .. �Some it ag ina t i ve tu tor s ha ve start e d a biolog y ~ea r ni ng r oom with a group o f chil dr e n who we r e intro duce d to the wo rld of nat ure , forei g n to their a s pha lt a nd ceme nt wor ld, by raising ge rbils, ha tching chicken s a nd ba by spider s, a nd growing pl a nts. A council of Intercoll eg iate Af f a irs in Boston encourages c oope r a tion among studen t volu ntee r pr ograms engaged in simil a r activities on di ffere nt c ampu se s. Bost on Univers ity's s c hool of Nur s ing ha s s ough t out 27 young wome n fro m Ro xbur y who were interes~e d in the field of nurs ing bu t who lacke d the a c a demic crede nti a ls fo r a dm i ss ion. Th r ough a progr am , these girl s have be en succes s f u 1 ly br oug_h t i nto the regul a r nursing pr ogram . -_ ... \ Boston Unive r s ity offe rs it s f a cilities for recruiti ng and training of volu nte e rs to any outs ide orga nization. Ha rvard Busi ne ss School stude nt~ as s ist Roxbury ghetto busine ssmen. Some schools ha ve progr ams to pr ov ide be tter training for prospe ctive t-eache rs who wa nt to work in ghet to schoo ls. Membe rs of th e Michi ga n St a te Univer s ity Mar ching Ba nd, "Ba nd Bro t he rs", offer free music lessons to childre n fro m low e conomic areas of Lansing . In one area "Community Garde ns" were establishe d on urba n r ede ve lopme nt land. Through the purchase of sha res, the community owns these gardens and the crops grown on the m. Stude nts op e rate sever a l community cooperati ve store s in the we st side of La ns ing , Michi ga n. A p r ogra m o f consume r ·education "SHOP ALOP' , uses student volun_te e rs t o aid inne r -city r e side nt s in the ir shopping . In one community, t ee nage rs f r om the inne r city we r e give n the opp o r t unit y to ope r a t e a stud e nt-run r a dio stat ion. One f a cul t y depar t men t spo ns o r e d a housing s tud y to de termi ne wh i ch low co s t hou s i ng des i gns would bes t suit the ne e d s of ·the pe opl e who will i nha bit them. ! i j I I _ One un iversit y has as a r eq ui remen t fo r th e degree o f Master of Governmen ta l Admin i st ra tion the as s i gnme nt of s tudents to var iou s de partments o f c ity go ver nmei1t. Temp l e University has a Vi c e Preside nt f o r Ur ban Affairs to _coo r di nate a ll ac tivit ies wi t h the community a nd has t he r es po n~ibi l ity for a Ce nter f o r Urba n Affairs a nd the Studen t Committee Ac t i o n Ce nter . Proj ect .Co l l ege Bou nd is a s ix wee k s ummer program fo r Ph ila de l phia. hi gh s choo l g raduate s f rom l ow-income background s who have been a ccepted a t co ll eges, bu t have s pec i f i c ed ucat io na l def i c i enc i es . Ona s choo l deve lo ped a c ou nse lo r wo rk shop -- a th ree week summer insti t ute t o i ncrease t he pr o fe ssi ona l compe t ence of city h igh schoo l gui dance counselor s i n their wor k wi th students f r om minor i ty gr oups. At the University o f Pennsy l vania, the Univer s it y Counc il on Urbanism anq Rela t ed Human Resources i s conduc ting a survey of the Un iversity's schoo l s and research centers in deve l oping interdis ci pl i nary faculty seminar s on urban problems and charting i un i versity wide approac h to the study of urban l ife. The Temp le University Hospital has developed a program for lm'1-income · mothers , giving pre -na ta l and de li very care. A soror ity developed a charm course (make up, ha i r care, personal hygi e ne, �posture , etc.) for children from broken or inade quate homes. The Wharton Gradua te School of Business has a Business Practice Serv ice to provide management s e rvice to ghetto busine ss pe ople, One school developed a pilot program conne cting housing r e ha bilita tion with vocational educat ion, providing pa rt-time and summer employment for high school students. One University opened its olympic pool to poverty childre n duri ng the weel· and provided in struction for ~n entire summe r. One city' has started trave ling libraries to visit ghe tto areas. Secretarial schools have de ve loped t e chnical-vocational courses in- clerical skills to he lp needy girls find jobs. One stude nt group p started a pro gr am of working with young ur ban childre n as tutor s, playground aide,s , and group l eaders for boy a nd girl scouts. They also work in hospitals in the escort service, as candy stripers , in feeding pa tients and other assignments through the Red Cross. Others work with handic a pped persons, the me ntally retarde d, the deaf schoo l, and many other s. Volunteers from MIT ha ve use d their special skills ip me cha nic s a nd science , for use on build i ng radios, erector set projecti, three- dbmen ~iona l maps of the moon, airpla ne and rocket models for children. Tutoring Plus in Boston has produced its own textbook called Tutoring On-A-Shoe s tring". Michi gan State Universit y has esta blished an Office of Volunteer Programs to prov ide grea t er unive rsity support in a dvising a nd coordina ting a ll stude nt volu ntary s ervice activities and organizations as well as to encourage the formulation of ne w programs . One schoo l de velope d a 13- week television cour se in Negro histo ry and culture which was su bseque ntly reproduced f or u se in t eache r training in statesupported s c hools . The Uni vers ity ~f Pennsylvania has a course, Urban Socia l Change a nd Huma n De velopmen t, designe d to assis t the planning s tude nt in unde rstanding the process o f socia l cha nge in the urba n environmen t through studying the a ttitude s of l owincome and minority popul a tions toward housing, renewa l, e ducat ion, emp l oyme nt and welfare services. A spe cial r ead ing semina r is offered to familiarize the planning student with interdisciplina ry l iterature on pove rty, combine d with intens ive fie ld experiences in a criti ca l slum area near ~he University . The State of Michigan has a divi s ion of Vo lu nteer Services . It is an in f orma tion center for all volun teer programs for a ll the coll ege s and univers iti es in Michiga n . I t provides assistance and advice fo r individua l stude nt proj ec ts. A state wide Gover nor ' s Confere nce is he l d a nnua lly for the di rectors of ind ivi dua I programs a nd pro j e cts on the respective campuse s. The division does not pr ovide p rogram monies , but p rovides ass i s t ance wherever po ss ible . Pre se ntly, the r e are about 10 ,000 stude nt volunteer s in Michi gan at 27 different c ampuses . From this ou ts tanding e xamp l e s e t by Mi chigan student volunteers , both Governor Romne y and Lt. Governor Mil l iken have e ncouraged broa de r volun teer activities to be undertake n by a ll segments of the popu l a tion. New Yo r k City has an URBAN CORPS interns hip progr am designe d to of fer co llege s tudents the opportunity to par ticipate first - hand in an urban society by t aking a direct part in its administrat ion. For e l igible students, the program also provide s a way to earn money thr ough the use of co ll ege work study fu nds . The URBAN CORPS is administe r e d for the City of Ne w York by the Of fice of the }!a yor, in coopera tion with the De partme nt of Per s onne l. The UR BAN CORPS is a coopera tive ve n t u re of the City, the Fe de r a l Of fi ce of Ed uca tio~ and the par ti c ipat ing co lleges and univers ities , Ever y ass i gnme nt i s individua lly prepared by the requesti ng a ge nc y or de pa rtme nt, and is eva lua t e d as to its applica bili t y for a college student inte r nsh i p pr ogram. The ma jority of a ssignme nts are within exi st · ng a ge nc i es and depar tme ~ts, i n on - goi ng proj ec ts. Other assignme n t s make the student a pa rt of s pec i a l t ask - f orce grou ps Students ma y a l so be assig ned to the centra l staff of the URBAN CORPS , working o n the administration and operation of the program i tse l f. 0 �WE PROPOSE A "MOD EL sc~:]O'::'LS" PROG RMJ that can offer qualif ying scho o ls of all si ze s g rants which would develop service programs that offer th e pr ,)mi s e of a more cons true ti ve and 111eaningful role both for students as ·,"c.d l as to those in "nei ghbo r ing com:nuni t ies". The program would f ocus our soci e ty 1 s educational techniques and talents on the problems of lif e - eith e r in our ru ra l or urba n ar ~a s. It will not be simpl.= to qu a lify f o r g r a n t s und,~r this pr ogram . Th e government -has neither th e means no r the desi r e to inve st public funds in an expen s ive progra m who se net effe cts will be margina l, wasteful, o r visible only after protract ed delay. We intend to he lR 011ly tho s e scho ols, citi e s, stat e s, and institutions whos e pl.ans ·ce ally s e rve to help oth e rs in th e ir strugg le for a more meaningful and productive lif e . We pr opose the following guidelines for dete rmi n in g an a pplicant 1 s qualific a ti ons for th e be ne fits - and achi eve me nts of this progra m. Many of th ese s pe ak dir e ctly to the university educationa l structu r e, as initi a ll y , work will probably be concentrat e d here. But the over riding gen e ralities of r e alistic and co1npl e te planning will apply to al 1. The success that each de monstration progra m can have will dep e nd on the quality of its pl.an11ing , and the degree of cooperation it elicits from the variou s gov ernme n t al bodi e s concern ed (i.e . students, ad1ninistration, faculty, community bodi e s, "Mod e l Ci tie s !' pe opl e , and those in local Urban Coalitions) as well as private int e r e sts . Th e abs e nc e of this coop e ration be twe en contiguous areas is was te ful, as we ll as blind to th e reality of urban lif e . GUIDELIN ES Service activities propo se d should respo nd to th e real nee ds of the community, by indicating a r e l e vanc y to the community give n the r ea liti es of the env ironme nt. Adeq ua te ide n t ification mus t be ma de , of the a reas which would be be st s e rve d thr ough studen t he lp in th e community , schoo l s , r ec r ea tion c e nters , me dical a nd me nta l hospit a ls, a nd proba tion de par t me nt s . Lo ng t erm goa ls shou ld stre s s the e nc ou race me nt of commu nity r esi de nts to wor k wi th exi sti ng educati o na l in st itu t io ns to deve l op ne w p r ograms espec i a ll y in the t echnica l - voca tio na l fi e ld . Pr o grams s houl d be des i gne d t o nurt u re ghetto residen t s with recognize d ab i l ity -- i nte l lectua l , acade mic , art i stic, o r ath l e t ic. The pr ograms should foster the deve l opmen t of l ocal and priva t e in i t i a tive and widespre ad citi ze n parti c ipation in the pla nn i ng a nd execution of t he pro gram. Lo ca l commun ity g roups shou ld be encouraged to eventually deve lo p and finance their own p rog rams, and where po ssi ble peo ple in the commun ity sh ou l d be t ra ined to co n ti nue th e spe c ifi c educationa ~ o r recreational proj ec t. Contact shou ld be made with l ocal c ommunity agenc i e s and school systems to i nsure program coordination with th e p re se nt communi t y activities. Student s should have a hand in assessing the nature of the servi ce required and def i ning the t ask to be do ne. Consideration ~hould be given to involv i ng adolescents in tutoring and counse ling youngPr chi ldren for the ir mutual be nef it , The program planne d should be consistent with successful programs of the pas t, as well as integrated into what they are now doing. Experiences of often ovcrlo . ,-..d organizations lil·e the YNCA should he ul"i l i 7.ed. �lJ ' r -. - ,: ....,, r" .............. ,., ..... , b ,-. ...... ,-.. • • ) ...:, .... ................. .._ _; - ,....) ,: - - I- ,.._ ............. .-- - - - ,-. • • ~ ... ,: '"" .: ,,... • ~ ... ..... ...... ........... .................... vision of a ll aspects of the program . .... •-,... T • t"'-...,,. ~ .J.~ ~ ..-. , _ ,.. . . . . . . . . . . ....

·--~ ·-- --~ --o-··~~--~-·· ~~!'-- There should be sufficient pl a nning for projects to continue annually. The progr am should be manned in each area by a single authority with adequa te powers to carry out and coordinf:l te all pha s es of the program . There must be a serious comm itme nt to the proj e ct on the par t of school and loca l people. There should be adeq uate professiona l sup erv ision, as we ll as ade quate orientation and tr aining, of the neede d volunteers, and possible use of fulltime social workers explored. \ "Tutoring" progr ams should include· · information guidance cou nse ling, family services, school-home li a iso n, referrals, motivation - building, and r ecrea~iona l activities. Emphasis on volunteerism should be evident and the areas where salaries are necess a ry made very e xplicit. There should be evidence that the appropriate depart me nts and groups within the university have been cont ac ted to seek support for the propo se d program. The program ·should reflect an attempt to make full use of the university structure, not only its stude nts, but scientists, economists, a;chitects, mathematicians, as well as buildings, athletic fields and libraries. Attempts must be made to focus resea r ch resources on problems facing the city, such as traffic congestion, air pollution, housing, transportation, public health, etc. Where possible a joint effort, e xcha nge , or coordina tion of programs with ne ighboring schools should be made. Lectures and spec ial programs should be o pen to the community and scheduled with some att en tion to t~e ir inter es t and nee ds, e.g., a Black American series . Evaluation of tuto r ial pr ograms should be made throu gh a , ptitude and psyc holog ica l testing. i Pl ans should indic a te an awareness of e x isting Fede r a l programs which could provide financial sup port, and of t echn iques and projects which have provided .suc cessful examp l es in other areas of the countr y . ! In stitutiona l support should be available as needed, wi th a posaible seque ntial developmen t a lo ng these li nes: a) an initi a l comm itment to the educationa l value of prop~r ly e xe cuted service exper ience; b) ia~u l ty assistance in training and orient atio n; c ) pos ~ible futu re provisions for academic credit for se rvice e xperienc e; d ) sufficient finan c ial ba cking should be available so as to perm it al l students to pa rt icipate; e ) greater use should be made of work ~study fu nd s in pro jects tha t both soc ially produc tive as we ll as financ ially remunera tive to students ; f) greater use should be made of work - study fu nd s for off. campu s work, both du r i ng the a c ademi c ye ar, as we ll as duri ng summer . �GRANTS OF THE PROGRA~I We recomme nd that participa ting groups rec e i ve two types of feder a l assistance : 1, special grants be mad 0. for progra ms to group s whose plans jus tify th e expenditure and fJ lfill the guid el ines of this proposal and give pr omise of a me ani ng ful impac t on those par ticipating ., 2. that a ll available gr ant s a nd urban aids in th e fields of educ a tion, we lfare , economic 143.215.248.55or tunity, and relat e d pro·grams be c o ntinu e d o r eK pand e d where justified . Pl a ns wi ll b e revie we d by a nationat office according to the pr ec e ding prerequi s it es. The n at i onal office wil l be s ta ff ed with p eop le kn ow l edg eab l e about th e available f ed e ral funds as we ll as with ind iv ijual s experienced in th e pl a nnin g and i mp l ementat ion of volun teer programs. The research staff will have as its duti e s the gathering and dis t ribution of all in f,::irmation that :nay b e of u se to submittin g bodies, as we l 1 as the plannin g and organizing of r e l evant national and r egicinal s e minars and confe rences on student social-work activities . Sma ll pamphl et s, educational materia l s a nd t he results of trainin g conf ~ r e nc es an d lead er s hip wo rkshops would be pr ovi d ed to n ew and eKpandi~g organi z~t ion s , or to thos e who wished to improve th e quality of th eir prog ram . Ano t h e r impor tant aspect of the in f ormat ion ga t he rin g function w6u ld c onc ern th e financing of s p-3 c i a l s t ud e nt pr o j ects . A stud c,1t g r oup int e re s t e d in workin g with th e me nta ll y ill at a l oc a l ho sp :i.t a l would b e able t o obtain fro m this offi.c e infor1nation as to th e funding programs in vari ou s g~ive rnm,~nt a genci es which might be appr upri a t e for its financin g . Th e office wou ld also assist th e stud e n t group i n p re parini th e pr oposa l fo r fede ra l fund s . FED ERAL COST , Fund s wi ll b e re quir e d to ass is t participating gro up s in the i mp l eme n tation s of th eir mod e l d i:,rnon.stra tion pl ans. We sh0ul.d n ,, t u11der c s t -L11a te t h e probl ems nor the f in anc ial n eedR involved in ach i e v i ng th e s e plan s . Th e very sc a l e o f the d e monstrat i on a nd it s wi d espr ead eff e cts on th e soci a l s t ruct u r e of a corn,nun i ty calls fo r coo r dination of th e com:nuni t y ' s pl. an ni:ig and a dmin istrative resour c es on an unp reced 2nted scale. The app ro p r iate Fe d e ra l co n tribution t o this planning and i mp l e menta t i on effort woul. d be _ _ __ _ ______ milli on th e fir.st year, gr;:rwL1g in in cr. 2rne n ts of _ _ ___ __ mil li on p e r year. ' �SECONDARY SCHOOL STUDENTS Th e scope and d epth of the work don e by univ ers ities, cities, states, or instituti ons will often require detail ed planning, financi a l assistance, and study . But th e r e are man y things that could b e d one by our exc e ption~ l people in th eir mid-teens in s e condary schools th at can also have a massive effect, ·-... such as working as tutors in their communit ies in some of the remedial subjects, in secretarial fields, in hom e econom ics, and in the technical studies as we ll as art, music, et c. Th e President should ur ge ea ch Congr essman to communicat e with the high schools in his district about the great n ee d for thes e projects. The nation a l r esear ch staff of the "model schools"· could provid e " information for these sc hool s. Con gressmen would propose "mod e l" high school's each year and th e ir services projects for con s id eratio n of Presidential awards . Giv e n the att e ntion and priority, this could b e a very ben e ficial program, both in terms of th e community work and the recognition of the ear l y maturation of today's younger gen e ration . i I I �REWARDS The Presid e nt through th e re s earch staff and evaluation board would I make v e ry pre s ti g~ous awards to tho se groups who durin g a year's time initiat e progra ms mo s t e xempl ary of th e "model school's" guid e lin e s. It would be ca ll ed th e - - - - -awa rd, a nd c oul d involve a Pres id e nti a l visit, a Pre sid e ntia l dinner, or a contribu t ion of Pre sid e ntial books or res earch mat er ial. To qu,alify g roups must: 1. show si gns of ma j o r achi e veme nt of be ne [ i t to th e s u r roundin g community. 2. show si gns of mas sive stud en t invol vement. 3. have produc ed a ction tha t is r e c e n t and a r e sult · -0f a "mod e l s c hools" program. Succ e s s ful action and innova tion, not pe rfection or completeness, will be th e r ea l crit e ri a . Fina li s t s would be chos en by a n impa rt i a l boa rd , a nd th e ir sp oke sman woul d come to Was hington for a conf e r e nce a nd ~r e sen t a t ion of t h e i r prog r a m.· Gr ea t e r u s e by th e Pres id e nt of f a cult y -stud e nt pri zes c ould a ls o be u sed in a r eas , one part icul ar indi v idu a l f a c ul ty membe r or st ud e nt did or i n i t i a t ed some pa rt i c ul ar l y i nnova tive id e a or p rog r a m by u s i ng a n educ a t i ona l t a l ent or t echniqu e on a soci a l pro~ l em. Th ese r e wa rd s woul d be v e r y impor t a n t t o g e ne r a t e t h e stud e n t-schoo l ac t ion t hat i s n eed ed, to s tress l oca l invo l ve me nt , a nd to s t r ess t he n eed for th e t eamwo r k approach t o th e pro bl ems . �SUMMARY The character of the urban university is weakest in the area of communication and integration. There is a lack of communication both within the university's structure and between the university and thos~ who can effectively utilize its assistance. Integration goes hand in hand with communication in these areas. If integration seldom exist s within academic institutions, it rarely exists within its community. There is an ever increa sing need for the univers ity t o pla y a more dive r sified; pa rticipa ting r ole. \ Higher education is often a symbol of medieval isolation, with the unive rsity insulated in its castle from the surro~nding environment. When a university doe s cross the moa t to involve itself with the co1~munity, the r e sults are oft e n uneven, f ragmentary and uns ystema t ic. The emphas is of education rema ins on the wr itten word . In thi s cha ngeoriented society the "PhD" · and a long str·ing of publications seems negative l y corre l a ted with problem solving capability. This program "Why Not" or "Model Schoo l's", suggests tha t the focus of educati on needs to be shifted awa y from the "print " to the problem. ' . The pur po s e of educa tion is primari ly to pr~pare the student to mee t the d ema nd s of h i s world. Stud ents r ecogni ze the need f or a more relevant educationa l experience. And the community demands a more invo lved university. Both need the university to become a more active agent in problem s o lving and direct service. But in spite of all the r e c e nt encouragement from the citizens and students , the university continues its aloof r o le and a t times ignores its r e s ponsibilities. The pover ty of an area breeds a psycho l og ica l handicap fo r a ll ethnic groups. Welfare mo thers and f a the rs without j obs fr e quently transfer the ir own guilt f ee lings to the ir child ren , and schoo l s ofte n under line the children's uncer t ainty. It is her e t ha t the fa cili ties of t he univer s ity and the avai l abl e manpower of s tudents c an have a l arge i mpact . i ! The proposal s and requirements of "Why Not" (model schools ) address t hemsel ves t o t he ful l integration of the universi ty ' s r esources .. i n sol ving the urban problem. The development of incr eased student · _power and intensifi ed s tudent participation support our bel ief tha t t radi t ional wa l ls mu s t be br oken down, both withi n the univers i t y and t he surrounding communit y, in t he effort t ~ bring about a more humane urban environment . .. .· . To break down these wa lls and escape f rom the f eudal armor of the cas tle-and- the-moat, univ er si t y admini s t rat or s and facul t y must begin t o conceive of the universi t y a s a t otal socia l ins t i tuti on which i s di ff er ent f rom the aggr ega t e coll ection of departments and colleges . They mus t deve l op with the s t udents a balance bet ween t he educational programs and basi c research , . social advocacy and problem solving. It i s for them t o devel op a bal ance bet ween s cholars and int el l ec tual a ct ivist s , be t ween student-orient ed pr ofess ors and communi ty- orient ed problem s olver s . This ba l ance and coordina t ion must be concept ual as well as or ganiza t ional t o succeed. Thi s academic movement must be with t he assi s t ance of student and communit y advice . The large bra in t r us t s of uni versiti e s are becoming l i ke the f eder al government, bas tions of bureaucracy wher e many people be come l ost. WHY NOT can dev elop conta ct be tween the "l i ttl e people " , the university , and t he government. And the link between all of t hese can be t he s tudent . · �Student tutorial programs already exist across the country and provide a perfect link with the community upon which the university can build. Tutorials are b e nficial to all parties involved if these parties involved 1$:fr,q;,~*'. _ .,;m are given a role in the planning . and supervision. Many successful tutorials have been initiated by local residents. The r e sidents 6f a ghetto in Cambridge, Massachusetts, created Tutoring Plus. In the summer of 1964, a group of teenagers met with a few older neighborhbod youths who were attending college. All were trying to answer the questi"'on- of why a smal 1 number of the ~,. older youths had made it to college while few of the rest had even finished high school. Tutoring Plus now involves M.I.T. students, the Polaroid Corporation, and Christ Church in Cambridge. The successful example of Tutoring Plus points the way for the university, the city, and WMY NOT. In an increasingly open and secular ~ [ society, young people are concerne d with their own identity, the nature and quality of their society ' and their relation to men everywhere. Tutorials bring a share of awareness and individual identity to both tuto'r and tute e. Ghetto youths often feel unable to deal with their environment, m~ch less change it. This alienatmon is often translaged into a self-fulfilling hostility towards any future efforts at personal or niighborhoos advancement. This alienation can be overcome by student volunteers running their own programs in conjunction with n e ighborhood community groups and parents. Stud en t-run tutoring programs have inherent flexibility which enables them to b e revised constantly to me et individua l needs. They can ope rate with little of the stigma attach e d by adolescents to schools and agency sponsore d programs. First of all, the stude nt volunt eer is not too much older than the individuals th ey work with, thus contributing to a sense of c onrad eship and und ersta nding be tween tutb t and tutee. Secondly, the college stude nt, by his very pres e nce, is likely to provide the youth with a role model whi ch is not memely a pastiche of guidance couns e lor cliches but one which can communicate directly with the youth, overcoming a great deal of their time, energy, and thought, to the int erpe rsonal relationships that are an integra l part of any advanceme nt' activity. The stud e nt, merely by his presence at coll e ge, is likely to have acc es s to all types of informa tion his tutee may reque st. Many problems of stud e nt programs can be overcome with the active interest and participation of the univ e rsity. The natu re of a stud e nt's lif e , at first not much to do and then to o much, ccn work to the disadvantage of th e se programs. Some substitut e fo r mo ney is necessary to encourage st e ady participa tion. Course credit is the logical sugge stion . Very few schools give credit for und e rgradua t e field work, but the majority of schools do for gra dua t e s. This disc repanc y n eeds to b e cha nged. The successful chara ct er istics of stud en t vo lunt eer programs are relevant to any larger e ffort at communit y and ilinivers it y invo l vement . P roje cts must b e initiat e d on a sma ll scale with supervision ref l ect ing cons ult at i o n with university, co mmun i ty, stud ents, city and private enterpr is e . Projects sho uld also be allowed to dev e lop slowly to fin d Imme diate funding of uninvestia dequate and respo nsible lo ca l l ead er s . gated pro j ec ts may end in misspent funds , which could severely d amage the entire effort. Quality planning i s most important. Freedom of progrsm selection must b e guarant eed to each l ocale. Student committees must remain in.control of volunteer programs with local citizens. Experience has shown that properly run vol~nt eer programs attract the sincerest and high e st qua lit y w~rker~. And that the introduction of remuneration often alienates the socially motivated and attract s the organizttionai joiner or job hunt er. The quality of seriice then drops. Public do-gooders with their weekend house painting serve only to irritate the ghetto resident. '. �~~------·-- - -- - - -- - - Tutori a l pr ograms are only a fraction of wha t a univ e rsity can do in an urban c e nter. Not only do courses need to be chang ed to r e f~ect ,urban probl e ms but new priorities and policies need to be stated, Why should a city have to employ outside economists or ma~imaticians whe n the univ e rsity's are availabl e ? Why should computers and programmers be hired whe n limitless rea e arch hours are available on campus waiting direction? WHY . NOT could use· the univ e rsity faciliti e s in the summe r, its athletic fields~ museums, lec t ure rooms , its bus e s, pools and tennis cou r ts. WHY NOT could . work with th e city's and th e citiz e ns' needs through the univ e rsity's reso u r c e s. The "mode l s chool s " pr ogram would show that the governme nt and the university are willing to giv e a gre ater responsibility to the stude nt. No J.onier- would there be e{lack of communication within the univ e rsity and between the university and thos e who can effectiv e ly utilize its assistance. No longe r would s e gre ga tion- e x ist betwe en depa rtme nts, students, the community and the univ e rsity. WHY NOT seeks to coordinate and redir.ect th·e energies of education to problem sol~ing within tqe city and to problem solcing training for the stud e nt. Can we prepare our students t o fac e that cha ll e nge be tt e r if we make working .in i t part of their education, ma ybe even for cre dit? Can we go be yond the r e s e arch and pr oblem-solving with our colleague s in the community of ins ti tut ions, and relat e ourselv e s to our ghe tto neighbors .· to improve their environme ntal condition? Can we even go be yond the poorly developed programs and technologies of today and d e velop new V$Sions of ne ighborhood life to which both residential and university communities contribute? Is it possibl e that th e urban univ e rsity can become a mo re vi Lal mover in all of its missions by making th.i s att e mpt? WHY NOT. In a sub-syst e ms, trend. Will leadership? soci e ty charact e ri zed by acc e lerating cha nge in all of its th e problem sol v ing u r ban un i ve r $ ity s eems an ine vit a bl e we be forced t o it, or will we anticipa t e ev e nts and take That is the que stion. -n,ie an swe r is WH Y NOT. ,- ' �Lillk NEWS OF THE CORPS Atlanta Urban Corps 30 Courtland Street, N. E. Atlanta, Georgia 30303 ' VOLUME III, 1969 Recreation programs were discussed, and i ,t was I NTERNS INITIATE PROGRAM at this meeting that Karl Paul learned of the Wheat Street Baptist Church, pastored by lack of organized sports leagues in the ciw. Rave.rend William H. Borders, has for many By 3 P. M. that same day Karl had organized a years served its congregation as one of many meeting at Howard High School to begin work Baptist churches in Atlanta. Recently, howon drawing up such leagues. Seven of the fifever, Wheat Street Baptist has been making conteen Parks and Recreation D6partment supervisors certed efforts to meet the social as well as the attended. Over the week-end Karl compiled the spiritual needs of its people. Serving in the information riand ideas that came out of that meetChurch ' s Wheat Street Garden and Community Center ing and by Monday had made arra{l.gements for the are six Urban Corps interns. Under the super- . 'American League• and the 'National League•. visi on of Reverend John Howard, Associate Pastor As Karl pointed out, there will be differences and head of the Education Center, interns Karl between these newly formed teams and the typical Paul of Georgia Tech, Sandra Mincey of Spelman, Cynthia Kni ght of Clark College, Joanne Mitchell sof:t.'l:>all leagues of Hometown, U. s. A. There will not be any freshly laundered suits with of Mo rris Brown, and Phyllis Atkins and Linda matching caps. Neither will there be an abundRobinson of Georgia State, are coordinating pro ance of regulation equipment. grrups in recreation and community relations. ====.There is a lot more to community relations Ass isted by three youth aids from EOA and ninethan a kid's participation in a softpall league. teen Nei ghborhood Youth Corps students, the Urban There is a·\.lot that can not be accomplished by Corps interns work five days a week and often in the Urban Corps interns at Wheat Street Baptist the evenings to provide the children of the Wheat Church Garden and Community Center this summer. Street area with constructive experiences in But there is now operating a recreation program recreation and to investigate the social needs that did not exist before these interns took the of the community . Karl, Sandra, and Joanne initiative. And there are numbers of Atlanta's concentr ate their services in the area of recreinner city children participating in a constructive ation while Cynthia, Phyllis and Linda work in team sport who until now hardly knew that t he t he community learning from residents their needs, complaints and s uggestions for a better community. opportunity for such programs could be made The Ur ban Corps inte rn s have found that the availal>le to them. Wheat Street Baptist Church is making an effort chil dren i n t heir charge a r e not at all accustomed to partici pating in e ven t he mos t limi ted pro to answer the needs of i ts people . Urban Co rps grams o f recreat i on and social stimulation that i ntern s a r e helpi ng. It i s in programs such as mi ddle-c lass children t ake for gr ant ed. In an thi s one t hat the opportunity to learn and s erv e becomes a per sonal and meaningful r eality. interview with Karl Paul , who serv es as r ecreation director for the Center , it was learned that the STREET THEATRE ~ interns and Wheat Street Baptist are attempting The first s eason o f the Library Urban Corps to offer some alternative to this s ituation. Street Theatre opened during the past week with the performance of 11 A Soul Gone Home, 11 a play by After meeting in committee with area supervisors from the city Parks and Recrea tion DepartLangston Hughes. The play was presented on July 7 ment, Karl found that there are virtually no and July 8 drawing crowds of 125 at the first perarrangements in the city for sports leagues for formance and 75 at the second. This same play youngst •1rs. As Karl said, "Most of us have grown was presented July 11 at the Trinity Methodist up in towns where softball leagues for kids were Church . Direcil:led by Arthur Pellman, instructor the expected summertime recreation arrangement-of drama at Clark College, the Street Theatre wiil• and her~ in the il.nner city where leagues would present short plays throughout the summer on street II be so valu~le there is only one league established. corners, in churches, and anywhere that it is On Friday, June 27 a meeting of Parke and thought a crowa. will gather spontaneously. Five Recreation supervisors was held at 10 A. M. Urban Corps interns will perform with the theatre: �They are Andrea Frye of Spelman, Young Hughley of Atlanta University, Christine Smith of Georgia State, r~chael Stublefield · of Morehouse ~d Gary Enck of the North Car(!)lina . School ·of ·. Performing Arts. · MEEI'ING OF THE COMMUNITY RELATIONS COMMISSION TO .filLHELD. The Community Relations Commission has re leased information on upcoming meetings to be held throughout the month of July. The Urban Corps feels that it would be to the interest of interns, supervisors an others concerned with our urban problems to attend one or several of these meetings. Therefore, CRC's schedule is included i n ~ ~ for the purpose of making known to its readers an -excellent opportunity for becoming acquainted with the Commission: July 14 University Homes Area (8:00 P. M.) Flipper Temple A.M.E. Church, 580 Fair Streets. W.--an initial meeting to hear the problems of the neighborhood. July 16 Buck.head Area (8:00 P. M.) The "Hall of Bishops," Cathedral of Saint Phillip, 2744 Peachtree Rd., N. W.--a city-wide meeting to discuss "What are the responsibilities of whites in improving human relations in Atlanta?" July 22 Perry Homes Area (8:00 P. M.) Perry Homes Community Center, 2125 Clarissa Drive, N. W.--a return meeting to r eport to the citizens on action taken a s a re sult of CRC 1 s June meeting. July 25 (2:00 P. M.) CRC1 s re gular monthly meeting i~ Commit tee Room No. 4 City Hall. July 29 Bellwood Area (8:00 P. M. ) Central City EOA Neighbo rhood Cent er 840 Mar i etta Str eet, N. w. --an i nitial meeting to discu s s t he pro blems of the nei ghbo r hood . PROGRAM TO CONTINUE Plans are being made fo r the continuati on of t he Ur ban Corps i nter n program in Atlan ta beyond its summer 1969 employment structure . As more specifi c i n fo rmation i s made availabl e , ~ Link will keep its readers up-to-date with the proj ected pl ans. All interns, supervisors and ot hers who are interested in continued involvement with the Urban Corps should remain in close contact with the office and should make their intentions known as soon as possible. FINANCIAL ANNOUNCEMENT IQ. VOLUNTEER INTERNS lll c0J.un.tee nterns wo.crJdn,&=,wa,,Wl.:=,t.htte;;;===== Atlanta Urban Corps program are advised that they will receive payment of the first half of their stipend on July 16 and the second half on August 27. This announcement comes from the office of Inmond Deen, Director of Finance. Interns should plan to pick ~P their paychecks between the hours of 1:00 P. M. and 5:00 P. M. in the Urban Corps office on the da.ys stated. WATCH FOR W.M.R.A.RALLY '\ SERVICE- LEARNING···coNFERENCE SP~ INTERN RJi!SP0NSE Much could and has been said of the Atlanta Service- Learning Conference which was held · JtinBi30~-July l (See Vol. II, The Link). There were speeches and panel discussions, work groups and informal sessions. Some people in attendance felt that they knew quite well what the service-learning concErpt involves. Others were there to find out. For the Urban Corps interns who attended the two-day conference the experience meant different things and carried varying degrees of credibility. The following are responses from six interns gathered a .week after the Conference thus allowing a period of reflection on overall opinions: (1) Diane Lewis (Spelman) Atlanta Girls Club: "I'm afraid I was not very impressed by the Conference. It sounded to me as though it was simply a chance for the Conference to pat itself on the back. 11 (2) Rudine Arnold (Spelman) Kirkwood Center: "I enjo~ed the Conference and especially the discussion which pointed out exactly what it is that the student interns are doing in the city. The talk sessions were more valuable than the speakers." (3) Raines Carrol ( Morehouse) City Personnel "The Conference was generally pertinent, but the students wanted to know more about _what is going on in our own city now." (4) Janice Snider (Univ. of Kentucky) Mayor's Office: " The morning sessions were dull. Interns were not really a part of the Conference. Hopefully the :tiext Conference will be more meaningful. Frankly, I would have r a ther stayed at work. " (5) Anne Mayeaux ( Emory) City Perso nnel "I wish th e Con f erence could have be en more concr ete. The whole thing was more r el ated t o public r el a t i ons than t o the intern s . However, it is difficult when a co nf erence is plann ed in advance, a s i t must be, to relate cont ent to t he peo ple who are ac t ually t o par t i cipate . I felt that t he audi ence was more liber al than t he speakers and that there wa s a sense o f r es t lessness in the audi enc e . It would have been good if more s t udent organizat ions coul d have been represented. I especially enjoyed the chance t o get together with the other interns . After all, we can learn so much from on e another." (6) Sally Cantor (Lake Forest ) Service-Learning 1L.AJn0.ng :!;,ha -mGo&t ,mf)Grtan- hme11-t rf- the A-S1:J0 was the fact that numerous service oriented agencies were able to put aside their ovm individual points of view and focus on the larger dimensio ns of service-learning. Due to the nature of my Urban Corps assignment I f eel that greate r attention·should be focused on the learning aspect of the Urban Corps assignment. Interns need to think out the meaning of their experiences • • • and what it tells them about themselves, their goals ·and their society. The service aspect is easier to realize, but the learning aspect must have equal focus. The first part of the Confer• ence contained this element. �Jun 17, 1969 Mr . Charles L . Davis Director of Finance City of Atlanta Atlanta, Georgi Dear Charles: This is to request that you recognize the sign ture of either Mr. Dan Swe t Ot" Mr. George Berry of thi office on all r quie itions and oth r documents relating to the 1969 Atlanta Urban Corps Proj ct. Thie will involv ll ppropriation accounts ere ted in our general fund budget by resolution d ted June 16, 1969, with · the suffix "U". By copy of this 1 tter. Iain making th s Purchasing Agent. e r qu st of the Sincerely yours, R. Earl L nd r Chi £ A dministr tiv REL:fy cc::: Mr. J. F ol'l' st O • Officer �Charles L. D~vis etc. Dear Charles: recognize This isto request that you k~KKX the signature of eih· er Mr. Dan Sweat or Mr. George Berry of thb of f ic e on all requisitions and other documents relatin g to the 1969 Atlanta Urban Gorp s Project•. This will Jd::t involve all appropriation accounts created in our general fund budget by resolution dated with June 16, 1969 .&11asxil&KHthe suffix "U. 11 By copy of this letter I am making the same request of the Purchasing Agent. VTY REL �INTERNSHIP ATLANTA URBAN CORPS 30 Courtland Street, N.E . Atlanta, Georgia 30303 ASSIGNMENT 3 INTERN NO . 4 INITIAL ASSIGNMENT NAME REASSIGNMENT FART TIME ADDRESS

SUMMER e L AGENCY 7 COORDINATOR 9 J 0 J 0 0 0 . --------------------~--1-------------------------------'----------------N9. i i ~1. 1 ! ._, 10 ADDRESS 12 ASSIGNME~T I I 11 NATURE OF ASSIGNMENT I I I I I TO BE COMPLETED BY AGENCY COORDINATOR STUDENT 13 IMMEDI ATE SUP[RVISO R []ACCEPTED ASSIGNMENT (NAME OF CENTER) 17 ASSIGNMENT HOURS TO F'ROM DDECLINED MON ASSIGNMENT ADDRESS UNACCEPTABLE REMAR KS 18 TUES 16 WED THURS 0 . J 0 J FRI 0 0

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.--+---------------------------r-iSAT STARTING DATE 21

SUN TO BE COMPLETED BY INTERN IF DECLINING ABOVE POSITION D I decline this assignm e nt and wish to be re assigned because:

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D I wish lo withd raw from the . URBAN CORPS. (s e e ite m 5 on reverse) DISTR I BUT I ON : WHITE , CANA ·R Y ·a. GREEN - URBAN CORPS FIN K - AGENC Y COORDIN A TOR AGENCY COORDINATOR BLUE - INTE~NS RECORD FORM UC - 4 9 / 67 M-822278 �INSTRUCTIONS: TO URBAN CORPS INTERN: l. This is your intern assignment. In accordance with your stated preference, you have been assigned to the position described in Box 11 on reverse side. 2. You MUST contact the COORDINATOR named in Box 8 immediately to arrange for an interview, at which time the exact nature of your assignment will be outlined. 3. Bring all five copies of this form with you to the interview . DO NOT SEPARATE THEM. At · your interview, the agency coordinator will fill out Boxes 13 through 21. 4. The agency coordinator will retain the pink copy . You will remove the blu·e copy for your records. You MUST return the other three copies to THE ATLANTA URBAN CORPS, 30 "Courtland Street, N.E., Atlanta, Ga . 30303: IMPORTANT--NO PAYROLL WILL BE PROCESSED UNTIL THESE FORMS ARE RECEIVED BY THE URBAN CORPS OFFICE. 5. If, before the interview, you decide that you do not want this assignment, check space in Box 22 and state your reasons. If you wish to withdraw from the URBAN CORPS, check the space in Box 23 . THEN RETURN ALL COPIES TO THE URBAN CORPS. TO AGENCY COORDINATOR: l. The intern who brings this form hos been assigned to the specific position whose Ass ignment number appears in Box 10 . 2. If you accept the intern for the assigned position, complete Boxes through ]l. 3. Retain the PINK copy for your records. 4. RETURN THE REMAINING FOUR COPIES TO THE INTERN . 5. If th e intern is not acceptable or decl ines the pos ition, check the appropr iat e space in Box 13 and _return al I five copies of the form to the intern. !,1 NOTE : If there ore any questions regarding placement procedure, please feel free to coll the URBAN CORPS at 524-8091 or write: ATLANTA URBAN CORPS 30 Courtland Street, N. E. Atlan t a , Georgia 30303 �r Lillk NEWS OF THE CORPS Atlanta Urban Corps 30 Courtland Street, N. E. Atlanta, Georgia 30303 PEOPLE OF THE URBAN CORPS As the program of the Urban Corps develops, an increased personnel is necessary. The people we have working on the administrative staff are a group of interesting men and women from various backgrounds; together they are coordinating the many aspects of the Urban Corps. Let us introduce them to you! Betty Lue Underwood and Marjorina Langford will both be working in the administrative offices as secretaries. Betty Lue is a junior at Morris Brown College and is from Barnesville, Georgia. Marjorina is a freshman at Georgia State College and is from our own Atlanta. Both of these girls are Urban Corps interns, financed by the College Work Study Program. Dianne Lovejoy, a senior at Price High School, will work with us as an intern with the Neighborhood Youth Corps. She has worked with E.O.A., and will be our receptionist for the summer. The Education and Evaluation team is made up of Resna Hammer, Education Director, Maggie Gerber and Dawn White, both Education Coordinators. Resna received her BA from Bennett College, and then served in the Peace Corps first as a volunteer for two years and then as a selection coordinator. She is married and living in Atlanta with husband Jeffrey and 10 month old baby, Rachel. Maggie is at present candidate for her Ph.D. at Emory and received her BA from the University of Denver and her MA from Boston University. She has worked as co-director for the American Friends Service Committee and has taught both at Clark and at Northern Michigan University. She and her husband Lesl ie live here in Atlanta. Dawn received her BA at St. Francis College, Indiana, and is now working on her MA at Atlanta University. She is originally from Ceylon, but her family has been living in Detroit for the past nine years. She has worked with E.O.A. both in Atlanta and in Indiana and taught for a short time at a parochial school in Fort Wayne, Indiana. Coordinating our staff are Sam Williams and his assistant Dianne Wilson. Sam, a former student body president at Georgia Tech, was director of President Nixon's task force on youth in federal government during the past year working in both Washington, D.C. and New York. Dianne, who received her BA from Spelman and has done work toward her M.A. at Atlanta University, is in charge of all special programs. She served in Kenya for one year in a program of the World Council of Churches in Harlem, N.Y. as a church program director. Another of our busy, hardworking staff members is Sue Zander whose position as Executive Assistant makes her an important "information source." Sue received her B.A. from George Peabody College in Nashville, Tenn., and has worked with E.O.A. here in Atlanta as a personnel assistant since 1964. The Urban Corps financial program is being handled by Steve Mwamba, payroll coordinator, and Inman Deen, physical director. Steve, originally from Zambia, Africa, has been in the U.S. for the past four years attending first the University of Nebraska and then Georgia State, majoring in finance. He and his wife Ivy and daughter Suzgyo live here in Atlanta. Inman comes to our program from Tulane University where he has just finished his first year of law school. He has worked in the Fulton County Juvenile Court as a probation officer for the past three years. Inman and his wife Mary will return to Tulane in September. The job of keeping the Urban Corps before the public goes to Ken Millwood and Tara Swartsel. Together they will be publishing the newsletter and contacting radio, television and newspapers. Ken, who is from Marietta, has just graduated from the University of Georgia where he majored in journalism. He plans to go to the Businc:;s School at Georgia to obtain his M.A. Tora, who has JUst graduated with a B.A. in Art from Agnes Scott College in Decatur, has baen working with the development of the Urban Corps since this past winter. AGENCY SUPERVISORS PARTICIPATE IN "CRASH COURSE" On Tuesday, June 3, forty-five agency supervisors who will be supervising Urban Corps interns met at the Urban Corps office. Mr. Dan Sweat, City Deputy Administrator, was on hand to make introductory remarks. A film, " Action S mer" from the National Urban Corps office in New York, was shown to help the supervisors visualize the kind of work that their student interns can carry out this summer. Explanations of several operational areas of the Urban Corps followed: Steve Mwamba discussed the intricacies of the payroll procedure to be used throughout the summer; Dave Whelan explained legal procedures, contracts and special arrangements to be carried out by the Urban Corps and the agencies; and Resna Hammer gave a short description of the particular areas of the Urban Corps program. As Sam Williams said after the meeting, "You know, we've been dealing with paper work for so long here in.,_the office; meeting with these supervisors todal/. brought the program to life again for us - we are working with people! The success of the Urban Corps really does depend as much on these supervisors as it does on the interns. The enthusiasm exhibited by the supervisors gave our staff a real shot in the arm." INTERNS MEET FOR ORIENTATION On Monday, June 9, fourteen student interns met with the Urban Corps staff for an orientation program. The same film which had been shown to their supervisors at the meeting on June 3 was presented to the interns in the sky room of the old city auditorium. Following the film, Dave Whelan, Resna Hammer and Steve Mwamba explained such aspects of the Urban Corps summer program as payroll, education evaluation, and intern placement. As Dave pointed out to this group of interns who are to begin work this week ... as the first interns to be "on the job" theirs is a responsible position. We are working with people - our student interns are, in fact, the Urban Corps. OUT OF CHAOS . . . OUR OFFICE HAS A "FACE U FTING!" The bare, football field-sized echo chamber that our office once was is now beginning to look like a new place. With the addition of partitions the large room on the 2nd floor of the old city auditorium now is divided into five smaller offices with a large center room and a movable partition which allows fOI" the addition of a sixth office space which can be adapted to various sized meetings. Office equipment has been provided by several of our special friends, among them the Atlanta Police Department and the city Purchasing Department. The Police Department has given us thirty cushioned straight chairs to be used in large meetings while the Purchasing Department has provided a filing cabinet and many "emergency supplies" - a special thanks goes to Mr. Al Randall of that department. We have also found that Mr. Dan Sweat, City Deputy Administrator, can run a mimeograph machine and "tote" a load of paper - because he helped us do it and w th,mk him!!! �ATLANTA LEAANING t l 'l i I I present Jf

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) A BROAD AFPROP.r.1-1 TO R.:W ID TRANr .>:T JI or ·: :he imi)act of body size c.n tb~ tra=i,:,-;,ortad.on inct•1stry A1'LAt-~TA SEF-5,..I 1~"E L'f.:A~~";JU'!G CONFEP.E")JCE Whita Ro us~ ~fotor Inn iO I!"u!iton St.ce"' t , l~ Atla~t a, c ~~rgia 30303 J,me 30, 1SG9 �THE ATLAN'rA &'ERVICE•·LEARNING PLAYERS ·cad apprc,ach to rapid transit a or The Impact of Increased Body Size on the Trensporta~ion Industry ££:_ §.,! 0 F .,... ___ ___ __ ,.., .,. CHARACTERS Narrator. M.. T. Roads •• 0 0 0 • o. L. McDonald 0 • \) • c. T~ Streeto 0 • a. 0 Co "Vic" Leider. o e .~hief Planner, Same Old Roads & Traffic Association (SORTA) .Environmental Investigations with Economic Impact O~:~:'!."e (EIEIO) . •• City Traffic Enginee~ • Merchants . . . .President, Chairman of •• . .. .Board Me~ber, SORTA & Peoples oank and SORTA Mrs. Minn Ority~ Charlie Goodtime. • 0 o .Junior in Industrial Engineering, Agnes Bror.m Clark Univarsity (ABCU) Cyrius Uomeworker • • • • • Graduate Student in Psychology, ABCU Millie Tants • • • • o ., oSenior in Political Science, ABCU Constant ~~e Dewingood •• SP-uior in Sociology, ABCU Able No Willingo • •• Senior in Political Science, ABCU • 0 . . • •Dean, ABCO A. K. De~ic~ e - . Carrie Burden • • • • • • • Financial Aid & Placement Officar, ABCU Wright N~ Wright,III • • .Profes&or, Political Science, ABCU Ray Levant • • • • • • • • Associate Professor 1 Economics, ABCU I rvin Core • • • . o . ~ o •• Dir~ctor, Service-Learning Agency (SLA) Leah Zonn • . •• . • .o .Assistant Director, SLA Miss Peller., • • • • • • • Secr etary to Mr. Core • • • Grant Assignments Depertment, (EGAD) .. �THE Il\1G.REDXENTS OF SERVICE.,.LEARNING Plai::e., • • • • The Conference Room 0£ SORTA(Same old Road & Traffic Association) Time. o • • ~ • • ~ Spring Characters Present. M. T. Roads, Chief Planner, SORTA o. L. M~Donald, Director, EIEIO(Environrnantal Inveetigations with Economic Impact Ofiice) C. T. Streets, City Traffic Engineer C. "Vic" Leider, Chair.man of SORT.A Mrs. Minn Ority, SCRTA Board Memb~r Situation • • • o • • Enno has just; conf:i.t"tD.ed reports tha.t body size is increasing with each generation. The impact of this factor on SOP.TA plans for transportation facilities is the s ubject of this creeting~ SORTA does not have the manpower to explore the dimensions of the problem and is seeking help. §£~ne II o • o Stutl~nts 0 - - IQ.~ Place., . . . . . . . The Student Union Coffee Shoppe of Agnes Brown Clark University (ABCU) Ti.me •• o • • ., • • Spring Characters Present. Charlie Goodtim~, Junior, Industrial En 6 ineering Cyrius Homeworker, Gxaduate Student, Psychology Millie Taute, Senior, Political Scienee Constant Lee Dewir.g~od, Senior, Sociology Able N. Willing, Junior, Economics Situation • • • • o • Students ar,e discu!Js:f.ng their views of their courses and education and society in gene r al. ~alk turns to pl ans and w!shcs for the coming summer and beyond. o ~cene I l l • ~ n ca tional Institution Pl acs • • • • • • • o Dean's office at ABCU Ti me . e • ~ • • • • Spring Characters Present. A. K. Demic, Dean C::ar r::.e Burden, Financ ial Aiu & Placement Officer Wri ght No Wright, III , rrofessor, Pol i tical Science Ray Levant, Associate Professor, ~conomi cs Situat ion • • • o • • The group is m~eting as an ad h0c commi tte~ t o discus s student problems fr;;;-~adruini s tration and -f aculty persp~ctiv es On the agenda are : (l) academi c standards , (2) student unre st , (3) f i nancia l problems, (4) physical fa c i lit i es, (S)counsel i ng. Seen ~ m A Coor <l i ne ting Agcut Place • • • • • • • • Off i ce of SLA (Service~Learnfng Agency} Ti me • • • • • • o • Lat e the same spring �{S~~n~ lV - continued) Ch.~ractcre Prcs2nt. Irvin Core, Director, SLA Leah Zonn, Assistant Director, 5LA Miss Peller, Secretary, SLA Iva Grant, EGAD, (Exemplary Grant Assig..1II1ents Department) Situation... ••• o • Contacts have been made with SORTA, A3CU and students securing agreement to coop~rate in a service•leaming project on body size and trans portation. Funds have been secured. The agree ments are to be confirmed and a first meeting o~: the project participants is to be sche~tle&~ 0 0 ACT -SERVICE-LEARNING IN ACTION II Place • • • • • • o o SOR'!A Office Time . . . . . . . . . Lato n,r!ng Characters Present • M. 'le Roacfa O. L. McDonald "Abe" Willing Ray Levant Leah Zom, Situationo o • • • • Project ·p articipants are meeting as a project committee to help the intern define his task more specifically and to discuss roles. S£2,.ne II• Education Interpretation I-lace •• • • • • • •. Professor Levant's Off ice Time • • •. • • •. • .. Mic! .. Summer Characters Present • Ray Levant "Abo " Willing Situation. • • • • o Intern is well into his project and he i s dicr.ur;.1~.:1~ some of his observations and irleas with hie couu~eic~, .§._c~ne__lli, - Coordin_~ Place. o ... . .. . Service-Learni ng Agency Of fice Time .• • • • • • .. • Lat e Summer Characters Presen.t .. Irvin Core ! -eah Zonn Situation • • o • •• 1nternshi ps for the summer are almost over and

he office is reviewi ng the situation.

Scene IV - Field Revt ".t i Evaluatioq Place. • ., • • • . , • ;-, j R~ Time • • • • o • • o Late Summer Character s ?:r~s-~ nt e M. T. Roads �Page 3 Act rr - Scene IV, Contirn:ed O. L. McDonald "Abe" Willing Ray Levant Irvin Core Situation • • • • • • With only a few weeks to go, the p:roj ect is reviewing wi t h the intern his final steps ancl the preparation of ht s report. Discussion of ccmmunity and educational issues evolves. ACT III Follow~Up and Aftermath Scene I - Atlanta Service-Learning Conference . . White House Motor Inn . . . . Now . All oi you The scr i pt from here on is yet . Place .. • • • • Time • • • • Characters Present Situati on. • • • • t.o be written. ' ��Mayor's Comments to Atlanta Service-Learning Conference June 30, 1969 White Houee Mot or Inn 70 Houston Street, N. E. Atl anta , Georgia 30303 Total Attendance: 300 Purpose o f Conference To explore existing service programs invol v i ng you th and governmen t i n urban, domestic, and f oreign setting and develop a metro-Atlanta model of service-learning between area colleges, government units , age nc ies a nd ~tuden t s. Two day Conference sponsored by: Urban Corps VISTA Corps Atlanta Colleges Economic Opportunity Atl~nta, Inc. Teacher Corps Southern Regional Education Board Peace �- DRAF T - Introductory remarks - welcome to Atlanta, etc. We canno½any more than past generations, see the face of the i uture, 11 Ralph McGill has writeen. tion." "But we know that written across it is the word Educa- Education today is r e pidly changing from the old monolithic forms of ye s teryear. Todays youth are demanding educational reforms. - Many of you young - people are in fact creating a new kind of education through your off-campus set:vice activi8ies. The service-learning concept i a not new but its youthful applica tions are having a new a ffect on both domes tic and foreign problems. Whether young pe ople are se rving in the Peace C~rps in Zambia or workigg in Cabbage Town as a VISTA Volunteer they are having a learning experie nce. They are learning that education doesn't end at the class room door. In f act those of you that are Urban Corps interns will probably be amazed at your own learning exper i ence after this brief summer . The Urban Corps is a n excellend example of educatioIBlinnovation coupled with service. Interns will see the problems of our ci t y by a ctually participating in city government as wel l &s private agencies. paaatical extension of their academic studies. They will be learning through a In short, they help the city, expand their education, and help pay college expenses - all in one. Thie Urban Corps is truly a student program. I firat heard of thi idea of relevant internships in city government when a group of student leaders from v rioue Atlanta colleges came to City Hall with the idea more than a year ago . These studente wanted a way to learn about the city and perform a service by actually work• ing in it. After many meetings and a gre t deal of encouragement by Dan Sire t of my staff and Bill Ramsay of the Southern Regional Education Bo rd , we provided a group �young activists some support to see if this program would work. Almost all of the planning, development o f jobs and placement was actually done by students • . From what I hear, the intern jobs are very challenging and exciting. Just the physical appearance of City Hall has been greatly improved by all these young faces. Naturally there will be some disappointments and I'll assure you that you'll become frustrated a nd you'll see that we do have some almost un•solvable I urge you not to become discouraged but to help us find new ways of problems. correcting the ills of our seeming l y archaic system. We need your youthf~l enthusiasm and you'd be surprised how it will change the attitude of those in our c ity who have been laboring, almost alone at times, for change and progress. We in t he city hope that this brief exposure to our problems and potentials will attract some of you young people t o return after graduation and pursue t his as a caree r. Governing our cities is this nations greatest problem. It is an exhaustive but rewarding e xpe Lience that you young people mus t now begin to take responsibility for. I hope the Urban Corps is only a. beginning . Already we're ha-ting pre• dictiona of three-fold e~cpansion of this intern program for next year . Just the f act that nearly 1,000 students applied t his year is astounding , and when one c onsiders tha t Atlanta has almost 40,000 students a nd nearly 35 colleges we can~ begin to see the poten tial . people . We reed t h i s f ocused, a ggres3ive concern of young We need move moveme nt between t he two worlds o f academia and city . In New York, a n outgrowth of their intern p rogram haa been a rapid exchange of ideas a nd personnel between city gove rr,rn.en t and universi t ies . a miable rela t ionship of unive rsity and c ity i n Atla nta . We need this We have just begun a n Urban Life Center at Georgia State which al l local colleges are being asked to participa t e in . We i n the cities mus t t ake grea te r advan tage o f our universities and v i ce versa . - 2 "' �As John Garnder has said , t he three main purposes of the univers i ty are research, teaching, and service to the community. We've seen how students are serving the community already but there are still many unexploited potentials inside our college gates. If we look at the h istory of higher education we note that the greatest impetus was with the Land-Grant University almost 100 years a go - a system built to aid our agricultural society. Today our society is urban. But by comparison, our education system has not properly responded t o our change in society. more people working on our c i ties problems. We need If t he discipline of city planning can be used as an example , we will recognize the dramatic crisis. universities combined we graduate less than 400 plam1era per year . In all our More graduates of Medieval History are pu t on the ;ob marke.t t han are urban experts. What do we i n the cities d o f or manpowe r.? We must innovate and try to compete with indus t ry for talent and we are in the d isadvantage." Hence another r eason why our c ities a r e ungoverna ble. Key urban perarnas i on posts are occupied by lawyer s, ddueeot•; undet:takers , c.lergymen~, busines smen, bankd r s and social workers. produced by un:!.versities . These professionals have been The3e people are usually consulted on a technical o r opecialized problems' but the solving of ~be se p).·oblems depends on r elated matters almost always falli ng outside the e,q,ertise of t he consults'bb. In other words, the ke y exper~a in our ur ban society - through the exercise of their expertise enter a realm o f generalization for which t hey haven't been properly prepared by undergraduate or professi.onal education. Therefore , universities ghould try to expose their prof essionals i n urban areas to s ome type o f urban education. The The simplest method is by practical experience such as the Ur ban Corps, and the eventual solution is more teaching in urbnn conce pts . We must not neglec t t he professor i n our plan for cotmnunity involvement of our universities . ····------·-. ways hbould

-----

oe f ound t o i nvolve professors in a r eas o f their �academic prowness in the city. poofessors too! Perhaps we should have an Urban Corps for I am s ure that there are needed areas of research in the city that would interest &any college instructors. This would insure that teaching does indeed remain relevan t to our actual needs. In order to facilitate this dialogue, we must have more cooperation between colle '., ces. should be able to more freely move between campuses. Students and faculty Atlanaa colleges are unique and should keep their individu~l identity, but should encourage exchanges. We have great medical schools, law schools, schools of urban design and the ~reatest predominantely Negro college complex in the world. We've only looked at the city as a laboratory, let's see how the city can help the university . Many young innovators on the urban scene could se rve as gneaa lecturers or associa te professors in our colleges. A vivid example of this is Bill Allison, now Direc t or of EOA, who serves as an associate professor at Georgia Tech. This type of exchange s hould be greatly encouraged and ways should be found to foster a nd develop both professor-city exchanges and administra t orcampus exchanges We must not only research prob lems but we mus t implement them too. Often times a very good report is writtnn - only t o gather dust - or is written not with an eye for implimenta t ion. hoods. It is the sent They are tired o f being st ud ied. with reside nts in our deprived neighborThey want help. Research must be balanced by practicaHty and kept relevant . Our cities will not plan ioi that . g o away. They will eJtpand and multiply . We must We must demand hilp from our univers ities . The Urban Corps should only be a beginning . We need youthful enthusiasm of young people in VISTA, returning Peace Corps volunteers, Neighborhood Youth Corps enrollees, service groups on campus, adult educat i on tutor ing by students in the dozens of service projects . We need more exchange between our city a nd our campuses �on all levels. I hope this Service-Learning Conference explores all these possibilities and presents them to people who will acto~o develop and carry them out, Ralph McGill always said the South was the most exciting area of the country and the most exciting part of the South was to be young and taking part in its development. Those of you who are stddents today must aa:cept this challe9ge of developing the South and our city, and those of you who are educators must help them. �,---1 - IN SERVICE-LEA..'lliI NG PROGRAMS: A PRELL~INARY REPORT Determining the degree to which area colleges and universities a.re involved in service-lear ning programs and ascertaining the attit udes of higher educatfon stt1.dents, faculty9 and administrators to·ward conununity involvement constitute two of the principa l concerns of the Atlanta Serv ice Learning Confer ence. To provide insight into t hese two areas of special interest, a number of college students are currently in the process of completing a survey of ten area coll eges and univer sities. include; The ten institutions Agnes Scott College ~ Atlanta University, Clark College, Emory Unive.:-sHy~ Georgia State College, Georgia Tech, Morehouse College, Morris Erown College, Oglethorpe College, and Spelman College . As part of a br oader s tudy of student manpower resources, this survey will seek ar,suers to the f ollowi ng kinds of questions: 1. To what extent does the involvement of higher education institutions va~y fr om campus to campus? What f actors account for the variations? 2. To what extent does the degree of service-lear ning acti vities vary between different schools and departments within particular i nsti tut:f.ons? Wi1a t account s f or the variat ions? 3. What areas of connnunity life mos t r eadily lend themselves to student involvement ? 4. What are t he relative r oles of students , f acul ty, and administrative personnel i n community development activ ities? 5. To what extent does exi.sting curriculum encourage stude~t involvement in the community1 Uo students require academic credit for partici?ation in community activities? 6. How important are community involvement programs to stude!lts, fact,lty 9 and administrators? vfuat do the terms "community involvement" and "serv:i.ce-learning 91 suggest to these three important clientele groups? �' ... '• :t_ 7. What areas of community concern presently receive the greatest attention from higher education? The least concern? 8. Do existing pat t erns of service-learning practices suggest that some institutions can best serve by speciaUzing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilitating and the forces inhibiting development of the service-learning concept. 2. Cataloguing existing programs of community activities can assist ASLC'S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. 3. The research will mirror the present scope of servicelearning programs and i~entify areas of neglect. 4. In the long run 9 certain priorities may be set and thereby assist ASLC in gaining the essential financial resources for funding service-learning progr ams in the areas demanding the greatest concentration of connnunity efforts. �ATLANTA SERVICE LEARNING PLAYERS present A BROAD APPROACR TO R.:\~ID TRANeIT or t he i mpact cf body s i m'a on t~e t ra:..Gpo.:ta.t ion i ndustry A'rLAt~T~\. SERV:'~E LEARNI't1G CONFERENCE Wh ite F'.ouse Motor Inn 70 H~us~on Str eet, NE Atlant a, Georgia 30303 June 30, 1969 �THE ATLANTA SERV!CE..,LEARNING PLAYERS a · ·oad approach to rapid transit or The Im!)act of It1c1·~a.sed Body Size on the Transportation !nctu.otry CAST , uo - · ·- OF - CHARACTERS - - - - ,... - - - - -- - - - Na.rra to·,: M. T. Roads. o. c. • L. McDonald ~ Q • • • .. . . . .Chief Planner, ~amc Old Roads & Traffi~ A~sociation (SORTA) .Environmental Inves~igations with Economic Impact O~:Hce (EIEIO) . T... Streeto o o • • City Traffic Enginee= " Co "Vic" Leider. a •• .• • President, Merchants & Peoples Bank and Chairman of SORTA Mt:s .. Ninn Ority.,.. • • • .Board Member, SORTA Charlie Goodtime. • • ~ .Junior in Industrial Engineering, Agnes Brown Clark University (ABCU) Cyrius llomaworker • • • • • Graduate Student in Psychology, ABCU . . Millie Tan.ts • • • . .s~nior in Political Science, ABCU Constant t~e Dewingood •• Senior in Sociology, ABCU Able N. Willinga • • • • oSenior in Political Science, ABGU A. K. De~ic• • • • • • • • Dean, ABCU Carrie Burden • • • • • • • Financial Aid & Placement Officer, ABCU Wright Ne Wright,III • • • Professor, Political Science, ABCU Ray Levant Irvin Core. eAssociate Professor, Economics, ABCU • • e e • .Director, Service-Learning Agency (SLA) • • • Leah Zonno- • •• e •••• Assistant Director, SLA Miss Peller• • • • • • • • Secratary to ~fr. Core Iva Grant •• • • .Grant Assignments Dep~rtment, (EGAD) �~--- Ac··r ....I THE INGREDIENTS OF SERVICE.-.LEARN!NG Pla~e., • • • The Conference Room of SORTA(Same old Road & Traffic Association) Time. o • • o ~ • c Spring Characters Present. M. To Roads, Chief Planner, SORTA o.. Lo McDonald, Director, Elil:IO(Environrne11ta1 ·• 0 • 0 - I n'!l~s tigati ons wit h Economic Impact Offi.ce) Si tuation • • • Scene I I 0 Place.,, .. u - - . . . - .~ o • o C. T. Streets, City Traffic Engineer C. 111Ji.c" Le ider, Chairman of SORT.A Mrs. Hf.nn Ority, SORTA Board Membe r Em10 has· just confirmed reports taat body size is increasing with each generationo Th-3 impa!:t of this factor on SORTA plans for transport a t ion facilities is the ~uhject of this ~eeting~ SORTA does not have the mar.power to explore the dimensions of the problem and is se~king help. Students - • • o • 0... ~ TtmP.. o o • • o • Cha;:-ac t:ers Pr esent Si tuati on • • • • o o o o • The Student Union Ccff ~e 6hoppe of Agne s Brown Clark Univers i ty (ABCU) Spring Charlie Goodti m~, J u~ior, Industr ial Engineering Cyr i us Homewor ker, Gxaduate Student, Ps7chology Mill ie Tc'.l ut e, Sen:!..or, Pol i tical 8cience Cons t ant Lee De;,1ing~od, Senior , Sociology Abl e N. Will i ng , Juni or, Economi c s Student s are dis cus s i ng their v i ewo of t heir cour ses and education a~d s oc iaty in general. Ta l k t urns to pla~s and wishe s for the coming summer and beyund . An Educ,' itional Institution -El~c:3ut.:l .III . :-. .. a;,.~-.a::-

o • " • o Deal'•' s off i ce at ABCU Time • • • • • o • • Sprir.g Charac t ers Pr esent . A. K. Demic, Dean Carrie Burden , Financ i al Aid & Placement Officer P1ac.:l . • • Situation, o • • o • Wright No Wright , III, P1:r.ifessor, Political Science Ray Levant , Associate Professor, tconomi cs Tne gr oup i s meet i ng as an ad hoc committ?.e to discuss s t udent problems fr143.215.248.55ad~inistration ar.d fac ul t y perspactive. On the ageuds are: (l)academic standards , (2) student unrest, (3) fin;mcial problems, (4) ~l:.ysical facilit!.es, (S)counseling. Place • • • • o Time • • • • • ••• o o • Office of SLA (Service~Learning Agen~y) Late the same spricg �{rcenc 1V cor.~i~ued) q Characte~s Present~ Irviu Core, Director, SLA Leah Zonn, Assistant Director, SLA Hiss Pellet·, ~~cretary ~ SLA Iva Grant, EGADP (E,~mpi acy Grant AsGignments Depat'tment) Situation. o o • • o Contact3 have been made with SORTA, AoCU and students secut·iog agreet'lsnt to cooi='~r-~te in a service-learning project on body s_ze anci trans portation. Fimds have been securei:I. Th<,, agre_e.,, ments axe to be confir.n-<2d and a first meeting of the p~oject participants is to be scheJul6d~ 0 _ _...__. .ACT II SERVICE-LEARNING IN AC'I'ION Place • • • o Time ••• ~ ~ • • e SORTA Office • • • • tA~G Sprt~g Characters l½:'~3ent. M. T. Roads O. L. McDonalJ "Abe" Willing Sit'Jationo ~ Place. • • .. . . o ••• o. Ray Le"1a·n t Lea!1 Zon.1 Project participants a r e meeting as a project corom:f. ttee to help thz i.1tern define his task mor.e specifical l y and to discuss roles. Professor Levant's Off ice Time n • • • • • . " • Mid ... sumin~.r Characters Presant • l<r.w t~vrrnt Situa tion. . .. . ... ~ "AbF.l" Willing Inter.n is well into his project and he is diacussi~g some of 1::i s observations and ideas with his r:ou1;.3elor o Place . o • • Service··· Learning Agency Office Time • o • • o • • • I.ate Summer Characte rs Pr esent •. Irvi-n Core Leah Zonn ~ Sit uat ion • • • • • • Internships for t he su~er are al most ove r and the office is reviet~i ~g the s i tl·.ation . Place • • •• •• • o SORTA Time o • • • • • • o Late Summer Character s Present . M. T. Ro ads �Page 3 Act rr - Scene IV, Cont i nued o. L. McDonald "Abe" Willing Ray Levant Irvin Core Sitaation • • • • • • With only a few weeks t o go, the project is reviewing wi t h the intern his final steps and the prnparation of his report. Discussion of ccmmunity and educational issue s evolves. ACT III Follow-Up and Aftermath Scene I .,. Atlanta Servic e-Learning Confer~"2££_ . • • . • White House Motor Inn . . . . • Now • C!taracters P:-esent All of you Situationo • • . • • The script from here on is yet Place. Tim-a . n 0 ~ t o he written. ��THE ATLANTA SERVICE-LEARNING CONFERENCE June - December, 1969 Atlanta, Georgia This paper was devel oped from materials pre pared by William R. Ramsay of the Southern Regional Education Board, by Dean Edward Holmes of Emory University, by Sam Williams of the Atlanta Urban Corps, by J. D. Kimmi ns of the Peace Corps, by Donald J . Eberly of the National Service Secretariat, and others . �The Service-Learning Concept To serve and to learn; these fundamental goals of our society are ingrained in the American rhetoric. But how to serve? and how to learn? An institutionalized, bureaucratized 20th Century America has effectively limited the answers to these g_uestions. For "service to country" America legislatively reg_uires military duty only, which many of today's young people find morally questionable. For "learning" we have complex university systems with limited ability to respond to the individual and with oftimes conservative views of what is education and what is not. However, considerable attention is currently being given to the role of universities in service to society.- At one extreme, argwnents are heard that community involvement by an academic institution threatens its integrity and drains its resources. At the other end of the spectrum of opinion is the view of the university as a shaper of society with special social responsibilities because of its objectivity, standards, and resources of knowledge. These arguments about campus-in-community may obscure fundamental g_uestions of the role of the community as an educational resource. Can the university perform its primary functions of education and the discovery of new knowledge without an involvement in . society? Can educational institutions develop the type of ma npower needed by a r apidly changing society, both as professionals a nd as citizens in a democracy, without including th e r esourc es of soc ietal experience in the educational proces s ? How mi ght community service, sought by many students, best be designed as a learning experience and integrated with other aspects of a total educational pr ogr am? Alternatives to traditional "service" and "learning " do indeed ex ist, because America is vast and strives for freedom of individual expression. Some universities and colleges, for example, bending to strong and some Q t imes violent winds of change, support the creation of "free univers ities 11 on their campuses. But, heavy course loads and the "success" syndrome of a hurr y-up mater ialistic soc i ety, do not do much to encourage the average college student to pursue extra- curricular education that is unnecess ary for a degree award. Existing serv ice programs like Teacher Corps, VISTA, and Pea ce Corp s attr act only a tiny percentage of college graduates , partly because the time spent with these agencies is often constr ued a s a ltruistic "sacrif ice. The fa ct is that our s ociety's definition of what is "practical , " mows down idea l i s t by the hundr eds of thousands. Th e System per sua des many that "volunteer" servi ce a nd educational exper i mentat i on is t o be undertaken at p er s onal expe nse and r isk, a nd onl y rarely at the expense or r i sk of establ ished ins tituti ons . 1 11 �---- ---·- - ' -- ·----·- - ·- - • • • sch,.:,ol 6-dministrators (mt,st) wake up to the hea:.thy new needs of s·cuG.ent participation and incorporate that activity into the learning process. i I Il I President Richard M. Nixon .,__________________Rad~-o~~dres_~- --o~ct~ber 17, __:-968_~! A new approach is both necessary and possible. It reg_uires new meaning for "practicality," new openness to change, new commitment to experimentation, new acceptance of the ability of youth, and indeed new social institutions and attitudes • • • to say nothing of competent human beings who are prepared to function in the new society. It is to search for these new attitudes and processes that the Atlanta Service-Learning Comference is convened. The Atlanta Service-Learning Conference On April 30, 1969, at Atlanta University, students, faculty members and agency officials met to discuss the feasibility of a proposal to convene a conference of six-months' duration, whose goal would be a thorough study of the concept of service-learning in local application. The participants voted to declare themselves the Atlanta ServiceLearni..rg Conference (ASLC), and to extend participant status to any agency, organization, or individual whose interests or activities have a bearing on the components of service-learning programs, or who have interests in the successful outcome of a local experiment in service-learning. To dat e , students, tea chers, administrator s, educationa l ins titut i ons, federal, regional, and local government agencies, and diverse other private and public agencies and institutions have indicated an active, working int erest in the ASLC. ,- ·----- Th~-~~ice of youth h~s served notice that satisfaction can't be measured alone in dollars; that ther e is a need f or serv i ce and contribution beyond the attainment of material success. If these goals reg_uir e an i nvestment in patience , t hen let us invest; if they reg_uir e money, then let us spend. t·--· ---·- ------ -·--··-----·· --·· Daniel Evans Governor of Washington Keynote Address t o 1968 Republ ican Convention Formally stat ed, the Conf erence is convened t o combine the resources ot institutions and agencies concerned with the relationship between ser v ice experience and education, to explore and dev elop a conceptual framework and practical model for service-l earning programs f or univers i ties 2 lj~ I l I I II ! t ' �and communities, and to provide a structure for reflection and exchange a.:nong various local community and education programs during a six-month period (June-December, 1969.) Careful study combined with actual invoLvement in service-learning programs should result in a comprehensive picture and plans for service-learning in communities and on campuses. To assist t.he participants in their study, several methods will be employed: I. Work Groups The Conference will function primarily through work groups, each undertaking to explore in depth and to produce a report on one assigned function of the concept of service-learning. Work groups will meet in individual sessions, subject to the Chairman 1 s call. The several components of a service-learning program, as identified by the Conference and assigned as work-group top±cs, uith some questions for their consideration, are: 1. A Service Work Group What should be the size of the service rendered, in comparison with societal needs? What criteria defines relevant service? What service do students perform and wish to perform? What service can agencies accept? How long should service last? (summer, one term, full year or longer?) What kinds of agencies can accept youth in service? (Hospitals, Social Welfare, Educational, Religious, Governmental) Should service be full-time or part-time? 2. A Learning Work Group Can learning take place in roles which students consider socially irrelevant? How can students be helped to grasp the broader implications o~ what they learn by serving? What relationship exists between individual student goals and the , chose of alternative service opportunities? How can students be helped to raise the important, relevant questions about their service experiences? How· can interested, knowledgeable, and accessible faculty be identified and enlisted in the service-learning experience? What implications of experience-based learning are pertinent to higher education in general? How, in fact, do students learn from experience? How can it be. measured? How can community needs, student interests, and university programs interact to yield significant learning on the part of everyone involved? What methods and techniques are most effective in preparing students for their job and community roles? 3 �3. A Curriculum and I nter-Institutional Work Gr oup What courses now exist which are relevant to service-learning programs as training for other forms of service? What inter-institutional relations now exist which could be utilized and developed for internships and program development ? ·what effects will the service-learning e:>q)erience have on student expectations in the curriculum area? 'What effect on independent study or directed research? What will be accredited and how much credit will be given and asked? Will this req_uire cross-crediting among institutions? 4. A Research Work Group ·what is the tota l need for student manpower i n Atlanta? What is the total student manpower potential in Atlant a? Under what conditions could this manpower resource be tapped for the benefit of everyone concerned? What changes in student attitudes occur during a servicelearning experience? 5. A Financial Work Gr oup In funding service-learning programs, what share should be borne by the agency being served? by the student of educational institution? by the government ? How should the Atlanta Urban Corps be financed in the future? What proporti on of Work-Study f unds should be spent on off -campu;:; ser vice a ctiviti es? 6. A Methods and Programs Work Group What methods are used by other intern agencies in the nat i on? What are the r elevant pr ograms , propos ed and developed, within and without t he Atl anta area, t hat t h e Confer ence should know about? In what ways should t h e Conference rel ate to other s uch programs ? Work groups will marshal l available res ources, i mplement i deas and concepts, guide t he progress of t he Conference, coor dinat e i t s operations, study i t s conponent concerns, and make recommendations based upon their study a nd observations toward the creation of a comprehensive model f or a continuing s ervice-learning operation in Atlanta. II. Mont hl y Meetings of the Conference Monthly sessions of the ent ire Conference wi l l of which one or more of the component concerns will Each wor k group will have an opportunity to chair a ference, and guide t h e discussion as it sees fit t o 4 be convened, at each be the topic of study . session of the Confoc us the att ent ion of �t he entire Conference on its particular component of service-learning. Ea ch work group will organize its assigned session, calling in whatever additional resource people are needed to explore completely the topic of i t s concern. The schedule for subsequent sessions of the Conference is as follows: Early August Late August September October November Service Work Group Learning Work Group Curriculum Work Group Finance Work Group Research, Methods and Programs Work Groups Steering Committee December All persons attending the June 30 meeting are invited to select a work group in which to participate. Sign-up sheets are to be available i n the June 30 afternoon seminars. The first work group meetings will be held at 11:00 AM on July 1. III. A Practical Laboratory Coincident with the launching of the Conference is the creation of the Atlanta Urban Corps, a group of 215 students serving full-time throughout t l::e s ummer with 16 city and 32 private non-profit organizations in Atlant a . Most Urban Corps members are funded on the basis of 8Cfl/o from the federal College Work-Study Program and 2oo/o from the employing agency. The Southern Regional Education Board under grants from the Economic Development Admini ~: t r ation, O.ffice of Economic Opportunity and Department of l a bor is providi ng support along with Atlanta businessmen and foundations to cover administrative costs a nd stipends for interns not eligible f or the Work -Study Pr ogram . VISTA ha s as s igned 25 associate positions to operate under Urban Corps auspices. l ~ I - --- -- - - - · I l "The Urban Corps is the best example I've seen for young intelligent minds to gr apple with the problems of the city ." t__ _____ ~ ~ yor Ivan Allen, Jr.____ __ _ _ Sam Wil liams , direct or of t he At lanta Urban Corps, points to the rele vance of the educational a sp ect of t he pr ogram as he des cribes t he educa t ional eva luat ion t eam whi ch is a part of h is t wenty-member staff. Nine s t aff memb ers make up the evaluation t eam which is resp ons i bl e f or develop -:ing and assuring educationa l dimension of each i nter n 1 s summer as signment o Five profes s ors serve as counselors to l end technical and educational assistance to individual i nterns and groups of int erns, and wit h one pro fess ional and three student staff members in the offi ce plan seminars and coordinate other means of hel ping the interns make their s ummer wor k exper i ences educationally relevant. Each student will be r equired to pr es ent to the Ur ban Corps a r eport on his inter nship at the completion of his servi ce per i od . 5 j J �Thus, the Urban Corps, in addition to accomplishing needed tasks in the community and offering both a summer job and a relevant educational experience to its members, provides a practical service-learning laboratory for the Conference. Through observation of the Urban Corps and participation of its members, the Conference is assured the necessary dialogue between theory and practice. A steering committee, composed of work group chai:rmen and other conveners of the Conference, has been formed to provide direction for Conference activities and to maintain a balance among the componentsof the service-learning concept. The motivation for convening the Conferenc,~ combines an enlightened self-interest with an appreciation of the -broader potential of the service-learning idea. For examples, agencies are interested in competent manpower to do their tasks. They are also searching for potential career employees. Students are seeking experience and financial aid. Educational institutions are seeking to improve the education offered to students, to make it more relevant, and to identify useful career possibilities for students. By means of a service-learning program, it is hoped that these and other objectives can be more fully met than if each were pursued in isolation. Sponsors of the Conference include the following organizations: The City of Atlanta The Atlanta Urban Corps Economic Opportunity Atlanta The Colleges and Universities of Atlanta Department of Health, Education and Uelfare The Southern Regional Education Board Volunteers in Service to Ameri ca The Peace Corps Further information on the Conference may be obtained fr:·m the sponsoring agency officials identified in the program and from wo1.0:-;: group chairmen. The mailing address of the Conference is: Atlanta Service-Learning Conference Peace Corps , Southern Region, Ste. B-70 275 Peachtree Street, N. E. Atlanta, Georgia 30303 6 �THE ATLANTA SERVICE-LEARNING CONFERENCE June - December, J969 Atlanta, Georgia This paper was developed from materials prepared by William R. Ramsay of the Southern Regional Education Board, by Dean Edward Holmes of Emory University, by Sam Williams of the Atlanta Urban Corps, by J. D. Kimmins of the Peace Corps, by Donald J. Eberly of the National Service Secretariat, and others. �The Service-Learning Concept To serve and to learnj these fundamental goals of our society are ingrained in the American rhetoric. But how to serve? and how to learn? An institutionalized, bureaucratized 20th Century America has effectively limited the answers to these questions. For "service to country" America legislatively requires mili tary duty only, which many of today's young people find morally questionable. For "learning" we have complex university systems with limited ability to respond to the individual and with oftimes conservative views of what is education and what is not. However, considerable attention is currently being given to the role of universities in service to society. At one extreme, arguments are heard that community involvement by an academic institution threatens its integrity and drains its resources. At the other end of the spectrum of opinion is the view of the university as a shaper of society with special social responsibilities because of its objectivity, standards, and resources of knowledge. These arguments about campus-in-community may obscure fundamental questions of the role of the community as an educational resource. Can the university perform its primary functions of education and the discovery of new knowledge without an involvement in s ociety? Can educational instit utions develop the type of manpower needed by a rapidly changing society, both as professiona ls a nd as citizens in a democra cy, without including t h e r esources of societal experience in the educat i onal process ? How might community service, sought by many students, best be designed as a learning experience and integrated with other aspects of a total educational pr ogr am? Alternatives to traditiona l "service" a nd "learning " do indeed exist , beca use Amer ica is va st and strives f or f r e edom of indivi dua l expr es s i on . Some uni ver s ities a nd colleges, f or example, b ending to strong and s ome~ times v iol e nt winds of cha nge , s uppor t t he creation of "free universities " on their campuses. But, heavy course loads and the "success" syndrome of a hurr y-up materialistic soci ety, do not do much to encourage the average college student to pursue ext ra-curr icular educat i on that is unnecessary f or a degree award . Exist ing service programs l ike Teacher Corps, VISTA, a nd Peace Corps a ttract only a t iny per centage of college graduates , partly be ca use the time spe nt with thes e a genc ies i s often const r ued a s a ltruis tic "sacri f i ce. " The fact is t h at our society' s definition of wh at is "practical, " mows down idealist by the hundreds of t ho usands. The System persuades many that "volunteer " serv i ce and educationa l experimentation is to b e undertaken at personal expense and risk, and onl.v rarely at the expense or risk of est ablished institutions. 1 �mL~;:;)-,~~l~~-:;-t-~--~~e·· ·---- I - ----~---. - ,-- ;cb:1)01 administrators -( hea:i.tty new needs of s·;.;uC:.ent :participation and incorporate that activity into the learning process. President Richard M. Nixon i Radio address of October 17, 1968 ·-·- --· -- - -··-·-- - - - -- --·-- --- - - ______________ .,__ 1 1 A new approach is both necessary and possible, It requires new meaning for 11practicality," new openness to change, new commitment to experimentation, new acceptance of the ability of youth, and indeed new social institutions and attitudes. • • to say nothing of competent human beings who are prepared to function in the new society. It is to search for these new attitudes and processes that the Atlanta Service-Learning Comference is convened. The Atlanta Service-Learning Conference On April 30, 1969, at Atlanta University, students, faculty members and agency officials met to discuss the f easibility of a proposal to convene a conference of six -months' duration, whose goal would be a thorough study of the concept of servi ce-learning in local appli cation. The participants voted to declare themselves the Atlanta ServiceLearni..rg Conference (ASLC), and to extend participant stat us to any agency, organization, or individual whose interests or activit i es have a bearing on the components of service-learning programs, or who have interests in the successful outcome of a loca l experiment in ser vice -learning . To date, s tudents , teachers, a dmi nistrators , educational inst itut ions, f ederal, regional, and local government agencies, and diverse other private and public agencies and i nsti tutions have indicated an a ctive, working i nterest i n t h e ASLC. ······ - - - ... ---· -· . ··- ·- --,.. ___... -·--- - ·-- ----- -------···- ~___ _________ _____ _ ..,. _ _ ____ The voi ce of J'outh has ser ved not ice that sat i s faction ca n' t be measured alone in dollars; that there is a need f or service and contribut ion beyond the at tainment of I mater ial success. I f these goals r equir e an investment l i n patience, then let us i nvest ; i f they r equir e money, 1 1 then let us spend. I i I ,- ·--·- - - -------- - ··- -- -··· . .... Daniel Evans Governor of Washington Keynote Address to 1968 Republican Convention ..• . .... Formally stat ed, the Conference is convened to combine the resoQ~ces of institutions and agencies concerned with the relationship between service experience and education, to explore and develop a conceptual framework and practical model for service-learning programs for universities 2 II II ' �a nd com.~unities, and to provide a structure for reflection and exc~ange 8,.::J.(mg various local community and education programs during a six-month period (June-December, 1969.) Careful study combined with actual involver.;.ent in service-learning programs should result in a comprehensive picture and plans for service-learning in communities and on campuses. To assist the participants in their study, several methods will be employed: I. Work Groups The Conference will function primarily through work groups, each undertaking to explore in depth and to produce a report on one assigned function of the concept of service-learning. Work groups will meet in individual sessions, subject to the Chairman 1 s call. The several compcnents of a service-learning program, as identified by the Conference and assigned as work-group top±cs, ,rith some q_uestions for their consideration, are~ 1. A Service Work Group What should be the size of the service rendered, in comparison with societal needs? What criteria defines relevant service? What service do students perform and wish to perform? What service can agencies accept? How long should service last? (summer, one term, full year or longer?) What kinds of agencies can accept youth in service? (Hospitals, Social Welfare, Educational, Religious, Governmental) Should service be full-time or part-time? 2. A Learning Work Group Can learning take place in roles which students consider socially irrelevant? How can students be helped to grasp the broader implications of what they learn by serving? What relationship exists between individual student goals and the , chose of alternative service opportunities? How can students be helped to raise the important, relevant q_uestions about their service experiences? How can interested, knowledgeable, and accessible faculty be identified and enlisted in the service-learning experience ? What implications of experience-based learning are pertinent to higher education in general? How, in fact, do students learn from experience ? How can it be . measured? How can community needs, student interests, and university programs interact to yield signif ica nt learning on the part of everyone involved? What methods and techniq_ues are most eff ective in pr eparing students for their job and community r oles ? 3 �3. A Curriculum and I nter-Institutional Work Gr oup What courses now exist which are relevant to service-learning programs as training for other forms of s ervice? What inter-institutional relations nm-r exist which could be utilized and developed for internships and program develop.rr:Brit? What effects will the service-lear ning experience have on student expectations in t he curriculum area? ·what effect on independent study or directed research ? What will be accredi ted and how much credit will be given and a sked? Will this req_uire cross-crediting among institutions? 4. A Research Work Group What i s t he t otal need for student manpower in Atlanta ? What is the total student manpower potential in Atla nta? Under what conditions could this manpower r esource be tapped for the benefit of everyone concerned? What changes in student attitudes occur during a servicelearni ng experience ? 5. A Fi nanc i al Work Gr oup In f unding service-learning programs , what share should be borne by the agency being served? by the student of educational institution? by the government ? How should the Atlant a Urban Corps be financed in the f ut ure? Wha t proportion of Work-Study f unds should be spent on off-campu:::; service activities ? 6. A Methods and Programs Work Gr oup What methods are used by other intern agencies i n the nation? What are t he rel eva nt pr ograms , proposed and developed, with in and without t he Atl anta area, that t he Conference should know about ? In what ways should the Conference relat e to other such programs? Work groups will marshall available resources , i mplement i deas and concepts, guide the progress of t he Conference, coor dinate i t s operations , st;1dy its conponent concerns , and make r ecommendati ons based upon thei r study and observat i ons toward t he creation of a comprehensive model fo~ a. continuing service- l earni ng operation i n Atlanta . II . Mont hly Meetings of the Conference Mont hl y sess i ons of t he entire Conference will of which one or more of the component concerns will Each work group wi l l have an oppor tunity t o chair a ference, and guide t he discussion as it sees f it to 4 be convened, at each be t he topi c of study. session of t he Confocus the attention of �the entire Conference on its particular component of service-learning. Each work group will organize its assigned session, calling in whatever additional resource people are needed to explore completely the topic of its concern. The schedule for subsequent sessions of the Conference is as follows: Early August Late August September October November Service Work Group Learning Work Group Curriculum Work Group Finance Work Group Research, Methods and Programs Work Groups Steering Committee December All persons attending the June 30 meeting are invited to select a work group in which to participate. Sign-up sheets are to be available in the June 30 afternoon seminars. The first work group meetings will be held at 11:00 Al~ on July 1. III. A Practical Laboratory Coincident with the launching of the Conference is the creation of the Atlanta Urban Corps, a group of 215 students serving full-time throughout tt.e summer with 16 city and 32 private non-profit organizations in Atlanta. Most Urban Corps members are funded on the basis of 8Cf'/o from the federal College Work-Study Program and 2oo/o from the employing agency. The Southern Regional Education Board under grants from the Economic Development Adminh:tration, Office of Economic Opportunity and Department of labor is providing support along with Atlanta businessmen and foundations to cover administrative costs and stipends for interns not eligible for the Work-Study Program. VISTA has assigned 25 associate positions to operate under Urban Corps auspices. j "- · l ,., _ ____ ., _ _ •. - - - - · · - · -· · . -·- - ·- ··~ - - _,., - - - - - - -· · - - -- - · - - - -- "The Urban Corps is the best example I've seen for young intelligent minds to grapple with the problems of the city." L___ Mayor Ivan Allen, Jr. __ _ , . . . _.,.,,_.. _ _ _ _ _ _ _ __ __ _ _ _ _ _ l l I - - - - - - - - - - - - _j Sam Williams, director of the Atlanta Urban Corps, points to the rele vance of the educational aspect of the program as he describes the educational evaluation team wh ich is a part of his t wenty-memb er staff. Nine s taff members make up the evaluation team which is responsible for developing and assuring educational dimension of each intern's summer assignment. Five professors serve as counselors to lend technical and educational assistance to individual interns and groups of interns, and with one pro fessional and three student staff members in the office plan seminars and coordinate other means of helping the interns make their summer work experiences educationally relevant. Each student will be r equired to present to the Urban Corps a report on his internship at the completion of his service period. 5 , i �Thus, the Urban Corps, in addition to accomplishing needed tasks in the community and offering both a swnmer job and a relevant educational experience to its members, provides a practical service-learning laboratory for the Conference. Through observation of the Urban Corps and participation of its members, the Conference is assured the necessary dialogue between theory and practice. A steering committee, composed of work group chai:rmen and other conveners of the Conference, has been formed to provide direction for Conference activities and to maintain a balance among the componentsof the service-learning concept. The motivation for convening the Conferenc?. combines an enlightened self-interest with an appreciation of the -broader potential of the service-learning idea. For examples, agencies are interested in competent manpower to do their tasks. They are also searching for potential career employees. Students are seeking experience and financial aid. Educational institutions are seeking to improve the education offered to students, to make it more relevant, and to identify useful career possibilities for students. By means of a service-learning program, it is hoped that these and other objectives can be more fully met than if each were pursued in isolation. Sponsors of the Conference include the following organizations: The City of Atlanta The Atlanta Urban Corps Economic Opportunity Atlanta The Colleges and Universities of Atlanta Department of Health, Education and Welfare The Southern Regional Education Board Volunteers in Service to America The Peace Corps Further information on the Conference may be obtained fr:-m the sponsoring agency officials identified in the program and from i-ro)_":-;: group chairmen. The mailing address of the Conference is: Atlanta Service-Learning Conference Peace Corps, Southern Region, Ste. B- 70 275 Peachtree Street) N. E. Atlanta, Georgia 30303 6 �IN SERVICE-LEAWING PROGRAMS: A PRELIMINARY REPORT Dete1iniuing the degree to which area colleges and universities are invol·ted in service-lear.ning programs and ascertaining the attitudes of higher education students, faculty9 and administrators toward community involve::ment constitute two of the principal concerns of the Atlanta Service Learning Conference. To provide insight into these two areas of special interest, a mmber of college students are currently in the process of completing a survey of ten area col: eges and universities. include; The ten institutions Agnes Scott College ~ Atlanta Universi ty, Clark College, Emory Universi ty, Georgia State College, Georgia Tech, Morehouse College, Morr i s Bro~m Coilege, Oglethorpe College, and Spelman College. As part of a br oader s t udy of student manpower resour ces, this survey will seek ansuers to the f ollowi ng kinds of questions: 1. To what extent does the invo i vement of higher education inst itutions va-::y from campus to campus? What factor s account f or tr.e vari a tions? 2. To what ex tent does the degr ee of ser v i ce- learni ng a cti vities vary between different s chools and depar tments within particular institutions? What a ccou.1t s for the variations? 3. \Jhat areas of community l ife mos t readi ly l end thems elves to student involvement? 4. What are the relative roles of students, faculty, and administrative personnel in community development activities? 5. To what extent does existing curriculum encourage student involvement in the community1 Do s tudents require academic credit for partici?ation in community activities? 6. How important are community involvement programs to students, factlty 9 and administrators? What do the terms "community involvement" and "service-learning" suggest to these three important clientele groups? �7. What areas of community concern presently receive the greatest attention from higher education? The least concern? 8. Do existing patterns of service-learning practices suggest that some institutions can best serve by specializing in particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilitating and the forces inhibiting development of the service-learning concept, 2. Cataloguing existing programs of community activities can assist ASLC'.S role in coordinating service-learning programs and directing students into programs most suitable to their individual preferences. 3. The research will mirror the present scope of servicelearning programs and i~entify areas of neglect. 4. In the long run 9 certain priorities may be set and thereby assist ASLC in gaining the essential financial resources for funding service-learning programs in the areas demanding the greatest concentration of community efforts. �THE INVOLVEMEN'.r OF HIGHER ~DUCATf.UN IN SERVICE-LEA..'lliING PROGRAMS: A PRELHH NARY REPORT Determining the degree to which area colleges and universities are involved in service-lear n.ing programs and ascertaining the attitud1:s of higher educatj on studef!.ts s faculty 9 and administrators toward community involvement constitute two of the principal concerns of the Atlan!:a Service Lean1ing Conference. To provide insight into these two areas of special interest, a nur!lber _ of college students are currently in the process of completing a survey of ten area colleges and universities. include~ The ten institutions Agnes Scott College , Atlanta University, Clark College, Emory Dniversity, Georgia Sta te College, Georgia Tech, Morehouse College, Morris Brown College, Oglethorpe College, and Spelman College. As part of a broader study of student manpower resources, this survey will seek ansuers to the followi ng kinds of questions: 1. To what extent does the involvement of higher education institutions va~y from campus to campus? What factors account for the variations? 2. To what extent does the degree of servi.ce-learning activities vary between different schools and departments within particular institut:f.ons? What accounts for the varia tions? 3. \Jhat areas of community life most readily lend themselves to student involvement? 4. What are the relative roles of students, faculty, and administrative personnel i n community development activities? 5. To what extent does existing curriculum encourage stude~t involvement in the community? Oo s tudents require academic credit for participa~ion in community activities? 6. How important are community involvement programs to students, faculty 9 and administrators? What do the terms "community involve!!l.ent 11 and "service- learning" suggest to these three important clientele groups? �7. What areas of community concern presently receive the greatest attention from higher education? ·The least concern? 8. Do e}dsting patterns of service-learning practices suggest that some institutions can best serve by specializing i n particular programs? It is expected that answers to the above questions will be of value to ASLC for the following reasons: 1. The research will identify both the forces facilita· ting and the forces inhibiting development of the service-learning concept. 2. Cataloguing existi ng pr ograms of communit y activities can assist ASLC 9 S role in coordinating service-learning progr ams and directing students i nt o progr ams mos t suitable to their individual preferences , 3. The r es ear ch wi l l mi rror the present s cope of s ervicel earning pr ograms and i ~ent ify areas of neglec t. 4. I n the l ong r un 9 cer t ain pr i orities may be set and t hereby assist ASLC in gaining the essential finan cial resources for funding service-l earning programs i n the areas demanding the .greatest concentration of community efforts. �June 25, 1969 Mr . Sam Williams Atl nta Urban Corps Proj ct Municipal Auditorium Atl nta, Georgia 30303 Dear Sm: Pl a D vi not th attached copy of letter to Director of Fin nc: cone rning vel e pen_ s foJ: Urb n Corps Enrolle s . Charl 8 It is r que t d t _ t you provid m with nroll who will b r questing r imbur m nt for thi purpo nd, 1 o, n atim t of the numb r of mil that will be driv n both monthly nd in total for th -b n.i .fit of th Ur - n Corp• Proj ct. V ry truly your G or J. B rry Admini tn.tiv Coordinator OBJ!p At chment be: Charles L. qavis Dan Sweat / Johnny Robinson �June 23, 1969 )1r., e Dasb Qe(>rgia · cb BoX Atlant , r;ecira-iLn 34402 �Mr .. BU1 Mems Si N\1 Fra.t nity · Fowl ~~-t Atlant , Georgia Bill :

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"· �COLLEGE NAME AGENCY RATE 80% 20% 100% L. D. Ale;x:ander Clark College NeKalb/Decatu.r YMCA $1. 80 CWSP Agency Melvin Almond DeKalb College City-Traffic Engineering $1. 80 CWSP Agency Phyllis Atkins Georgia State Wheat Street $2.20 CWSP ~one-,(?) Franklin Benefield Emory University City -Sanitation $2.50 Agency Edwin M. Barrett Morehous e College Ga. State Employ Ser $2 .20 VISTA Maria..YJ.ne · T. Boder Georgia Tech City-Finance Dept $2.20 AGENCY Jane Bridges Georg9a State City - Public Library $2, 50 James M. Bruce ~ Emory University City -Mayor ' s Office $2 .50 Vista Steve Chandler Florida Presby. Fulton Connty Health $1. 80 Vi sta . Clark College City -Planning Dept . $2. 20 CWSP Agency Georgia Tech City-Mayor's Office $2 ,50 CWSP Agency Walter Collier Geergia State City -Aviation $1.80 Agency Nancy Corcoran Emory University Emroy-Legal Aid $2 ,50 Vista . Inmond Deen Tulane University Atlanta Urban Corps $2 ,50 Urban Corps Daniel Dragalin (G)eorgia Tech . City-Water Dept $2.20 CWSP Agency Walter Driver Clark College Community Arts, Inc. $2.20 CWSP AY5; Peggy Durrah Georga State City-Parks Dept $1.80 CWSP Agency Janes Elman ~) Thomas Fleming Vanderbilt Univ. City-Sanitation $2. 50 Agency Georgi a State City-Mayors Office $2,50 Vista Michael Floyd Morehouse City-Parks Dept $2.EO CWSP Agency Gr a.'119.Z e Fretwell Clark College Atl. Youth Council $2 . 20 CWSP Agency Beverly J. Gaither Georgia State · Fulton County Health $1.80 CWSP Agency Mar garet Gerber Emroy University Atlanta Urban Corps $2 . 50 Charles Choice Dan Christianberry @_ ~ AUC AUL Agency Vista �Page 2 COLLEGE NAME AGENCY RATE 80% 20% 100% Frank S. Goodson Univ. of Ga. City-Public Workds $2.20 Agency David M. Harvey Emory Univ. City-Finance Dept. $2,50 Agency Tony Hatcher Ga. Tech City-Public Works $2.20 CWSP Agency Janic.e Herring Clark College City-Public Library $2.20 CWSP .Agency Iris Hightower Clark College Community Arts, Inc. $2.20 Urban Corps Freddye Hill Northwestern Univ Ernmeys House $2.50 Vista Joan Hollenbach Emory Law School City-Attorney's Office $2.50 John Hotard Univ of Ga. City-Sanitation $2.20 .Agency Lydia H. Howard Spelman Literacy Action Found. $2.50 Vista Dorothy Hump"l~y Morris Brown YWCA $1.80 Martha Irby Emory University City-Finance $2.20 Rudolph Jefferson Morris Brown Mennonite House $2.20 CWSP .Agency ·Arion Kennedy Morehouse Rent-a-Kid $1.80 CWSP Agency Rita Kirshstein Emory Fulton County Health $2.20 Diane Lewis Spelman Atlanta Girls Club $1.80 CWSP .Agency . Marj orina Langford Georgia State Urban C rps Staff $1.80 CWSP Agency Cathleen Liang Atlanta Univ. City-Finance $2.50 Andrea Luce Randolph-Macon Decatur/ DeKalb YMCA $Jii::80 AUC Agency Robett Izynes West Gerogia City-Water Works $2.20 CWSP .Agency Cynthia Knight Clark College Wheat Street Bapt. $2.20 CWSP AlIC* West Georgia Rent -a-Kid $2.20 CWSP .Agency John (__:y') Mann u 14.UC CWSP Agency Agency .Agency .Agency Agency �l Page 3 COLLEGE Oglethorpe College AGENCY City-Mayor's Office RATE $2-20 80% CWSP 20% Agency Emmett McCord DeKalb Junior Rent-a-Kid $1.80 CWSP Agency Albertine Mccrary Georgia State Rity-Atl. Public Lib. $1.80 . CWSP Agency Eddie McMichael Morehouse Community Arts, Inc. $2.20 CWSP 143.215.248.55* Alan Miller Ga, Tech Kennesaw Park $2, 20 Addie Mitchell Morris Brown Wheat Street Bpt. $2.20 CWSP AUC Jesse Moore Morehouse American Cancer Society $2.20 CWSP Agency James A. Mulligan Emory University Fulton County Health $2.50 Harold R. Nash !B'erogaii Tech ~ity-Treffic Enginner. $2.20 Nancy A. Norbert Emroy Univ. City-Parks & Ree-Kenn. $2.50 Richard Padgett Brown Univ. Atl. Youth Council $1.80 CWSP Agency Delbeet Paul Georgia Tech Whaat Street Bapt. $2.20 CWSP AUC Betty Peters Clark College Literacy Action Found. $2.20 CWSP Agency Linda Robinson Georgaa State Wheat Street Bapt. $2.20 CWSP AUC Leon Scandrick DeKalb Junior Rent-a-Kid $L8o ·, CWSP Agency Teia Sinkfield Spelamn Youth Coun·c il $2.20 CWSP Agency · Bartow Snooks Emory City-Sanitation $2.20 Agency Ruth Simmons Emory City-Parks & Rec -Kenn . $2 . 20 Agency Valendia Spaulding Brandeis Rent-a-Kid $L 80 Paul Stansbury Ga . Tech City- Sa.nitat ion $2 . 20 J ulius Stephens Mor ehouse City- Parks & Rec . $2 . 20 Margaret Swart sel. Agnes Scott Urban Corps Staff $2 . 50 NAME JosJ?ph Menez Cg) 0 100% Vista

Agency CWSP Agency Agency CWSP

Agency Agency CWSP Agency AUC �r Page 4 -COLLEGE NAME AGENCY RATE 801& 20% 109% Charles S.. Thomas DeKalb Junior Conmrunity Council $L80 CWSP Agency Jerry Thompson Emory Family Counseling Center $2.20 ,_AUC . Agency Larry TilleF West Ga. Rent-a-Kid $1.80 CWSP Agency Randall Tony Ga. State City-Sanitation $2.20 Valerie Tomlinson DeKalb Jnnior YWCA-Phyllis Wheatley $1.80 Willia.'11 Travis Ga. St(3.te City=Sanitat ion $2.20 Agency Sally Tucker Agnes Scott City-Parks & Rec-Kenn. $2.20 Agency James Uffleman Ga. Tech Sity-Sanitation $2.20 Agency Bettye Underwood Morris Brown Urban Corps Staff $2.20 CWSP AUC Patricia Watkins DeKalb Junior YWCA-Phyllis Wheatley $L80 CWSP AUC Paula Whatley Univ of Penn. Fulton County Health $2.20 CWSP Agency David Whelan Harvard · Urban Corps Staff $2.50 AUC Benjamin White UNC Literacy Action Found. $2.50 VISTA Dawn White Atlanta Univ. Urban Corps Staff $2.50 VISTA James Wilcox Ga. Tech City-W a:t;er Dept. $2.20 CWSP Agenc¥ James Wilson Ga. Tech Rent-a-Kid $2.20 CWSP Agency Rosalind Williams Morris Brown Gate City Day Nursery $2 .20 CWSP Agency Michael Winston ; West Georgia City-Dept of Planning $2.20 CWSP Agency Gary Wood Mercer Rent-a-Kid $2.20 AUC Agency Ga . State City-Mayors Office $2.50 CWSP Agency Mary J. Woodward lo j Agency CWSP AUC ' i II �(Assigned) Page 5 COLW-E NAME Rudine Arnold .AGENCY RATE _80% Spelman Kirkwood Christain C. $2.20 CWSP Agency West Ga. Fulton County Health $2.20 CWSP Agency Antioch City_Mayors Office $2.20 AUC Agency Macy Best DeKalb Junior Urban Lab In Education $1.80 CWSP AUC Katherine Betsill West Ga. Decatur/NeKalb YMCW: $1.80 CWSP Agency Solomon Berry, Jr. Univ. of Ga. Crime Commission $2 .20 CWSP( via SREB ) Agency CWSP Agency Stanley Ball ~ Maney Berk q t /Ir'" Carol Bonner Clark College Peace Corps Project $2.20 Clifton Bostick Ga. State City -Sanitation $2 .20 Regina Braxton Morris Brown Fulton County Health $1.80 CWSP Agency Charles Brown Ga. Tech St. Vincent De Paul $2.20 CWSP Agency Lucille Brown West Ga. Fulton County Healt h $2.20 CWSP Agency Robert Brown Mores house City-Purhcasing Dpet . $2 .20 CWSP Agency Sally Cantor Lake Forest Service Learning Conf. $2.20 CWSP AUC Vivian Chandler Morris Brown Gate City Day Nursery $2 .20 CWSP Ageno-y Roosevelt Childress Clark College City -Water Wor kds $2 .20 CWSP Agency Margie Cohen Morris Brown City-Atl Public Lib. $2.20 CWID'P Agency Br enda Comer Mrl1Dris Brown Atl. Girls Club $2.20 CWSP Agency Diane Cousi neau West Ga. Fulton County Health $2, 50 CWSP Agency Tom Cuffie Morehouse City-Atl. $2.20 CWSP Agency Caretha Daniels Ga. St ate Grady Hospital $2.20 Mary Daniels Emory Ki rkwood Christian $2 .20 Public Li b . Agency AUC CWSP Agency �Page 6 (assigned) COLLEGE NAME AGENCY --- 80% ao% Calvin Davis Morris Brown City-Parks & IR.€c. $l.8~ CWSP Agency Sylvia Dawson Lake Forest Atlanta Youth Council $l.80 CWSP Agency Carolis Deal Sewanee Gate Cit;w- Nay Nursery $2.20 CWSP Agency Imnond Deen Tulane Urban Corps Staff $2.50 Peggy Dodson Clark College City-Atl.· Pub. Lib. $2.20 Aue ·- Agency Alvin Dollar Morehouse Crime Commission $2.20 CWSP ll#!,ency Pamela Dozier Spelman Ga. Easter Seil Soceity $2.20 CWEP Agency Sara Erlick Ml;. Holyoke Atl. Service Learning $2.20 Kenneth Fagen Morehouse City-Traffic Engin. $2.20 CWSP Agency Mary Fagan C~ark College .American Cancer Soc. $2.20 CWSP Agency City-Sanitat ion $2.20 Southwestern City~Comm. Rel. Comm. $1.80 CWSP Agency Ga. Tech City-Mayors Office $2,50 AUC Agency Mary Freeman Vassar Decatur/DeKalb YMCA $l.80 CWSP Agency Morris Friedman Univ of Ga. City-Water Dept. $2.20 Robert Friend Morehouse Atlanta Youth Council $2.20 CWSP Agency Mary Gordon Agnes Scott Community Council $2.20 AUC Agency Katherin Hatcher Ga. Tech City-Water Dept. $l.80 CWSP Agency Charles Haynes Emroy Street Theater $2.20 AUC Agency Rose Haywood Morris Brown Atlanta Youth Council $2.20 CWSP Agency David Henderson Ga . Tech City-Water Dept . $2.20 CWSP Agency -·- __

,

Frances Flowers Janice Foster ~ ·-- .... ~ ---~. - Ga.' State Gregory Faison \\\tf \ t..( RATE! --- 100% AUC AUC Agency CWSP* (see SREB) .Aj!,ency �Page ;g; 7 (assigned) COLLEGE NAME - 20% $2.20 CWSP Agency URBAN CORPS-$200 100% Barbara Holland Clark College Urban Lab in Educ a. VOL. Michael Holland Emory Univ. City-Fi nance Dept. $2.50 Jerry Howard Morris Brown City-Parks & Rec. $2.20 M"ostofa Howeedy Ga. Tech City-Planning Dept. $2.50 Agency Thomas Hunt Ga. Tech Atl. Housing Conf. $2.20 VISTA JoAnn Ingle Georgia College Atlanta Youth Council $2. 20 CWSP Agency Norman Ingram West Georgia City-Atlanta Pub. Lib $2.20 CWSP Agency Oglethorpe City-Mayors Office $2.20 Margaret J accino West Ga. Fulton County Health $1. 80 Barbara Kalvelage Ga. State Atlanta Setvice Learn. $2.20 Allen Keck Ga. Tech Rent -a-Kid $2.20 William Kemp Ga. Tech City-Water Dept. $2 .50 Kathleen Kennedy West Ga. Fulton County Health $1.80 CWSP Agency Stephen Kiemele West Ga. Fulton County Health $1. 80 CWSP Agency Sohn King Ga. Tech Atlanta Youth Council

VOLUNTEER -

Maureen Kreger Spelman Fulton Count y Health $2.20 VISTA Paul S. Li Ga. Tech City-Sanitation $2.50 Agency Susie Lindsey Ga. State Atlanta Girls Club $1.80 Gordon Lurie Emory Fulton County Health $2.50 VISTA Marvin Mangham Morehouse City-Fi nance Dept . $2 . 50 Agency Jon Marti n Em.ray City-Mayors Office $2. 20 VISTA llhoma.s Issac V- -~ ,r & Rec 80% West Georgia .. . City-Parks RATE Ernest Hendernon I /1.... AGENCY Agency CWSP Agency VISTA CWSP Agency AUC ffifSP Agency _ Agency ~r)J')--()~ AUC Agency �---, Pagb 8 t (assigned) . . - ·- - . 800/o NAME Ralph Martin COLLEGE R!mory AGENCY National Welfare Rights RATE $l.80 VISTA Jennifer Mauldin Agnes Scott Fulton County Health $l.80 Agency Anne Mayeaux Emory Family Counseling Center $2.50 AUC Agency Fred McCord DeKalb Junior Decatur/DeKalb YMCA $L80 CWSP Agency Morris Brown eity-Parks & Rec. $l.80 CWSP Agency Patricia McLaughlin West Ga. Atlanta Girls Club $1.80 CWSP Agency Kenneth Millwood Univ of Ga. Urban Corps Staff $2.50 Madie Moore Spelman City-Atl Public Lib. $2.20. Steve Mwamba Ga. State Urban Corps Staff $2.20 AUC Helen Newma...'1 Emory Fulton County Health $2.50 Vista Shirley OWens Ga. College City- Atl. Public Lib. $2.20 CWSP Agency William Patterson Indiana Univ. Atlanta Youth Council $2.20 CWSP Agency Belinda Pennington Morris Brown Innnigration Dept. $1.80 CWSP Agency John Petzelt Ga. State Ga. State Dept of Pshy. $2.20 VISTA Susan Pickard Agens Scott Kennesaw Mt. $2.20 VISTA Sanford Prate.Er Morris Brown Sara Murphy Homes $2.20 James Rabb Ga. Tech City-Finance Dept. $2.20 Rubye Render Morris Brown City-Parks & Rec. $'.2.20 CWSP Agency Gene Roberts Southwestern Street Theater $1.80 CWSP Agency Charlotte Robins on DeKalb Junior Gate City Day Nursery $1.80 CWSP Agency RusseiH Rucker DeKalb Junior Kirkwood Christain $1.80 CWSP Agency J ames Searc) DeKalb Junior Vine City Child Dev. $1.80 CWSP Agency I · Chester McElroy Lz.... 20% moo% AUC CWSP AUC Agency Agency Agency I I l �-I -, Page! 9 (as signed) COLLEGE NAME I RATE 80% 20% CWSP Agency · 100% Leroy Shields Yeshieva College Ga. Easter Seal Soc. $2.20 Michele Si l berstei n Georga Rash. Univ. Atl anta Yo~h Council Volunteer - Carroll Sinnnons Mor ris Brown Atlanta Girl s Club $2.20 CWSP Agency Martha Simmons Clark College Atlanta Youth Council $1. 80 AUC Agency Deborah Smal l Mor ris Brown Tonnigration Dept. $1.80 CWS P Agency Ga . State Street Theater $2. 20 CWSP Agency Vdlrgini a Smtih Spelman Gate City Day Nursery $2.20 CWSP Agenct Susan Strobhert We st Georgia Kirkwood Christian $2.20 CWSP Agency Mary Strozier Morris Brown Vine City Chil d Dev . $2.20 CWS P Agency Mi chael Stubblefield

Sore house

Street Theater $2.20 AUC Agency Evans Studdi vmit DeKalb Junior Boy Scouts $1. 80 CWSP Agency Const ance Thurman We st Georgia · Grady Girl s Club $2.20 CWSP Agency Donna Turner West Georgia Decatur/DeKalb YMCA $2. 20 CWSP Agency - Val er i e Valera Ga . St ate Ga. State Dept of Ed Psy $2,50 VISTA Arthur von Keller Emory Emroy Legal Aid $2.50 VISTA Archlee Walla ce Ga. Tech City- Sanitation $2 .20 Agency John Walsh ~9-cy City-Finance Dept . $2.50 Agency Eloise Warner Morris Brown Gate City Day nursery $2 . 20 Carol Watkins Agnes Scott Fulton County Health $2.20 Geneva Weaver Sa . Tech Gate City Day Nurs ery $1.80 Elizabeth Whigham Emory Atlant a Housing Conf. $2. 20 Chri stine Snuil.th z' AGENCY .. -, Agency- $200 CWSP Agency Agency CWSP Agency Vi sta �~ Page 10 (assigned) - NAME COLLEGE AGENCY RATE 80% 20% ' Eugen White Ga. Tech City-Water Dept. $2.20 CWSP Agency Susan Windom West Ga. Fulton County Health $2.~0 CWSP Agency Eulis Witcher East Carolina Fulton County Governt. $2.50 AUC Agency Dorothy Wright Clark College City-Atlanta Public Lib. $2.20 CWSP Agency Gunter Zietlow Ga. tech City-Avaition $2.50 100% Agency 1. �r PAGE 11 TENTATIVE PLACEMENT College NAME .AGENCY RATE ~ 20% 100% _, ! Pamela Wilkes Clark College City-Parks & Rec.-Kenn $L80 Agency Richard de Mayo Em.ory City-Parks & Rec . -Kenn $2 . 20 Agency Burnley Bainbridge Emroy Atlanta Girls Club VOL. Sandra Mincey Spelman Wheat St r eet $2. 20 Beverl y Grimes DeKalb Junia,r City-Bl anning $1.80 CWSP Agency Clovia Wheeler Morri s Brown City - Purchasing $2. 20 CWSP Agency Mary Hampton DeKalb Junior City - Parks & Rec $1. 80 CWSP Agency Patricia Simms Ga. College Urban Lab in Education $1 .80 CWSP AUC Richard Steele Ga Tech City -Water Dept $2 . 20 Ruth Sistaire Morri s Brown Rent - a - Ki d $1 .80 CWSP Agency J ame s Deiure s Clark College Atlanta Youth Council $1.80 CWSP Agency 1· Lloyd Sanders Morehous e Atl anta Youth Council $2.20 CWSP Agency I Morris Brown City -Motor Transportation $2 . 20 CWSP Agency Dor othy Hicks \IA\ w~~ , Gc'-T__Q_~ W\-~i ~ -)0 Agency- $200 AUC Agency I v t sr1t- �June 26, 1969 Mr. Charles L . Davi Dlrector of Finance City of Atlanta Atlanta, Georgi. Dear Charles : Prior to the time that th City took over sponsor hip of th U r ban Corps Proj ct, the Urb n Corps Project D i J'ector r ach d a verbal agreement with four students to pay them each $250 . 00 for th ir services in setting up th Urban Corps Proj ct. They weee not to receiv any oth r compens tlon for their work such as the other enrollee re .. These four tudents w r : Mr. Bill A dams Mr. Dave Whelan Mr. M rcua D sh Mr. Rich Speer B c u e of thi · pedal cbeumstanc r g rdi.ng the comp n ation of th ae four individual , I dvi d Mr. S m ·uuam to h v th m ex cut som..e writt n memor nda c rtUying th t th y did work durin thi riod and for Mr. illiams to complete mlscell neou r quisitio.n for th .four ch cka. The docwnente relating to Mr. Adams and Mr. Whel n h ve been Lor ard d to your office . Thos for r. Dash nd Mr. Sp r ill follow hortly. 1 m c:ompletely aw r th t thi agrangement do • not conform to cc pted w ys ot doing thing• for the City. W came upon the c ne th !act, ho ev r. d th ee gr emenh er lr dy m d and tble lndlvlduals h v already provided their a rvicee on th b d ol the gr m nt th t wa• r ched. Fol' wh t v r lt is worth, it is my fttling that can properly cOJ1aider thes p ym nt• s coming lrom th proc ds of th prlvat contribution th t hav en mad4!t to th Urb n Corpe,. It i ouY f eling that, u.o.d r the cbcumstancee, the• lnvolc s hould be honor and pald nd you ar requ st to do o. W _ h v dvbed t _[ �M r. Davis Page Two June 26, 1969 Urban Corps Project Director that any future commitments of this nature must be made through proper City procedure with the prescribed authorization. Sincerel y your , Dan Sweat Deputy Chief Administrator DS :fy cc: M r . Sam 7 illiams �Mr. Charle s L. D9 vis Direct or of Finance City o f Atl.'3. na, Atlanta, Ge orgia Dear Charles: Prior t o the time that the city took over sponsorshio of the -Urbnn Corpi&s Project, the Urban Corps Pr o ject Director reached a verj!>al agreement with four students t o pay them eAch $2~0.00 f or their services in setting up the Ymmtkxgm~mK Urban Corps Project. They were not to receive any other compensation for their work such as the uther enrollees are. These four students were: Mr. Bill Adams Mr. Dave Whelan Mr. Marcus Dash Mr. Rich Speer Bec :>t.J.se of this spE'lcial circumstance re g grdin ~ the con,nensition of these four indi viduals, I advised Mr. Sam Williams to have them execute some written memoranda certifyin g that they did work du r i n~ this period and for Mr. Willi am s to compleee a miscell an eou s requi s ition for the four checks. These do cume nts rel a tin ~ to Mr. ~ H Ad ams and Mr . Whelan have been forwarden to your of f ic e . Those f or Mr . Das h a nd Mr. Spe e r will follow sho r tly. I am ~ompl e e e ly awa re th a t thi s arra n~ment iKKWW does not ~onform to ge neral l y ao c ep tad wa ys of d oi ni? t hi n~s f or t he c ity . ~ o ~ a 1-e 1..,-v;, ~a->-> 12 Ill "', 'tie came upon t h e sc e ne after t he f ac t and these a~~eement.s were ' a\u "4.'1. ?'("o"·' c!e J already made and the se i ndividuals h a ve oon t rlbnted their services Fo r on the basis of the agreement that was reached . /1 ""h'4-te\lu i + i 5 wo...--\ h It is my feelin,z .,, that we can properly conqider these payments as comin~ from the fo~e~J5 trt~ �pr iva te / contributions that have been made to the Ur ban Go-rp s . awi.txiran: It is our feelin g that, under the circumst a nces , t hese in v oi~ e s should be honored a nd p a id and you are reque 9 t ed to do so. rJ'e have advised the Ur ;~a n Corp s Proj e ct Director that any f ut u re commi t me nt s o c' this nature must be made through proper city pro c ed u re with the prescribed authori zation. VTY Da n Swe a t Dep ut y 8hi ef Admi ni s t r 8 ti 11a orr t c~r c c : Mr . S am Wi l l iamsm �- - - - -- - ---·- -- ATI..ANTA UR.BAN CORPS STAFF Sumner, 1969 1. Executive Director ...••...••......• Sam Williams ..•••.•.•. 233-3652 2. Executive Assistant .•••••••••.•••.• Sue Zander ••.•••..••.• 876-0915 3. Director of Development •...••...••. David Whelan .••••••..• 378-3850 4~ Fiscal Director ••••• ; •••••••••..•.• Inmonl Deen •••••• ~ •••. 261-1192 5. Director f or Special Projects .•••.. Dianne Wilson •..•••.•. 521-3827 6. Payroll Coordinator •.•.••••.....•.• Steve Mwamba •••••.•••• 627-8837 7. Payroll Coordinator •••••••.•.•••.•• Mac Rabb •••••••••••••• 875-1848 8. Education & Evaluation Director •••• Resna namme r •••••••••. 872-6576 9. Evaluation Staff ••••••••••••••••••• Maggie Gerber ••••••••• 522-7029 10. Evaluation Staff •••••••••••••.•••.. Dawn White •••••••••••• 522-2464 11. Evaluation Staff •••••••••.••••••••• Tim Rogers •.••• •• ••••• 876-7779 12. Public Relations Director ••..••.••. Ken Millwood •.•..••••• 428-4668 13. Public Relations Staff ••••••••••••• Tara Swartsel ••••••••• 634-6864 14. Secretary •••••••••••••••••••••••••• Bettye Underwood •••••• 15. Secretary ••••••••••••••.••••••••.•• Patty Harwell ••••••••• 758-2477 16. Receptionist ••••••••••.•.•••••••••• Diane Lo·--1ejoy •••.•.••• 758-7741 Interns Assigned to the Urban Corps Staff 17. Atlanta Service Learning Conference ••••••••••• .•••••• Babs Kalvelage •••• 634-g957 or 634;,,8069 18. Atlanta Service Learning Conference ••••••••••.•••••• Melinda Lawrence •. 523-4597 19. Atlanta Service Learning Conference •••••••.•••••••••• Kytle Frye ••••••.. 636-3877 20. Atlanta Service Learning Conference(at SREB) •••••••• Sally Cantor •••••• 876-2927 �b ee: DM!'. George Berry Mr. Sam Williams June 25., 1969 M r~. Ch rles L . Davi Dir ctor of Finance City of tlanta .A tlant , Georgia De r Charle : Ao. unanticipat d · x n e i m baa r! n ill connection ith th Urban Corpe Project. No bud et provi ion s m d for travel expens in coAnection ith any of th nrolle • o t of them r ngag din duties hich do not r wr trav ·l. How . v r . r l tively amall numb r v hich do requir th u o! their p r on b n a ign d to or v hicle. Ex mpl are those in the Mayor 1 a Offic assign d s Community Servlc Coordi.n tor in th EOA Cent r and , 1 o, tho on the Urban Corps at ff t r r quired to tr 1 to th variou or tions to in rvic s upervisors,. t k c re of compl t , nd p rfo . the v uation functioll., ho, ther i a probl m,, · find , in tr nsportin.g th payroll record from the v riou ork station• to d from the c ntzal p yroll unit 1n City H I. b praetical to llo a.nee Uyinv 0 t t ther r ir car to • cur a •i ed Corpe bu.•ln••• l mle cellaneous di 1 Uy ho u e t • inc r ly -yo •

fy

r • �- - - - - --- -- - - �--

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_? r-y _ -- ________ y _ f _ __ ·-be_; ~ tAJd/tw~J - -~ _-___G_.;~ _----~~:--~ ___,_ - - . --- - -- - - - - ~-- - - - �---------- MEMORANDUM TO: . FROM: Mayor Ivan Allen, Jr • Sam Willia.ms SUBJECT: Sp DATE: ~ ch to th Atlanta. rvic - June 19, 1969 a.rning Conf r nee Tba.nk you for e.gre ing to a.ddr sa the initi m eting of th- Atl ta S .rvic -_uc::ca..,.-uing Cont r nc , Jun 30 at t Whit Hous Motor Inn, 30 Houston Str at. As w discuss d; all 225 U tan Coi'!)s int rns Will b . in attendanc& as

111. aa r p s rxtatives of' loe l coUeg s, busino s s, a.rid government

ae nci s. W also ot out ... of-tawn r pr a nte.tives of s ·. rvtce progr sue:µ ac Corps, VTSTA, Tac rs Corps, o.nd others. Sp a.kors for th · two ~ confer nc inelu Clark Co,..__.,.,.., St.Udent Body Pr sident, Peac ta.ft mb rs, th of

t 9  00 .m., Jun 30. I

to,-.,,.,,.,. 1 og nts you might co i r ppropriat grO\lI) (:O �NATIONAL DEVELOP M ENT OFFICE 250 BROADWAY .NEW Y O RK, N. Y, 10007 Revision of College Work.Study Brog~ Manual The U. S. Office of Education has issued a set of new pa.sea fof the 1968 College Work-Study Program Mn.nual, replacing those _ae~~ which have been affected by the 1968 Higher Education Ame11dmont• and the new College Work-Study Program. Regulations (45 CFR 175), copl.e • of which were recently distributed. We direct your ttention to the new Section 104 (D) (2) whlch atlffu.a the institutional maintenance of effort requirement. The uae ~ CWSP funds mu.at. a.a of July 1, 1969, be used to expand an matltutlon• • financial aid program. The reviaed Section 607 seta forth more detailed lnformaUon on pro1ram audit procedures. Where the Urban Corpa ia the fi•cal aaent fo~ the parti.c ipating college•, it i• auageated that a copy of the official Audit Guidea be obtained from the appropriate Regional Auditor •• aoted at the end ol Section 607. The reviaed "Model Off-Campua Agreement" include• qyeral ,ec:tiona which clarify the position of &11 Urban Corps a• the em .. ployer and paymaster. Thi• form of agreement may be uaed interchan1eably wlth that recommended in tbe Urban Corp• Natlaaal Oevelopment Office report on 11 Urban Corpa-Colle1e Contractual Arraaaemeata (Doc. No. 3). llew Additional copiea of the CWSP Malla.al aAcl the lle1uatlcm• may be obtained upon reque•t from thia office or directly from the Colle1e Wol'k-Study Proaram Branch, Bureau of Hl1ber Education, U.S. Office of Education, Waahblpon, D. c. 20202. �SUPPLEMENT #1 (May 1969) to the C®L~~ W mt -TlUDY Plm GnR.A\MI O MANUAL, 9 Materials in th i s supplement i nc l ude: (1) Replacement page s fo r Page s 1- 3, 6-3, and 6- 7. (2) Rep lacement f or Appendix 1 - Legislation. (3) New Material. Appendix 2 - Col l ege Work-Study Program Regulations as pr inted in t he May 13, 1969 Federal Register. (4) New Materialo Appendix 7 - Model Off-Campus Agreement Form. ! �D. Fulfillment of Financial Requirements of Participation An institution participating in the College Work-Study Program should be fully aware of the following financial responsibilities which it accepts upon entering the program. 1. Effective August 20, 1968, the law provides that the Federal share of the compensation of students employed in the College Work-Study Program cannot exceed 80%, except that in certain circumstances to be established by regulation,a Federal share in excess of 80% may be approved by the Commissioner. From the inception of the program to August 19, 1967, the Federal share of the compensation of students employed in the College Work-Study Program could not exceed 90%. From August 20, 1967 to August 19, 1968, the maximum Federal share was 85%. participating institut~on is responsible for ensuring that the remaining share, which is referred to as the institutional share, is contributed promptly in conjuction with payroll disbursements, A (Section 603 contains a further discussion of the institutional and Federal shares of student compensation.) 2. An institution participating in the College Work-Study Program is required, under Section 444(a)(5) of the law, to maintain its own efforts in the areas of student employment and student financial aid, From the inception of the program through fiscal year 1969 (ending June 30, 1969), the Federal funds made available to an institution for a College Work-Study Program must be used to expand student employment expenditures beyond those which the institution provided in its own student employment program prior to its entry into the College Work-Study Program . (Section 602 contains specific information with regard to the level of student employment expenditures which must be maintained.} After July 1, 1969, and for fiscal years ending on or after June 30, 1970, the Federal funds made available to an institution for a College Work-Study Program must be used to expand student financial aid expenditures beyond those which the institution provided in its own student financial aid program prior to fiscal year 1970, or to its entry into the College Work-Study Program, whichever is later. (Section 602 will be revised at a later date. ) 1-3 (Rev. 4/69} �105 Federal Administrative Responsibilities An institution's first point of contact on any matter affecting the program should be the Regional Office for the area in which the institution is located. The addresses and telephone numbers of the nine Regional Offices of the Office of Education are listed in Appendix 4. The Regional Office student financial aid staff assists the institution with program development and operational problems, makes recommendations on the institution's application for funds, conducts on-site program reviews, and generally provides assistance to college personnel on an individual basis. In addition, the regional audit staff of the Department of Health, Education, and Welfare arranges for periodic audits of the College Work-Study Program. (Section 607 contains additional details about program audits.) The College Work-Study Branch, Division of Student Financial Aid in Washington is responsible for the general ad.ministration of the program, including the development of policy and program materials, final award of grants, and review of fiscal and operations reports. The titles and telephone numbers of the Washington office personnel are listed in Appendix 4. 1.,..4 �603 Federal and Institutional Shares of Student Compensation Effective August 20, 1968, the law provides that the Federal share of the compensation of students employed in the College Work-Study Program cannot exceed 80%, except that in certain circumstances to be established by regulation, a Federal share in excess of 80% may be approved by the Commissioner. From the inception of the program to August 19, 1967, the Federal share of the compensation of students employed in the College Work-Study Program could not exceed 90%. From August 20, 1967 to August 19, 1968, the maximum Federal share was 85%. The institutional share of each student's gross compensation, whether provided in cash or otherwise, (see section 605 for a discussion of noncash payments) must equal at least 20%. The institutional share must be contributed promptly in conjunction with payroll disbursements. All disbursements of compensation of students under the program must be in the proper Federal/institutional share. This requirement holds true regardless of the source of the institutional share. (See Section 604.) In cases where students are working under an agreement entered into between the institution and a public or private nonprofit agency, the agreement should specify the extent to which the agency will bear the cost of such contributions. 6-3 ~ev. 4/69 ) �Communications, including telephone toll calls, telegrams, and similar items, may be charged when such communications are directly related to the conduct of the off....campus phase of the program. Employee travel necessary to the conduct of the off-campus activities should be computed and charged according to the institution t s own regulations governing employee travel expense, 607 Program Audit Unlike the National Defense Student Loan Fund, which is a revolving trust fund, Federal College Work-Study funds are accounted for by 6month grant periods, All records pertaining to program management and fiscal control during a given fiscal year must be retained by the institution for a period of five years following the end of the fiscal year, or until audited by the Department of Health, Education, and Welfare Audit Agency or its authorized representative, whichever is earlier. Records involved in any claim or expenditure questioned by the Commissioner, or on audit, must be retained until necessary adjustments have been reviewed and approved by the Commissioner, Under the Fair Labor Standards Act of 1938, as amended, the Department of Labor requires the retention of records. Employers are required to keep records on wages, hours, and other items listed in the recordkeeping regulations, 29 CFR Part 516. No particular form of records is requested. Records must be ~etained at least three years. (This record retention period is separate and apart from that required in the preceding paragraph.) Contact the nearest Office of the Wage and Hour and Public Contracts Divisions, listed in Appendix 8, for more specific information. When the College Work-Study Program at an institution is audited, the objectives of an audit will be to determine whether the institution; 1. has met the requirements of the applicable laws and regulations in establishing the College Work-Study Program; 2. has established adequate systems of internal control, accounting, and reporting, and has exercised suitable controls in the operation of and accounting for the funds provided for the program; and 3. has established and is following policies and procedures to ensure that the funds provided are being used only for the purposes set forth in the institution's agreement with the Commissioner and that the policies and procedures conform with the applicable laws and regulations. Since independent auditors, such as a state auditor or an institution's own Certified Public Accounting firm, may be authorized to perform audits of the College Work-Study Program, institutions are encouraged 6-7 (Rev, 4/69) �to schedule annual audits of their programs. Certified or Licensed Public Accountants may obtain a copy of the College Work-Study Program Audit Guides from the Department of Health, Education, and Welfare Regional Auditor at the addresses listed in Appendix 4. The expense, if any, of such an audit is properly chargeable to the administrative expense allowance discussed in Section 606. 6- 8 (Rev. 4/ 69) GPO 1174•11'6 �APPENDIX 1 Higher Education Act of 1965 (P.L. 89-329) Title IV, Part C, as amended Part c--work-Study Programs Statement of Purpose; Appropriations Authorized Sec. 441. (a) The purpose of this part is to stimulate and promote the part-time employment of students, particularly students from low-income families, in eligible institutions who are in need of the earnings from such employment to pursue courses of study at such institutions. (b) There are authorized to be appropriated $225,000,000 for the fiscal year ending June 30, 1969, $255,000,000 for the fiscal year ending June 30, 1970, and $285,000,000 for the fiscal year ending June 30, 1971, to carry out this part. Allotments to States Sec. 442. (a) From the sums appropriated to carry out this part for a fiscal year, the Coumissioner shall (1) allot not to exceed 2 per centum among Puerto Rico, Guam, American Samoa, the Trust Territory of the Pacific Islands, and the Virgin Islands according to their respective needs for assistance under this part, and (2) reserve the amount provided by subsection (e). The remainder of such sums shall be allotted among the States as provided in subsection (b). (b) Of the sums being allotted under this subsection-Cl) one-third shall be allotted by the Commissioner among the States so that the allotment to each State under this clause will be an amount which bears the same ratio to such one-third as the number of persons enrolled on a full-time basis in institutions of higher education in such State bears to the total number of persons enrolled on a full-time basis in institutions of higher education in all the States. (2) one-third shall be allotted by the Comissioner among the States so that the allotment to each State under this clause will be an amount which bears the same ratio to such l (Rev. 4/69) �one-third as the number of high school graduates (as defined in section 103(d)(3) of the Higher Education Facilities Act of 1963) of such State bears to the total number of such high school graduates of all t.h e States, and (3) one-third shall be allotted by him among the States so that the allotment to each State under this clause will be an amount which bears the same ratio to such one-third as the number of related children under eighteen years of age living in families with annual incomes of less than $3,000 in such State bears to the number of related children under eighteen years of age living in families with annual incomes of less than $3,000 in all the Stateso (c) The amount of any State's allotment which has not been granted to an eligible institution under section 443 at the end of the fiscal year for which appropriated shall be reallotted by the Commissioner in such manner as he determines will best assist in achieving the purposes of this Acto Amounts reallotted under this subsection shall be available for making grants under section 443 until the close of the fiscal year next succeeding the fiscal year for which appropriated. (d) For purposes of this section, the term "State" does not include Puerto Rico, Guam, American Samoa, the Trust Territory of the Pacific Islands, and the Virgin Islands. (e) From the appropriation for this part for each fiscal year the Commissioner shall reserve an amount to provide work-study assistance to students who reside in, but who attend eligible institutions outside of, American Samoa or the Trust Territory of the Pacific Islandso The amount so reserved shall be allotted to eligible institutions and shall be available only for the purpose of providing work-study assistance to such students. Grants for Work-Study Programs Sec. 443. (a) The Commissioner is authorized to enter into agreements with eligible institutions under which the Commissioner will make grants to such institutions to assist in the operation of work-study programs as hereinafter provided. (b) For the purposes of this part the term "eligible institution" means an institution of higher education (as defined in section 435(b) of this Act), or an area vocational school (as defined in section 8(2) of the Vocational Education Act of 1963)0 !/ 2 (Rev. 4/69) �Conditions of Agreements Sec. 444. (a) An agreement entered into pursuant to section 443 shall-(1) provide for the operation by the institution of a program for the part-time e'ployment of its students in work for the instituti9n itself! or work in the public interest for a public or private nonprofit organization under an arrangement between the institution and such organization, and such work-(A) will not result in the displacement of employed workers or impair existing contracts for services, (B) will be governed by such conditions of employ• ment as will be appropriate and reasonable in light of such factors as type of work performed, geographical region, and proficiency of the employee, and (C) does not involve the construction, operation, or maintenance of so much of any facility as is used or is to be used for sectarian instruction or as a place for religious worship; (2) provide that funds granted an eligible institution pursuant to section 443 may be used only to make payments to students participating in work-study programs, except that an institution may use a portion of the sums granted to it to meet administrative expenses, but the amount so used may not exceed 5 per centum of the payments made by the Conmissioner to such institution for that part of the work-study program in which students are working for public or nonprofit organizations other than the institution itself;1/ (3) provide that in the selection of students for employment under such work-study program preference shall be given to students from low-income families and that employment under such work-study program shall be furnished only to a student who (A) is in need of the earnings from such employment in order to pursue a course of study at such institution, (B) is capable, in the opinion of the institution, of maintaining good standing in such course of study while employed under the program covered by the agreement, and (C) has been accepted for enrollment as a full-time student at the institution or, in the case of a student already enrolled in and attending the institution, is in good standing and in full-time attendance there either as an undergraduate, graduate, or professional student; 3 (Rev. 4/69) �(4) provide that the average hours of employment of a student under such work-study program, shall not exceed fifteen per week over a semester, or other term used by the institution in awarding credits, during which the student is enrolled in classes; (5) provide that in each fiscal year during which the agreement remains in effect, the institution shall expend (from sources other than payments under this part) for the employment of its students (whether or not in employment eligible for assistance under this part) an amount that is not less than its average annual expenditure for such employment during the three fiscal _years preceding the fiscal year in which the agreement is entered into;!/ (6) provide that the Federal share of the compensation of students employed in the work-study program in accordance with the agreement will not exceed 80 per centum of such compensation; except that the Federal share may exceed 80 per centum of such compensation if the Commissioner determines, pursuant to regulations adopted and promulgated by him establishing objective criteria for such determinations, that a Federal share in excess of 80 per centum is required in furtherance of the purposes of this part; (7) include provisions designed to make employment under such work-study program, or equivalent employment offered or arranged for by the institution, reasonably available (to the extent of available funds) to all eligible students in the institution in need thereof; and (8) include such other provisions as the Conmissioner shall deem necessary or appropriate to carry out the purposes of this part. (b) An agreement entered into pursuant to section 443 with an area vocational school shall contain, in addition to the provisions described in subsection (a) of this section, a provision that a student in such a school shall be eligible to participate in a program under this part only if he (1) has a certificate of graduation from a school providing secondary education or the recognized equivalent of such a certificate, and (2) is pursuing a program of education or training which requires at least six months to complete and is designed to prepare the student for gainful employment in a recognized occupation. (c) For purposes of paragraph (4) of subsection (a) of this section, in computing average hours of employment of a student over a semester or other term, there shall be excluded any period during which the student is on vacation and any period of nonregular enrollment. Employment under a work-study program during 4 (Rev. 4/69) �any such period of non-regular enrollment during which classes in which the student is enrolled are in session shall be only to the extent and in accordance with criter.ia established by or pursuant to regulations of the Cormnissioner. Sources of Matching Funds Sec. 445. Nothing in this part shall be construed as restricting the source (other than this part) from which the institution may pay its share of the compensation of a student employed under a work-study program covered by an agreement under this part, and such share may be paid to such student in the form of services and equipment (including tuition, room, board, and books) furnished by such institutiono Equitable Distribution of Assistance Sec. 446. The Conmissioner shall establish criteria designed to achieve such distribution of assistance under this part among eligible institutioras within a State as will most effectively carry out the purposes of this Act. 1/Effective for fiscal years ending on or after June 30, 1970, this-paragraph has been amended to read as follows: "(b) For the purposes of this part the term 'eligible institution' means an institution of higher education (as defined in section 435(b) of this Act), an area vocational school (as defined in section 8(2) of the Vocational Education Act of 1963), or a proprietary institution of higher education (as defined in section 46l(b) of this Act)." 2/Effective for fiscal years ending on or after June 30, 1970, sect~n 444(a)(l) has been amended by inserting after "work for the institution itself" the following: "(except in the case of a proprietary institution of higher education),". 3/Effective for fiscal years ending on or after June 30, 1970, this-paragraph has been amended to read as follows: "(2) provide that funds granted an eligible institution pursuant to section 443 may be used only to make payments to students participating in work-study programs, except that an 5 (Rev. 4/69) �institution may use a portion of the swns granted to it to meet administra tive expenses in accordance with section 463 of this Act;"o (Section 463 reads as follows:) "Expenses of Administration "Sec. 4630 (a) An institution which has entered into an agreement with the Commissioner under part A or C of this title shall be entitled for each fiscal year for which it receives an allotment under either such part to a payment in lieu of reimbursement for its expenses during such fiscal year in administering programs assisted under such part. The payment for a fiscal year (1) shall be payable from each such allotment in accordance with regulations of the Commissioner, and (2) shall (except as provided in subsection (b)) be an amount equal to 3 per centum of (A) the institution's expenditures during the fiscal year from its allotment under part A plus (B) its expenditures during such fiscal year under part C for compensation of students. "(b) The aggregate amount paid to an institution for a fiscal year under this section plus the amount withdrawn from its student loan fund under section 204(b) of the National Defense Education Act of 1958 may not exceed $125,000o" !/Effective for fiscal years ending on or after June 30, 1970, this paragraph has been amended to read as follows: "(5) provide that the institution will meet the requirements of section 464 of this Act (relating to maintenance of effort);" (Section 464 reads as follows:) "Maintenance of Effort "Sec. 464. An agreement between the ColllDissioner and an institution under part A or part C shall provide assurance that the institution will continue to spend in its own scholarship and student-aid program, from sources other than funds received under such parts, not less than the average expenditure per year made for that purpose during the most recent period of three fiscal years preceding the effective date of the agreement." 6 (Rev. 4/69) GPo 874-8 1 3 �AT LAN TA VRDAN CORPS 30 COURTLAND STREET, N .E . / PHONE [404] 524-8091 / ATLANTA, GEORGIA 30303 PRESS RELEASE

PRESS RELEASE

Date: June 27, 1969 Subject: The Opportunity for Black Involvement For future details, contact: Ken Millwood Public Relations Director For Immediate Release: The concept of permitting active young minds to serve their community by attacking its crucial problems is being brought to life this summer for the first time in Atlanta. The Atlanta Urban Corps is placing competent college students into summer jobs with relevance to the contemporary urban situation. The Atlanta Urban Corps is a student conceived, student managed organization which is designed to draw upon the mental resources of concerned college students in coping with city problems. The Corps has _s tudents working in areas of mental health, city services, social work, traffic engineering, education, community art, and many others. The students gain an educational experience unknown in any American classroom. The city benefits in that crucial jobs that have long been ignored finally get qualified attention. A most important aspect of the community-student dialogue is the meaningful involvement of black students in the problems of urban life. Reality teaches us that blacks are those . whose life-styles are confined most heavily by the Metropolis. 1herefore, the true worth of the Urban Corps experiment is built on the strong core of black students participating in the program. The Atlanta Urban Corps is pleased to announce the placement of the following students from the Atlanta University Complex . As can be seen by their jobs, these students are participating in agencies which can help solve the fundamental ills of the city. CLARK COLLEGE 1. 2. 3. 4. s. 6. 7. 8. 9. Linda Alexander Charles Choice Walter Driver Grauze Fretwell Janice Her:ring Iris Hightower Delores Jame s Cynthia Knight Betty Peters AGENCY Dekalb YMCA Parks and Recreation Connnunity Arts, Inc. Atlanta Youth Council Atlanta Public Library Connnunity Arts, Inc. Atlanta Youth Council Wheat Street Baptist Church Literacy Action Foundation �Page 2 June 27, 1969 1 CLARK COLLEGE (cont'd) AGENCY 10. 11. 12. 13. 14. Atlanta Youth Council Atlanta Public Library Peace Corps Urban Lab City Water Department Martha Sinnnons Dorothy Wright Carol Bonner Barbara Holl and Paul Johnson MOREHOUSE 1. 2. 3o 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. Edwin Barrett Robert ~rown Mike Floyd Edqie Gaffney James Kennedy· Eddie Mitchell Jesse Moore Loyd Sanders Julis Stephens Mike Stublefield Kay Dunlap Marvin Mangham Ronald Terry Georgia Employment Center City Purcha sing Department City Parks and Recreation Vine City Pro j ect Atlanta Youth Council Wheat Street Baptist Church American Cancer Society Atlanta Youth Council Parks and Re creation Street Theatre Parks and Recreation Finance Department City Water Department SPELMAN 1. 2. 3. 4. 5. 6. 7. 8. Rudine Arnold Pamela Do zier Linda Howard Diane Lewis Sa nd r a Mincey Madie Moore Teia Sinkfield Bessie Quillens Kirkwood Center Georgia Ea ster Seal Foundation Literacy Action Foundation Atlanta Gir ls Club Wheat Street Baptist Church Atlanta Public Library Atlanta Youth Council Y.M.C.A. MORRIS BROWN COLLEGE 1.. 2. ·3._ 4. 5. 6. 7. 8. 9. 10 . 11. 12. 13 . 14. 15. 16. 17. 18. 1~~ 20. Brenda Comer Calvin Davis Alyce Hamilton Rose Haywood Dorothy Humphrey Jerome J efferson Addie Mitche ll Chester McElroy George My les Belinda Pennington Sanford Pr ater Carr oll Simmons Deborah Sma l l Bet t ye Unde rwood Cynthia Wadde ll Clovia Wheeler Rosalind Wi ll iams Re gina Braxton Vivian Chandler M!St'Y Strozier Atlanta Girls Club Parks and Re creation Atlanta Youth Council Atlanta Youth Council Y.W.C.A. Mennonite House Wheat Street Bap t ist Church Parks and Recreation City Sanitation Department Immigrat i on Department Sar ah Mur phy Home Atlanta Gir ls Club Immigra t i on Depar t men t At lan ta Ur ban Cor ps Easter Seal Found a t i on Purcha sing Department Gate City Day Nur sery Kilkwood Center Fulton County Health Department American Cancer Society �C ~ ./ H ' (_ · ~-=- ~,,. ·-·· - ·--- ~... _1.:_ . . :.- DEPARTMENT OF FINANCE 501 CITY HALL ATLANTA, GEORGIA 30303 June 27, 1969 CHARLES L. DAVIS DIRECTOR OF FINANCE W. ROY SMITH DEPUTY DIRECTOR OF FINANCE EDGAR A . VAUGHN , JR . DEPUTY DIRE-CTOR OF FINANCE JAMES R. FOUNTAIN, JR . DEPUTY DIRECTOR OF FINANCE MEMORANDUM: TO: FROM: Geor ge Be r~y Linda Anderson SUBJECT: Urban Corps The audit staf f has completed their audit of the books and records of the Atlanta Children and Youth Services Council as of May 31, 196 9. This audit indicates that Urban Corps owes the Youth Council $1,315.11 (details attached). Please prepare a mi scellaneous requisition r eimbursing the Youth Council as soon as possible. LA LA: lek Attachme nt �ATLANTA URBAN CORPS AHOID'1TS DUE ATLANTA CHILDREN AND YOUTH SERVIC ES COUNCIL Salari es - Ne t "/( Di anne Wilson Sue Zander Steve Mwamba Arlene Bird $ 601. 24 299.97 136.40 2Lf2. 50 $ 1,280.11 Office Supplies 35 .00 TOTAL due to Youth Council $ 1,315.11 "/:Does not include withholdings a s fol lows: FWT GHT $ 37 . 48 19.90 -0-0- $ 138.30 69 .10 -0 -0- $ 10. 16 4.78 -0-0- $ 57.38 $ 207.40 $ 14-. 94 FIC-:A Dianne Wilson Sue Zander St eve Mwamba · Arlene Bird ,.. Note: De tails in Audit or's workpapers. �1 AN CORPS MINUTES - - - - ~.....,....- TI1,rG- 3: tr0 pm e 27t1i or une Robinson stated that if the Urban Corps people wanted to have meetings outside of t heir re ularl scheduled meetin w ith him :; , such as for the ur ose of sensiti vif y training, then it would be okay with him only if he wiere contacted in advance - - - - -=.s_ t b_ th_e_tim...e_ancLplac_e_ o_f_sJ1.d1_meeting. _Jj' the meeting was to be held in Cit Hall Mr J j Robinson would also have to make arrangements to reserve the proper facilities. I Two feq.eral government inters will be working on the field starting Monday. Mr. and- Mi s-s -So-r-re-1- wi-ll- be- we-r king -in- Na-sh--- - - --· Wa ~I ington. The City Hall interas should plan to make sure that these two new - - - - - --1--r n t -ct J +r-n~s~ 1· 5 en 1n w1 11- f eir acfi v i t,:-1e = s-.- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -nerh ent-wd-1- b-e-wor-king- i-n -E-a.-s-t- 6-entr al- dn-- Mr, Robinson then announce that two interns, Mr. Ber an Mr-:----F em1ng, w-oula _ _ _ _______a_l _s~1+t out in the field shortly and arrangements would be made accordingly. ---Mr Robinson felt that it was a good idea for the interns to get as diversified a,s, summer as ~ ossible . t i¥e-J.uJ.;cJ,-1.%.9, he_Eoli=--depat.trruenLwilLha,re_f011Ln=-w-=s<keuL.going__~ - - s team to remove all the unwanted, inoperative automobiles Eff 1 1 and trash remain a c onstant problem throughout the poverty areas that the i n e ns a wor-ktrrg-m. - - J . ~ obins on a nnoun ceo. t at 1 any o C Uie in erns wan e d t o have a cTean.:.-ffp- j::>rogram c -c--tha they let their supervisors know in advance so that arrangements might b e made

+-+-for / ruck s and ma c hinery to be t ere on the day fo < the clean-up project. A comment _____fro~ i.h ~ a_udLenc e e xp res _§_e d that Satu_I d a_y wo~ l ~ b~ ~ go9 d day_ to pic~ u_p the tr as_h_._ __ San·tary m e eting s are always on Wednesday and it is good to let the department know

_

.L h,¥_p..r_o~_e c t...tha t_a_pick-up_\~.rn.uld_ha.: t L..be......m=a~d=e~ f=o~r..~ - - - - - - - - - - - - - - - - - -

61--G-Gm-s a.id.- tha... the..r e-we..~e- m -a n Y- Gar s h a t - neede d to be- pi .c k e..cLup.....in_tb.e_ E.it.ts. b..u r_g__

arela of the city. He said that in a area that amounted to only one- e i g hth (1/8) of Pit sbur-g he m a rked ove r 50- car-s- and felt th-at -h-e mis-sed as - m -a ny-. - H e e-xp r e ss-e d-- the opinion t ha t a total plan involving all the inte rns b e e volved so tha t a mor e e ff cti ve cle an - up can be r eachea. in t h es e are a s :- - - - - - -±v1c-r- A d ~scussi o n t en e nsuea a s fo wlii ch philosophy w as oest ,-n a vi n g cars pic ke d up . . ine f fici e ntly but w i t!: c ommuni ty_ b <:.._<:_king or to ha v~ c c:_r s _p i c_½e~:e.__effici ~nt~y bu!_ _ _ w i t~ou t m u ch c omm u n i t y suppo r t • M r. Robinson fe lt that since this p r oblem i s _s.u c#-g, £: Ons tan t Qn e, ~J].d . . .Q.i nc e_ t_b. 0 nte_rns w ill b_e h e re g_nl y: _a s umm er, it i-& w oul d b e b ett e r t o h ave t h e community ba cking e ve n if th e cle a n - up w a s n ot a s effiide n .t as it could b e . -Thos e f a v o r i ng c.omm u ni..ty_ ac.t i.on a s.... op.p o..s e..d to _effe cti venes_s. II e d t o d om1nat . s ee171 e. ______M _ r_ ,_ j. R o binson then called the C O s i n t o t ot;ne -urhan ea-rps pe-uple. I as h i s o ffice and h e turned--;he m~e ~ing over �CITY OF ATLANTA DEPARTMENT OF FINANCE 501 CITY HALL ATLANTA, GEORGIA 30303 June 26, 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 Mr. Dan E. Sweat, Jr . Director of Governmental Liaison Mayor's Office City of Atlanta Atlanta, Georgia 30303 Dear Dan: Reference is made to your letter of June 25, 1969, in which you advise of the oversight in providing travel allowances for certain interns in the Urban Core Program. I agree with your concept of paying these interns; however, I believe it would be wise to transfer funds from the operating account, 770U, to a S00U account which is normaily established for auto allowances or transportation purposes. This action would be consistent with the general accounting procedures of the city and would set forth the proper record of expenditures of the Urban Core. In order to implement this, I would need an estimate of the cost of transportation so that the appropriate transfer within appropriations can be made. Sincerely, c:ft{~ / &7c._ Ch rles L. Davis Director of Finance CLD:dhf �June ZS, 1969 Mr. Sam Willi m Atlanta Urban Corp Proj ct uniclp : Auditorium Atl n • Ci _Cl" 30303 Der Sm: ttacb d eopy of v 1e nae Pl l tter to Dir ctoT of .F inanc for Ur n Co~p• En.l!'oU e • r1 8 • ho It l• r q ted that you provid m ·th 1i t o! tho will r que,ttng reimbur m nt for thi· pui-po a.nd, lso. n · tim t both mo thly n in total lor of th. numb r o1 mil • th.at will dri th b nefit of th Ur Corp• ProJ c:t. Y. ry trw.1 your•, G or • J • . dmini tr OBJ:p .Attac t be: Charl . L. Davi Dan S e t Johnny Robin on �ATLANTA VRBAN CORPS 30 COURTLAND STREET, N .E . / PHONE [404) 52 4 -8091 / ATLANTA , GEORGIA 30303 June 25, 1969 Mr. George Berry Office of the Mayor City Hall City of Atlanta 68 Mitchell Street, S. W. Atlanta, Georgia 30303 Dear George: Attached are two statements certifying part-time, spring term employment for Mr. Bill Adams and Mr. David Whelan with the Atlanta Urban Corps. These men are t o receive $250 each as an educational stipend. (This is not taxable income since they were receiving academic credit for their Urban Corps services, therefore there are no W-2 forms attached for tax deduction purposes.) Two other students were employed under the sane agreement. They are Rich Speer and Marcus Dash. I do not have their statements at this time certifying employment. Please pardon the rush on these two students , but Bill Adams is leaving for Europe Thursday , June 26, 1969, and needs his check before he leaves. Thank you for helping us expidite this matter. SAM A. WILLI.AMS Director SAW : sz Enclosure �bee : :Mrr . George B erry M r. Sam W illiam s J~e ZS ., ·1969 Mr . Charles L . Davis Dir ctor of Fin nc City of Atlanta Atla.nt , Georgia Dear Charles : An unanti cipat d xp ns it m ha ri en in connection w ith th Urb n Corps Project. No budg t provision wa rnad for travel xpen s in conn ction with ny of the nrollee • o t of them r ng g d in duti which do not re quire tr v 1. Howev r , a r ativ ly sm 11 nwnber h ve been s igned to work hich do requlr th us of th ir p r on 1 v hicl . Ex mple are tho in the Mayor ' Office a sign d s Community Servic Coo din tors in th EOA Cent rs and, al o . tho on th Urban C orps staff that r reqw.red to tra-q l to the variou ork tations to intervi w aup rvieor ~ t c re of cornplai.a.ts, nd p rform the valuation fu.nction . l o , ther is probl m. w find, in tranaporting th p yroll r coi-d s from the v rioue work t tions to d from th central p yroll unit in City Hall. It is# o! cour , not riaht for th enroll to b r qu.ir d to uae th ir priv te vehlcl rfor.m nee of their ssign d dutic ithout reirnbureem nt. I m ell re , how v r , it ould not b pr ctical to req et the Board of Aldermen toe tabliah t mpor ry auto lowanc tor such a pro ram thb. e pecially in ....,l o{ th f ct t t ther no st blish d number d posltlo.o•. propoa , th r for4!. to r imbur1e thos nr ll e o the b ala of the stand rd city rat . propose to • c r · a ai t m nt certifying • to the rn.11•• driv non Ur n Coi- • budn sa thin a iv n month and forwa to your offic · for pa nt alon 1th mbc llan ou reqweition. B•c thi mounts wUl be r lati l sm 11 both i divldually · d tot 1, 111 c r account G-25.62.-77 U. b li v t t thi ill be the moat x ltlou ay to awu~U.Lc• thl• matt r. W Sincerely your, Dan • t �Jun 24~ 1969 Mis RUili ill · posit on · y �June 24, 1969 Prpfeosor Rog~ Whedon 1417 South Gordon Str -et, S. W. Atlanta., Georgi 30310 a.r Professor Whedon: Thank you ~or cepting position as e.n Eduction Advisor for th initi 1 As you lmow, Ed Angus o~ li ison with the Southern Regional Edu.c tion Bot\?'d when you int rvi for th position and th was so question ._ to ho you ould b. p id. SREB bas transfi rred m.oney sign.at d for Urban Corps use to our budg t . For your duce.ti one.l consult e you will :r c iv stip nd of $1,000 for the sumuii r program. program of th · Atlo.nta Urban Co.rpo. ,-- - - your sti nd in tour inst nt of 250.00 6, and th la.at e k er int rn r ports W will 1 u 23, A~ h on J'Uly 2, July n dit pproved by you. 1 t fir t of it kind in th tion. Your 1nit1 ti ot its GUCC s • ingf'ul. part I j int t �J\ll'le 24, 1969 Prof seor Rog r Rupnow a.rtmont of City Planning ~~gia Institut of Tee ology Atlanta, ~orgia 30332 Dear R r: Tha.nlt you for aec pting position as an Education Ad~or for the nitie.J. pro~ of th Atlanta. Urban Corps. -s you know, Ed Angus s our liaison with the Southern R gional. Education Boa.rd wh n you w: , · int rvi d for the position d t was so qu stion to ho you would b pi . SREB tra.naferr d mon y d sign ted for U'rbl\tl Corps us to our b ~t . For yoU2' due :tionol conaultanc y-ou wiU r cai stj,p _nd ot $1,000 for th summei• progr hon July 2, July t Tbin :Pro 1 t 1.nd 1n thl nation. it • WILL s s• Your initi ti din �Dr. Carl Fr nklin Wieck pa.rtm nt of English Mor. hous Coll g Atlanta, Georgi 303].4 Dear Dr. Wi ok: 'l'ba.nk you for accepting a position as an Education Advisor for the initial program of the Atlante. Urban Corps. As you kno , Ed Anguo was ou.r li ison with the South irn Regional Education Boa.rd wh n you er intervi wed for th position d th! . was some question · c to ho you would bo pa.id. SREB has tranaf rred. mon y de ignat ·d for Urban Corps use to our budg t. For your ducational consultance you will rec ive a stip nd of $1,000 for th s program. r You,r dqti s ill include on tb job visitation th int.e visors, planning and conducting duco.tion s mine.rs for s grou s s ll as all. int ms, working in coordination with our f'i ld valuation staff to insure "job r leva.ncy and ducation significance" of each int rnehip, d as ioting the interns in th ir ticulation of this oxperienc as th return to their r spectiv; colleges and univeraitios. Your duti swill lso inclu.d counseling interna on their f l report and r a.ding and approving r ports, using th b ic outline in t Int rnship Handbook. W r a.lize t t many of yours ific r sponeibil1ti a ar but you to b inno ti a.nd work with our uation st , ne~u:i.ed by R sn HnmnUI.,.., in plAnning det 111 . W . anticipat · that your Urban Corps duti s will requir ro""IO'.:~ on -third o your time. your tip nd in four i .,.............nt of 2,0 . 23, August 6 i t t ch ok after intern r ports ppro d by you~ will is Thie proe;r will b Sine r _ly, cc: is t 17 t"1rot ot it tind in the ingtul po.rt ot ito tion. hon July 2, July n dit d d Your in1t1ativ d int r st \ �J 24, 1969 ···--........_.

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�ATLANTA VROAN CORPS 30 COURTLAND STREET , N .E. / PHONE [404) 524-8091 / ATLANTA , GEORGIA 30303 June 23, 1969 (.JJlc~fe,d Jv11 e z ~ / 9'l r} Mr. George Berry City of Atlanta City Hall Atlanta, Georgia Re : Invoice from Standard Press, Inc. Dear George: I received today an invoice1 which is attached1 from Standard Press, Inc., 739 Trabert Avenue, N.W. in the amount of sixty-five and /forty-nine one-hundredths dollars ($65.49) for printing contracted · dr prior to the adoption on May 19, 1969 of the ordinance creating the Atlanta Urban Corps as a division of the Mayor's office. This constitute~ to the best of my knowledge, the only remaining obligations assumed prior to the forementioned date. Your usual prompt attention to this matter will be appreciated. Inmond L. Den, Jr. Director of Finance Atlanta Urban Corps ILD :ph Enclosure �cc: Mr . Charles L . D avis Mr . Forrest Gee Mr . George Be rry JWle 20, 1969 r . Sam illlam.e , Du- etoJ' Atla.ata Urban Corp , Aw:dci •ud!tori m Atl . p GeoJ-gia 30303 D~ar- .., m.: E el011 di Clty of .Atl n: 5-0. 00 for th n 1 fWld ch ck .aumbeii 6056 in th fundin p tty h pro<: dur · I. r t I' moun Ur • PToj•~t. mi C ly D �ATLANTA URBAN CORPS 30 Courtland Street, N. E. Atlanta, Georgia 30303 June 20, 1969 Urban Corps Interns, Supervisors and Friends: The Urban Corps and several service organizations such as the Peace Corps, VISTA, and the Southern Regional Education Board are sponsoring a National Conference on service••learning in Atlanta June 30 - July 1, 19690 Thz initial Conference will explore the servicelearning experience of existing volunteer and service programs and plan a metropolitan model for Atlanta involving area colleges, local agencies, aud foundations. A series of follow-through meetings will be held during the summer to examin2 specific aspects of s ,·:;:-vice-learning programs such as finance, college curriculum revision and educational aspects of service. All Urban Corps interns will attend the first day's session June 30, with registration starting at 8:30 a.m., at the White House Motor Inn, 70 Houston Street, N. E. Interns should notify their supervisors in advance about their planned absence from work that day. We especially would like intern supervisors to attend. Hopefully some interns and supervisors will be able to attend the Tuesday Meeting as well. During the afternoon session all interns will meet with Urban Corps evaluation staff members for additionla information about the internship. Therefore attendance is very crucial. Speakers for the Conference include Atianta's Mayor, Student President at Clark College, Georgia Tech's President, Peace Corps and VISTA Regi onal Directors, and White House Aides . We look forward to seeing you June 30. Sincerel y , < ··-- " t. { c)u_.{, .~( l • SAM A. WILLIAMS Director Atlanta Urban Corps SAW:blu �SOUTHERN REGIONAL EDUCATION BOARD l.SO SJ:XTH ST&EET, N. vr.r. • A TLANTA, OEIO ROJ:A J • Ch :rle Dttvi Comptroller Ci or tlanta 68 1-ten U Street; tl.anta, G De r Charle . : 12, 1969 aoa1.a • 875 -e.au �2 seti?ec:!!8'._. ·a.mi:ent1:111 · ,ta . Ylll nci.es. June l2, J.969 porta. 0~ 1nt.ernahl:p appoint.men . a · ·er · ary n ·. tillg our· obllga,.. will vorlt out .· with coope1'1 ti.on £ thl atty in this, effOJ<t i.# ,f!IU.eh ~~ ted. l00Jt f ~ to 19-"".....,_16 nt"Oa:l'Btl and . S i ~ ~ odel. rm> South and ce: ror tne. �M r . C ade L . D vi• Dir ctor 0£ Ji"in.i.nc . City of Atlan Atl nt , G orgi r C .0 'fh t, Corp 1 : r1 e : Jl co.-p- h· 1, 610. 79. r r to lt 8 �