f RESUME. - ERIC · DOCUMENT RESUME." C.J.% ID 206 21. 4. qt* f. HE 0114 216,,TITLE, campus' and Community: INSTITUTION. Educational FacilitieS Labs., Inc., New York* V.I. SPONS AGENCY

DOCUMENT RESUME."C.J.%

ID 206 21

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HE 0114 216,

,TITLE , campus' and Community:INSTITUTION Educational FacilitieS Labs., Inc., New York* V.I.SPONS AGENCY Alfred P. Sloan Foundation, New York, N.Y.: .EXXON..

Education FOundation, New York, N.Y.: FordFoundation, New York, N.Y.: Rockefeller Bros. Fund,'New York* N.Y..

REPORT NO ISBN-0-88.481-244-8PO DATE ,.80NOTE 56p.AVAILABLE FROM Academy for Educational Development, 680 Fifth

AvenueisNew'YorkeliNY 10019 (55.00 -plus $1.00 postage,prepaid).

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EURS PRICE MF01 Plus Postage. PC Not Available from EDRS:7-'1JESCRIPTOAS Campus :Planning: Case Studies: *C011ege Role:

*7-u

*CoMmunity Development: Comiunity. Inifolvement:'*Cooperative Planning:,CooPerative Programs: FacilityImprovement; :Higher Idacition: Housing. Nee3s;Neighborhood Improvement: *School. Community Programs:School Secerty:, *Shared Facilities: SpaceUtilization: Teacher Housing: *Urban Improvement:.

. Urban*Renewal4

IDENTIFIERS Aquinas College HI:,Brown'University RIr Case WesternReserve University OH: Ohio State University: PrattInstitute NT; Saint Louis.University. HO: Universityof Pittsburgh-PA: Xaiier University of Louisiana.

ABSTRACTThe college's role in enhancing the physical.

.environment and facilities of its surrounding community is examined,baSe& on the experiences of more than 30 institutions, ranging fromsmall. private colleges to large state-run universities. In contrastto practiCes in the 1950s and 1960s; there is currently a newunderStanding that the campus and the community have common concernsA4ta"- need,to-be-addreSsed together. -Betireen 1957 and 1967;the'needfor more-,and better facilities resulted in expansion of collegeS'Universities into their surrounding 'communities. .The beneficiary- ofenewal was to be the university and many of the re4evelopment plans

Jrai cultural centers and scientific research complexes were'abandoned*alter the land had been acquired' and buildings torn down. Currently,loint planning groups, with representatives frem,both,community and ,

,university, 'are common, anihe fOcu.0 of planning is as likely to be.on; community- prcjects as it is on university projects. The conceptsof partnership, community perticipationi-and small-scale developmentare now embraced by the federal government as well: Eight casestudies of renewal are examined as folloWs: University Circle,Cleveland: Xavier University: St. Louis University; Pratt Institute:tinirarsity of Pittsburgh: Brown University: Ohio State University:iiii-&-A-4701nas College. Additionally, strategies being used by more than20,inSiitutions are addressed, including the following::Ca,MOtim-related commercial development,, renovation of community

7-7-7buirdiricrs,---thared Culturil.facilities, community housing:11)to*elehis, and expanded range of campus security. Principles offartnerShip include good communication, commitment, openness, and arvillinOnest'to cooperate. (SW)

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"PERMISSION TO REPRODUCE THIS

MATERIAL IN MICROFICHE ONLY

HAS BEEN GRANTED BY .

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERIC)."

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U.S. baimusiodt OF EDUCATIONNATIONAL INSTITUTE OF EDUCATION

EDUCJiTIONAL RESOURCES INFORMATIONCENTER 1CRICI

This document has been reproduced asreceived from the parson or organizationoriginating it.

0 Minor changes have been made to improvereproduction quality.

Poirits of view or opinions stated in this documint do not necessarily represent official NMposMon or poky.

Published by.Educational Facilities Laboratoriesa division of the Academy for Educational Development

This report is available for $5.00 plus $1 postage, prepaidfrom AED, 680 Fifth Avenue, New York, NY 10019

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Library of Congress Catalog No."80-684699

ISBN Number 0-88481-244-8First printing October, 1980

©1980 Educational-facilities Laboratoriesdivision of The Academy for Educational Development

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Forewordi rarer

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This modest report results from a brief look at what urbancolleges and universities can do to aid the revitalizationof their adjacent communities. It continues a long- standingEFL program of investigating and reporting on phySicalfacility and planning topics concerning college campuses andtheir communities, reports such as Bricks and Mortarboards(1964); A College in the City: An Alternative (1969); Gen-erating Revenue from CollegeFicilities (1974); and Campusin Transition (1975). ,

The idea for this report began with a 1978 study of thefacility needs of City University of New York, includingthe role of several colleges in the renewal of their neigh-borhoods. Research for the report was done by Jim Peters,with assistance from Sy Zachar and ROy B. Cohn. The FordFoundation, Alfred P. Sloan Foundation, Exxon EducationFoundation, and Rockefeller";,,Brothers Fund supprted thisreport, and were among's group of foundations that supportedthe CUNY study, "greeted. by ,Harold Howe II. To them, to"Doc" Howe, and to. the college, university, and communityleaders who shared with us their experiences and insight, weare grateful.

Alan C. GreenSenior Vice. President AED

DirectorrI,EFL Division

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Contents

Foreword

Introduction

I. Changing. Times, Changing MotivesRihewal and Strife in the Boom Years ' 11

Campus and.Community' Renewal Today

IL Eight Stories of Renewal-Shifting-Peraptetiiiiii-University Circle, Cleveland 16

Commitment to'a Neighborhood: Xavier University 19'

NewTown Development: St. Louis Univerbity 21'

Small-Scare Renewal: Pratt Institute 24.

Beginnings in.Confliot: University of Pittsburgh 26

Preiervation and Rehabilitation: Brown University 28

Coalescing a CommuAity: Ohio State University 30

Fostering Cothmunity Self-Help: Aquinas College 33

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III. A Sampling of Strategies 35Campus-Related Commercial Development 36

Renovation of Community*Bnilffings ,38"

.Assistadce for Community Self-Help 40

The Community as a Front Door 40

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Shared Cultural' Facilities 41

Mixed Use Development - 41

Community HbusingImprovements- 42

Housing Students, Staff, and Community 43

Mortgage 'SUbsidies for Faculty 45.

Community Use for Surplus Property 0 46

'Improved Mass Transit Stations 48

Expanded Range of Campus Security 49

Partners in Public Open Space 50

IV. Principles of Partnership 51

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Introduction

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AMMI=M111BIPI ,M11111111

Universities and colleges are not civicbetterment associations. Their missions-- teaching, training, research. and theextension of man's knowledge abouthimself and hia universe -- should notbe diverted into operations in cityplanning and redevelopment unless thesediversions are essential to the ful-fillment of the rimry missions. Itis, however, -a-tragic fact that theseefforts are today essential to theability of the institutions to fulfilltheir.primary responsibilities.

Julian H. Levi, Chairman --Southeast Chicago CommissionUniversity of Chicago1961

The relationship between colleges and universities and-theirsurrodnding communities -- between town and gown -- is amultifaceted subject which has been extensively°researched,written. about, and' experienced. At times, especially in the1950s, 1960s and early 1970s, the relationship was oftencombative, with expansion plans bringing institutions intoconflict withthe community. In the late 1970s --'andhopefully thiough the:1980s -- the issue is what the insti-'tution can do working with its community to the mutualbenefit of both.

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In .this report we are looking at only one facet of thecampus-communiey relationship: the -college's role in an-.

hancing the physical environment-and'iacilities of itssurrounding community: Through case examples,we lOok atmotivations, participants and results -- and conclude with afew guiding principles. The experiences of mbri.than thirtyinstitutions, 'ranging from.small private colleges to large

'.state -run universities, are recorded here.

We fully recogniz e the array of ser vices.manycolleges,offertheir communities, including medical, legal, day care,.recreational and cultural services, not to mention educationand training, The value of these servicesin any communityredevelopment effort should not be underestimated. Oftenthey furnish the necessary university-community linkagek forfuture partnerships. Along with the economic, cultural, andrecreational impacts an institution has on its neighbors,the provisioA of services' can be essential to a community'swell-being and physical development.

Important as these services are, they are not the subject ofthis report.. Rather, -ouamessages are these: the physicalconditions of a community can he enhanced by partnershipefforts with the college and university; the institutioncan, in turn, benefit; aid, for the 1980i, this relationshipshould be more aggressively pursued through public andprivate programs, It is a renewal strategy that should notbe ignored .by those who -care about the quality of outCommunities and our campuses.

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Changing Times,Changing Motives;

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Gem of the ocean..;4it:cmued and set' upond'heishr...like an,Acropdlis on theHudsok2tands Columbia,

Stand Columbia, 1902

While New York City descendstowardechaos, Columbia academicians talk aboutslums as if the slums were anothercountry; they deplore and they regctand they consider. But there is noinclination among, the -academic princesto what academician.will have to do ifthe universities are to save the 'urbs.'

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Roger Kahn.,The Battle for MorningsideHeights, 1970

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The traditional view of'the Asrban university in America hasbeen that of a secluded pastoral retreat -- a walledinivory tower, set apart from the surrounding community.

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CAMPUS AND COMMUNI1Y

While ,public land-grant institutions played a significantrole in .the development of rural areas in the last half ofthe nineteenth century', public and private colleges and'universities in cities remained relatiyely isolated fromthe realities immediately outside their gates. Urbaninstitutions focused their efforts on instruction andresearch, which, until fairly recently, were rarely directedto the problems of cities.

Yet urban colleges and universities were. affected by .the.major social changes taking place around them. Shiftingpatterns of migration into and out of cities, and shifting

'populations and real estate markets 'within cities drasti-cally Changed the neighbdrhood communities adjacent, to -

urban colleges. By the years following World War II,'many urban institutions found that the once gracious, or atleast middle class, neighborhoods in widely they had beenestablished had-deteriorated into slums.

Declining.hoUsing stock, increase d crime and lack of sup-porting services all contributed to` making it difficult to

%; attract faculty members and'vstudents '4o urban campuees.Faculty members who did cove chose to live elsewhere and

.commute to work. As one University of Chicago administratorput it, "We were becoming a collection of scholarly cam-mdteis, rather than a community of scholars." Many would-bestudents chose to attend universities in suburban or ruraa--,-settings, where fear of crime was not a major' issue.short, the urban university's existence was in jeopardy.

At the same time, the potential pool of- students was in-1creasing rapidly as the bachelor's degree was becomingthe minimum necessary education for. many fields, and asreturning servicemen received support from the GI Bill tocontinue their education. In_additioo, the launching ofSputnik produced rapid changes in science and other fields,requiring construction of major new facilitie;.

Faced with these twp ealities -- declining attractivenessstudents and facuyiy, and the need to make major -capital.

_nvestments and.expE6a. facilities -- many urban universitieshad to make a choice. Would they pull up stakes, sell offtheir campuses in the cities and build anew .ini more' con-genial surroundings? Or'would they hold on to their urbanidentities and invest in new facilities where they .:yere?Most chose to stay.

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Changing Times,. Changing Motives

Renewal and. Strife in the Boom Years,

Having chosen to stay in the city, 'urban colleges anduniversities begun to expand And to seek "renewal" oftheir communities. Expansion was fueled by a more thandoublin% ofjcollege enrollments between 1957 and 1967.Ine 'need for',mbre and getter facilities wus enormous, andexpansion took .,these institutions into their surroundingcommunitips; -

Renewal, however, teadedto be qui te limited, often amount-ing tO" little more than removal. The university's goalwas to make the campui more attractive to students andfaculty Who themselves came from middle class backgrounds.The beneficiary of renewal was to be the university. TheCommunity -- which was viewed more oft fn than not as acollection'of blighted buildings and undesirable residents-- was to be'rebuilt in the image of-the university.

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Universities 'were not alone in this view of urban plan-ning and 'development: Conventional wisdom of the 19508and held that.urbin redevelopient,was best carried outby massive ieconstructiom of new and bitter surroundings.This wai the cornerstone of the Federal Urban Renewalprogram, which subeidized5 purchase., demolition, and recon-struction of large tracts of land in cities throughout thecogltry.

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Educational institutions made use-of the'Urban Renewalprogram after the law was amended in 1959 to perlit collegesto benefit from land right-down mechanisms, when done inconjunction with municipal plans. By the time the programended 10' years later, university projects had taken motethan .12,000 acres of land and $500 million grants.One survey estimates that an average of 169 acres were addedto large urban universities between 1959 and 1970.

Redevelopment plans included cultural clapters, scientificresearch complexes, and other ambitious university projects.Many of these never got carried out -- and many were aban-doned after the lend.had keen' acquired and buildings torn

,leaving acres of barret, earth. Again, this outcomewas typical of the entire Urban Renewal program, and was notlimited to universities and colleges.

Largescale redevelopment necessarily increased tensionbetween institutions and community residents. The univer-sity vas to be the' beneficiary and community residentsthe victims. During this time of expansion universitiesactually contributed to tpe physical decay of surroundingneighborhoods. Sometimes t was direct -- the universitybought slum poperties for ve ual demolition, ,therebybeComing slumlords. Sometimes if was indirect -- propertyowners in the path of'expansK knew they were in a realestate market that was bas d on laud value rather thanbuildings.

Not surprisingly, one survey of schools in large urbantcenters found that 80 percent had experienced frequent orsevere tensionS with their communities. William L. Slayton:Commissioner of the Federal Urban Renewal 'program in the1960s, described "an almosi universal attitude in nonuniversity people of hostility toward the university." OneColumbia. University administrator referred to hl.s school asa "paratrooper in enemy country."

Once again, urban colleges And universities were affected bymajor social changes taking,place around them. Central cityriots rivetad national attention to the conditions f lifein city - slums. Poor people and minority students organized;presented demands for imprOved conditions and challengedthe underlying philosophy of the Urban Renewal program,. Inthe matter of a few years emphasis shifted from massivedemolition and cqnstruction, to small-scale neighborhoodrenewal. And concerns broadened from the physical fabric of-the city to include the social and economic fabric of local ,

neighborhoods.

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Changing Times, Changing 'Motives

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This time, students and faculty members were active partici-pants in the social changes. Campus strikes at Columbia,Harvard, Berkeley, and many other universities were spurredby proposed institutional expansion into crowded urbansettings. Student radicals brought the rhetoric of socialresponsibility, which had been applied in the South regard-ing racial integration and was being applied to UnitedStates involvement in the Vietnam war, back to the institu-tions themselves.

The institutions responded. Urban studies programs, urbanbservatories, and a multitude of .social outreach programswere initia d. Some of these, no doubt,lwere intended ascommunity lations efforts to placate students and com-munity residents; but for the most part they represented aserious effort to understand urban problems and to createmore appropriate strategies fof urban community development.

At the time of the 1968 Columbia strike, for instance, onlyone New York City postsecondary institutiOkoffered an urbanstudies curriculum; soon after, a half dozen did.

As a result of the conflict of the Sixties and a better-unAlrrstlandirl---oflamt_cLities work, new strategies have_,-been developed. A new era of cOOIii50.1M7-13INnning, moresensitive to the common and interlocking concerns of uni-versities and their surrounding communities, has beencreated.

Campus and' Community Renewal Today

.-lhe.philosGphical change regarding the relationships between,.Campus and neighboring communities has been great. There isa new understanding thatothe campus and the community havercommon concerns that need to be addressed together.

-Urban universities and ,colleges continue to be concernedtheir attractiveness fialty and .students. Com::

petition among institutionewill Continue to be great duringthe coming era of declining ,enrollment.. 4afety and ,crimeare 'still major issues. But these institutions have-ab2n=doned the notion that crime-, can be addressed byexpandpg 'university ,or college' turf, by expanding Illeir,islands of safety. Instead, the'y see crime as an issuewhich affects community residents, too, and are woilting with.community people,to increase safety on the'campus and in thecommunity.

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CAMPUS AND COMMUNITY

The sharp physical edge between campuS snd community is alsoblurring as colleges build new buildings which includecommercial and other uses, and rehabilitate individual smallbuildings in the community for university offices. The

walls are coming down, literally as well as figuratively.

The current period of enrollment stability and projectedenrollment aecline has removed large-scale 'campus, expansion

as a major source of conflict with communities. Plans formajor, new buildings have been shelved*. In fact, manyinstitutions own land which was once purchased for expansion

and is now considered Surplus. The real estate market hasagain changed. It is now in the institution's interest toseek rehabilitation or development which will enhance thecommunity, and institutions have a resource which allowsthem to make a positive contribution to the community atlarge.

The cost of energy and maintenance is also having an effecton college and university building plans. More institutions

are making commitments to a tighter, more compact, operating

plant,' with a greater focus on efficient use of existingbuildings. Concern over energy efficiency will probablyalso mean less campus sprawl in any futureillevelopment andperhaps even an increase in in-fill todstruction withinexisting campus boundaries.

The process of planning as well as the nature of plans haschanged. Joint planning groups, with representatives fromboth community and university, are common. Plans arereviewed and modified through an open process. Tensionsremain, but most conflicts are resoried before the confron-tation of bulldozer and picketline that was common in theSixties. And the focus of planning is as likely to be oncommunity projects as it is on universityprojects.. The

concepts of partnership, community participation, andsmall-scale development are now embraced by the federal

government as well.

The eight case studies presented in the next chapter illus-trate the evolution of campus and community renewal fromconfrontation to collaboration, sometimes in the sameexample.

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Eight Storiesof Renewal

What can a small private college located inan urban slum doto, help its neighbori and itaeta goy -will the responsediffer in the case of a large university.widv considerable

. resources and. the unflagging support of its chancellor?`.What difference can a foundation .grant mike in launching a

''redevelopment program? How does a venerable Ivy Leagueinstitution cope with local' demands for historic preserva-tion? How does a growing university, after being embroiledin,bitteitconflict with a community over a period of years,learn to switch gears and begin to work with its formeradversary?

The case studies in this chapter will provide answers tothese and other questions. Althouglythe anstitutions chosenare intended to represent eight different approaches, torenewal, they,share.similarities as well. All institutions,for example, emphasize the iMportance of working with local,community groups and of opening the planning process up tothose who will be affected by it. Renewsl efforts at all ofthe institutions also have the backing of key administratorsand often students and faculty'as well. Finally, all of -theinstitutions studied here are, :in'a quiet way,.successstories -- although it is important to note that many didn'tbegin like that.

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Shifting PeripectivesUniversity Circle, Cleveland

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During the late 1950s many of the major.privat educational,medical, and cultural institutions, concentrat on Cleve-'

land's astside were nearly tripping over 'one another intheir efforts' to expand facilities to meet risi demands:

Recognizing. that a serious conflict was. devel ing overavailable .land and services, Case :Institute an WesternReserVe University allied themselves with 26 of er area

institutions to form a nonprofit development org nizationfor the University Circle area.

The goal of'what is now calledniversity Circle, Inc. (UCI)was to help create a 488-acre "cultural center," with UCIguiding its long-range development and acting as a land bankfor the various institutions. Soon, it also. became involved.

in ..proyiding services to member institutions, includingWising, security, parking, and landscaping. In eddition,

.--UCL.began to serve as a major planning organization for thecity's Easiside.

Urban Renewal, Community Removal

The organization enyisioned a 20-year, $200 million projectto upgrade surrounding neighborhoods, which were rapidlydeteriorating. Assisted by the 'pederal Urban Renewalprogram's Section 112 provisions, th'usands of residential'properties were purchased and rest ential improvements .

11made. However, the renewal process lso resulted in thedemolition of some 2,000 housing units, and left behind manyacres of what are still vacant lots.

Over the past decade pressures for expansion have de-creised for the area's -educational institutions. Mean-while, neighborhood pressures have been increasing. Plansfor a loop roadway were blocked by faculty and studentsin the late-1960s, and community pressure helped pre-strve many of the homes on Hessler Street, a landmarkdistrict. Tensions peaked in'1977 when road construc-tion through a park area resulted in the.arrest,of severaldozen local residents. The road was eventually built,but the conflict led to formation of the University CircleTenants Union. The Union has successfully kept rentincreases on UCI-owned properties belo0 the inflationrate.

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Eight Stories of'ReneWat

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The growing strength of the Union'and other communitygroups, along with changing, institutional

development. needshave fofced UCI to. pay more attention to its relationshipwith the community and to examite its long-term.role regard-ing ownership of area real estate. "They're now recog-nizing that a'residential component in the community makessense," says Jim 'Miper, co-chairman of the 2,000-membertenants union.

UWERSITY TENANTSCIRCI 411.U11101.1

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On Jelt if-i94oifdeeW,,of'thi cOmmunity wide importance of thenet on'E. 15th'St.,with Ken McGovern' -t

and Dick face of UCI. to plan out'thi .Out Of the meeting mica decisionneishborhood's'contribution to the for-the coimunitr.to usetits labor andsaving-of 2069 and 2077 Cornell. twq' UCI meterials to rabuild the back_poreh'houses at the corner.of.E.115th and ef 2077 and the front porch of 2069. inCornell Whith'beve become a reel symbol order to defray,some of the 610.000of the determination of the Circle rest-worth of repairs which UCI says aredential neighborhoods to survive against needed on the two homes. Work is torten-all odds. .tly underway on 2077. The community

Reinvestment and Divestment

More than 400 of the area's housing units are owned by UCI,most of them in apartment buildings

originally purchased tobe torn down for expansion programs. . "We-'re now trying toplay catch-4 by reinvesting money in these properties,"says Ken McGovern, who directs properties and planning forUCI.

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His group has also begun to act on some of the surplusproperties it owns. For example, fifteen houses in the"Little Italy" neighborhood east of University Circle weresold back to local residents in 1978. The homes had beenpurchased by UCI years earlier for the planned expansion ofathletic facilities for what is now Case-Western ReserveUnivdrsity. Plans for the expansion were never carried

tout.

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K. Other surplus property is gradually being sold off, often tocooperatives formed by neighborhood residents. But fear ofwidespread land speculation and potential displacement of

4t - longtime residents has made land sale a 'delicate issue...,,.

A Mountain of Gentrification

"We're sitting on a mountain of gentrification," notesMcGovern, who says UCI has used its large land holdings toresist the trend. "We believe it's important that a goodlonv'term economic mix be maintained in the community." Thesurrounding'neighborhoods now have a significant proportionof residents and -former-mentill-Otlentes-,-in-a-ddition

to students and young professional residents.

.Relations between UCI and the community have been improv-ing slowly. Monthly meetings are now held to discusscommon problems, such as the potential sale of property,neighborhood improvements, and _proposed new development.Seiiiral recent UCI-sponsored projects have provided sub-

sidized housing for the elderly and the community is hopefulof encouraging additional residential development. The UCIbudget, however, is tight and additional funding sources arebeing explored.

A Planning Advisory Committee of community and institutionalrepresentatives was recently formed, to develop long-rangeplans for the University Circle area, and to help'formulatea policy for future land sales.

"The tide hasn't yet completely turned," tenants unionco-chairman Miller notes,. "There are fain buildings beingtorn down, and more areas being paved over for parkinglots,. But we're a lot closer than we've ever been. And the

residential commitment is no there."

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Eight Stories of Renewal

Commitment to a NeighborhoodXaVier University

Xavier University was founded in 1925 to serve the black-------_cmunity of New Orleans and to provide quality education

'for -b14cks in-the South. Today, the mission of the 1,900 -student CathRlic institution is more closely tied with .itssurrounding community than ever before.

This growing relationship wi h-Gert own, an adjacent low-income black neighborhood of 8,01WT;`,--beran to develop. inthe mid-1960s with the inception of several social serviceprograma ifi'the community. Out of these efforts haa-kr acommitment by Xavier to help redevelop what had largely beena deteriorated 60-block area of the inner city.

Give and Take

"We believe that a university must be committed to the.needaof 'the community it serves," says Sister Loyola EdelenS.B.S.,, director of the school's Special Programs in Edu-cation. "We wanted to open a channel to the people, todevelop a' give-and-take situation."

A community arts center is operated by-several Xavier nunswho also make their homes in the community. Several otherfaculty members have bought-houses and rehabilitated them,and Xavier rents a half dozen residences-to faculty membersas an aid in recrditment'efforts.

Another service program, ,CUNAPAR, Federally funded- andstaffed by Xavier faculty, 'has helped residents improvetheir properties, the majority of.whiah are owned by absen-tee landlords.' -Through the program, the City inspectedmany of the the area's dilapidated hams-, 'and a full timecontractor was hired to assist residents in making theminimum repairs mandated by City inspectors.

Several workshops have also beer held',to addftss manyaspects of home maintenance -- fl drpentry to consumerrights. In one year, about 80 homes were repaired, andother rental units were improved by tenants. The housingstock, much of which is the common New Orleans style ofshotgun construction, still' needs considerable work, but itsdecline has been arrested.

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si Clout in City HallIPuiversity leadership has also lent considerable strength to:the community in its dealings with the City of New Orleans.."The politicians will come and talk with Gert Town if theUniversity is there," notes Clarence. lupiteri Director ofDevelopment for Xavier. It also helps that the .presentmayor is a Xavier alumnus.

Xavier has joined with an interested community group, theDanneel Area Improvement Council; to induce 'the City torepave neighborhood streets, provide regular bus'serVice andmaintenance, and to prevent rezoning of the.neighborhood forlight industrial uses. Construction of a new area elemen-tary school and a private nursing home are also partiallyattributable to Xavier.

A.$1 Investment Yields ..$500,000

The University'a landholdings in the community have alsobeen a boon to development. When the City planned a publichealth center lor the area, the site selected initially wasoutside the neighborhood. Xavier presented the City withsome vacant property it owneein Gert Town, offering tolease it as the Center's site for $1 a year. In exchange,e City agreed to use the $500,000 allocated for land

pn'i-ahimk_for a new child development center. The childdevelopment center is used by Xavier to train teachersand to care for neighborhood children.

A similar property arrangement ha been worked out for anindoor swimming pool in Gert Town, sc11iedul esito open in1980. Xavier owns the land on which the complex as- built,

and will lease it to the City. Community residents will usethe pool on weekends and on weekdays after 4 p.m.; duringacademiclhOurs it will be used by Xavier students. Xavierinsisted on an indoor pool to enable greater use, and willconduct training programs at the facility. The pool isbeing built with a combination of local and Federal funds.Many of the priorities for health and recreation facilitieswere established as part of a long-range plan preparedin 1972 in cooperation with Educational Facilities Labors-tories. One of the plan's remaining projects, to cover'adrainage canal that has long been a physical and psychologi-cal barrier between Xavier and Gert Town;, is now on -,the backburner, as Xavier wrestles with its needs for increasedacademic 'spade. The space is necessary to accommodateXavier's. steadily increasing student enrollment,:which manyfeel is a result of improved community relitiOns and thebroadened academic curriculum it:has made,possible.

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NewTown DevelopmentSt. ,Louis Universitywommllowa,

One of the largest community redevelopment projects invol'ving a university is now underway on 1,200 acres surroundingthe campus of St.Louis Un'versity.

The hope for the NewTown project is to create a communityof 40,000 'in an area that through gradual decay saw itsresidential population shrink drasticrlly. The redevelopment package- includes rehabilitation and construction ofthousands of housing units, expansion of the University'smedical facilities, plans to attract new light industry; andupgrading a once vibrant office and retail center near theheart of the development area.

Despite its large scope, the project's development strategyis being directed at smallscale, neighborhood renewalefforts. Through a unique partnership Involving the City,community; and St. Louis University, citizen involvementhas been stimulated and project benefits more evenly distributed.

Blight at the Front Door

Like many older urban institutions, St. Louis University wasoriginally built in a plush residential area far removedfrad.the City's central business district. By the 1940s,however, following detades of industrial expansion andresidential flight to the suburbs, the University neighbor.hood had chauged'greatly. :Vacant storefronts surrounded thecampus; the housing stock was severely deteriorated; and thecrime rate was increasing rapidly. -. Serious thought wasgiven to relocating the entire campus to asafer suburbanlocation, for as one fearful administrator put it, "Blightand decay is at our front door."

Through the leadership of Rev. Paul C. Reinert, who becamePresident of the private Catholic institution in 1948,the University begin to' participate more actively in thecivic life of the community. However, the area continued todecline and by the early 1970s was a serious threat to theinstitution. Al Reinert note's: "We had clear evidence tramour recruiting people that many parents were becoming afraidto have their children code here. The area was beginning'tobe a serious deterrent to recruitment."

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Assuming Leadership

-In 1974, following discussions with representatives cf otherinstitutions, city officials, business keaders, and 'neigh-borhood residents, St. Louis University asiumed leadershipin establishing a,nonprofit development corperation. Thegoal of the NewTown/St. Louis CorporatiOn was to plan,promote, and monitor development Of.a 6001-block area sur-rounding the campus. Its operating budget was funded bylocal contributions and matched byn foundation grant.Reinert, who had since become Chancellor of the UniVersity,was to'serve as board chairman for NewTown.

The NewTown staff divided the district into seven projectareas. The plan was to spin -off several "for-profit" groupswhich could then develop the areas' according, to generalspecifications piovided by NewTown.

Phased Development

The first area to be addressed was a 25 -acre, predominantlyresidential tract in.the southeast quadrant of the devel-opment district knhwn as Lafayette Towne. Rejecting earlierprivate development plans that .would have bulldozed thesurviving housing stock, the Ne4Town group suggested rehabilitation of some 300 units, to be complemented with newconstructions To date, about 70 homes have been rehabil-itated, with little displacement of existing residents.

The second area to receive consideration has been a 271-acresite in the southwest quadrant near St. Louis UniversityHospital and two other medical facilities. As uaa the casewith -Lafayette Towne, about three-fourth* ,f the "new"housing will be rehabilitated existing structures. Develop-ment'is being directed by the Midtown Medical Center Rede-velopment Association and financed ilazgely by hor-pitalboards. While much of the housing will be occupied bydoctors and medical students, strong representation ofcommunity residents on the Association's board has directedAttention to the needs of existing tenants.

As a result of an earlief renewal project that had forcedthe relaultion of many neighborhood resident -s in the 1960s,"many people were suspicious of our institutional motivesin the -Midtown area," Reinert notes. Consequently, the

Midtown efforts have involved local residents in each stepof the' planning process, often contributing to jengthy butnecessary delays in project scheduling. One t snit is that

. 22 EFL

Eight Stor-es of kenewal

neighborhood grail/3s have generally been iu agreement withthe'development board's plans.

.

A thiled major development project is just getting underwayin a 292-acre.area'at. the heart of Midtown. Formerly amajor -entfttatument.irea and center for doctors' offizes,

o this region immediately north of the University is projectedto become a revitalized commercial area. The Midtowndistrict has ,been placed oa theNational Register of His-toric Places, and reliabilitarion of several previouslyvacant buildings is underway. fn addition, construction isexpected to begin shortly ofi a new state office.building

' whose location in the Midtown area is seen as a key anchorfor redevelolinent. Recently; the University joined with twoother groups to form the City Center Corporatidn'to guidethis area's development.

A Man for Al! Seasons

To date, Reinert estimates that the University's financialinvestment in the entire NewTown 'project "has really been inmy time, as I have spent between half and three - quarters ofmy houXs on it." Now, however, Reinert has resigned as,Chancellor to devote himself full -time to the redevelopment,and the Boar of Trustees -has pledged itself wholeheartedlyto support City Center.

"The University's commitment," estimates Reinert; "will beabout 000,000' a year for the entire project, which thetrustees consider to be an excellent inves:-ment in thefuture enrollment of the University." As for himself,Reinert views his increased involvement in the project as"an entirely new career.."

Among the project's many benefits, it has served as a "liv-ing laboratory" for students who have woiked with neighbor-

1

hood groups and has helped to encourage additional business..'investment in the aTea. "Our prime motive all along wasto Imake sure that the environment would not he .a threat to ourenrollment," says Reinert. But in the words of one areabusiness leader, "St. Louis University has clely estab-lished itself as the great preserver of Midtown St

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. .

Cik2US-AND COMMUNITY

Small Scale RenewalPratt Institute

At Pratt Institute, neighborhood involvement does notprofess to be a master redevelopment plan of the, same scaleas NewTown in St. Louis. Neither the economics nor theresources of the Brooklyn, New ,York school would aLloO such

an.effort.. °

."We have no grand illusiOritil" says Steverilagan, the PrattProvost whoehelps supervise the Institute's -various commu-nity activities, "It's the little things that make adifference -- those done bit by bit and i= small pleas."

As late as 1970, Pratt had considered moving its campus to amore secure location. The area sround,the 4,000 - student

institution, located midWay between Downtown Brooklyn andthe blighted Bedford-Stuyvesant area, had been on a steadydownward slide. Pratt, however,'decided to remain and serveas in anchor for revitalization of the area.

Through its efforts, the Myrtle Avenue Coalition was recent-ly formed to help revive ._ declining commercial strip justnorth of the 7:0T-acre campus. Composed of merchants, lout!banks, and Pratt officials, the coalition has begun toattract private funding and grants and to develop an impor-tant leadership

"Our trying to do it alone was impossible," says Roy Vanes-co, a lifetime area resident_who has operated a MyrtleAvenue refrigerator sales and service business since 1957,"With Pratt's 'assistance things have turned completelyearound."

Neighborhood Security

A cooperative security system has been initiated and appli-cation has been made for a Community Development Block Grantto help pay for street improvements, supplementing theinvestments of private storeowners. "We also hope to. bring

in 15 to 20 new businesses," says Vanasco,"mostly smallerneighborhood service stores such as shoe, hardware andclothing shops." There are now about 160 businesses in the

area.

One of Pratt's significant contributions to the neighborhood

'24

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has been to improve security around the campus,"-particularlyaround the local subway station. This increased securitypresence has benefitted the adjacent' Clinton Hill neighbor-hood, where private renovation orbpswnstong rOwhouies isunderway. The Iu..titute is currently pre faring a plan forthe cavernous Fulton-Washington Street subway station, whichproposes closing off one entrance as a security measure.

.

Providing Technical Assistance

Another visible contribution has been through the PrattCenter for Community and Environmental Deve mene,.foundedin 1953. The Center operates through_the achoo Archi-tecture and Planning and has.a city-wide mission to providetechnical assistance to community groups in the physicaldevelopment of their neighborhoods.

The Center has been active in housing.,rehabilitation pro-jects in the Fort Greene neighborhood near the Instituteand throughout Brooklyn. Students receive academic credit-for working on community, pajects, aad Pratt faculty aretapped for design and planning assistance.

The Institute also owns two vacant industrial buildingsahich it intends to rehabilitate. The surrounding areacombines residential and light industrial uses -- a mixPratt hopes to encourage by leasing one st,ructure forindustrial space and converting the other into residential

' lofts.

4

Community Use of Campus Facilities

In 1975, Pratt constructed, $5 million Activity-ResourceCenter on the edge of campu as a "physical symbol" of itscommitment to the neighboih od. Pratt encourages communityuse of the facility, which ncludes a gymnasium, art studiosand science labdratories. Local residents are free to usethe outdoor tLack.for jogging and the gym is open'on aschedpled basis for group activities. Several of theInstitute's many youth programs in arts, theater and sports-also use the facility.

While Pratt's efforts have not exactly created an Eidoradcof the neighborhood, they have succeeded in stabilizing whathad once been a rundown area, three blocks from the formerBrooklyn Navy Yards. As one longtime observer said ofthe Pratt-community relationship, "It was one of utternecessity. Without Pratt, this place would have gonethrough the floor."

25

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Beginningi in ConflictUniversity of Pittsburgh

1The community uproar that was gtnerated when the Universityof. Pittsburgh announced ambitious building plans in theearly 1970s' was loud, clear; and a bit unexpected. As onePittsburgh administretor later commented, "We were sadlynaive." The widespread opposition managed to cut across.claw lines, ranging from poor black and white tenants, toriddle;-class homeowners, and the Oakland area's wealthybusiness interests. All maintained that the University'sproposed academic center would-interfere with the quality ofthe largely residential community; change traffic patterns,and add to parking problems. .

The Oakland community was joined in its fight by theCity's planning department, which agreed that the neigh-.borhood should have some degree of input into the plans. Acommunity group, People's Oakland, was soon formed topresent an alternate plan .to the proposed complex. Thecitizen protese also'helpecr%initiate a series of construc-tion delays that eveutually' caused the UniVersity to loseits Federal. funding for a proposed high-rise dormitory andto abandon its original 'Ilan forthe Forbes AcademicCenter.

If-You Can't Beat 'em.....e.

Acknowledging the reality of community involvement needs,Pitt agreed to participatein a joint planning process withthe community tad City officials to resolve the final designof the building. The school also established an Office ofPublic Affairs, which, together with the community's newly:-formedTlanning group, Oakland Directional., Inc. (ODI),eventually settled on a much modified and smaller complex.As a result, a single building now accommodates most of thefunctions that were originally proposed for three build-ings, requiring fewer changes in the community's overallappearance.

ODI has, sin become the area's recognized planning anddevelopment a e y. Its representation of Universityand City of ials And community and business interests

has been applauded in one ftatiOnal study as extremelybalanced Bitter confiontations have generally been re-placed negotiations. Recently, a University proposal

26 . 26 EFL

tz

Eight Stories of Renewkl

for a hotel-conference center in the area was°tabled because,

of the serious objections- of business and residentialinterests. It is now being considered at a differentlocation.

1

. Student-Ghetto

-Currently., the area's most acute concern is the iqualitp ofOilcrinea housingLatock., In the past ten years the numberof student-occupied housing units in thelOaklanCcemMunityhas more than-doubled and now represents nearly half of theseheoles---T,000. Off-cAOPUS Students: Absentee landlords,unsafe structures, peer maintinanee, and serious o'er-.crowding haVe'Contributed tn a iteady decline in the neigh-borlOnd. knw_new_units_bave been coAitruCted,-despite'the growing need fOr more. rental space. Added to theseA'pressuvea are the Aemands for parkin and circhationI space: -Daily Commuters into- the Oakland area -= primarilyUniversity staff., faculty and students -- now outnumberOakland'residents.

r.

The CitY,'Oalclandpirections and thelUniversitrhave'alreadyjoined together In_beveral studies of,the dire housingsituation, with recommendations for stticter code enforce-ment, rehabilitation of existing unics,,new construction andalternative on-campus housing choices for studepts. Todate, no concreteroposals have been made, but recentnegotiations suggest that a cooperative solution will -beworked out. -.. .

,

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'74

Preservation and RehabilitationBrown UniversityMINNINIIMEM;4

When Brown ,University tore down several eighteenth-centuryresidence/Y-0. build a new .dormitOry _complex, in the late,1:930s the preservation int"rests, in Providence; RhodeIsland, :united: `Ttfeir, -itigOrOus ,prOtestS were too: late to

:aaVa thOae- structures,, but they did serve to Create. theioCiOieifaiVation 'Society.'

.

Along with much of the reat,ofthe country, Brown's theoriesof neighborhood.preservation have shifted dramatically sincethat time. Today,, existing buildings are recycled wheneverpoisible to meet construction needs of the University.

Sustaining the Ambience

In .1979 tour buildings were' rehabilitated for a new perform-ing arts center and several others for academic purposes.In addition, there -is a commitment to reusing smallerCollege Rill' area structures for institutional space, which,according to one campus planning report, will "sustain thespeaial ambience around the'campus...with its varied archi-tectural styles." Buildings that cannot be recycled. areoften relocated.

a

One indication of Brown's ne4 commitment to building preser-evation As'Ehat the most recent President of the PreservationSociety iskRobert Reichley, who also-is Brown's Vice Presi-:dent for Community Affairs.

Brown's interest in fitting development Snto the surroundingcommunity can ,also be seen in ?one of the University's fewnew buildings, the award-winning Rembroke Dormitories.Locatedolong a busy commercial street' near f!:e University,the complex also includes six retail shops .on 'Woundfloor. As the Americaninstitute of Architects' awardi jurynoted: "It is an outstanding example o -the weaving ofan'ilstitution into the urban fabric...successfully main-taiihing the scale and activity. of the shopping street,-while

simultaneously creating a great and intense focus of itsowif." The shops 'help offset the construct' on costs forBrown and also 'provide property taxes to the CWty.

EightStories of .Renewal

Less Land, More Liquidity'-o

Brown is reducing its land holdings inthe community under-aUniversity policy to confine the compile to a specified area.Properties outside a,designated line are sold off to privateowners, as well as those inside-the line for which theschool has no immediate use. Property sales have generatedcapital_for _other rehabilitationprojects,_and_administra7tors point out that' consolidation of the campui operatingplant has proven to be an energy asset.

One off=campus property that Brown continues to own, southof campus-, was originally planned for use as a parkinggarage until Fox Point neighborhood residenti blocked thoseplans. --Recently, a _private developer proposed movingseveral older residences onto thg .site, but. neighborhoodresidents defeated the plan, claiming it would encourageland speculation. Both sides note that whatever finallygets built on the vacant site will have to be by mutualagreement.

The Portuguese of Fox Point

.

Another.sign of cooperation between Brown and the communityis a brochure written by members of the Fox Point CommunityOrganization and printed and distributed to students duringregistration by the Brown Housing Office. It explains howrents in the predominantly low- to-moderate income neighbor-hood are beginning to escalate drastically. The brochurenotes that these economic pressures are causing displacementof the community's longtime Portuguese residents, "sincelandlords know that students can usually pay more than animmigrant family." . The brochure urges students to "thinkabout living outside Fox Point." In addition, all publi-cations at Brown have -refused to run advertisements forany available- apartments in Fox Point, and administratorshave attempted to limit the number of off-campus studentsand to stabilize overall enrollment.

According to Robert Reichley, the increasing sophisticationof citizen groupo and the University's realization that itdoes have an impact on the surrounding community have hada great impact on University-community relations. As headof Brown's Office of Community Affairs, created in 1969,Reichley views his role as "bringing both the community andUniversity into contact with the issues;..to make.known ourplans, erase the doubts and put down the rumors.' Reichley'sadvice to other community affairs offices: "It's better tolet. the community know your plans than to create a mystery."

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a CAMPUS AND COMMUNITY

'Coalescing a Community...Ohio-State University

A campus study prepared in r1961, for- Ohio State' Universityairessed.the ,importanCe of-plaiuiing,beyond the institution' s

boundaries in Columbus, particularly in regard to housing."A wide ,variety of houiing,ifsedi,. preferenCes, and incomesaziOnt University -people," 'the'. report. -reed,,, "requires an

equally- varied choice Of- housing., accommodations near thecimpus..It, must not be surrounded- by a gold coast in whichUniversity people could 'not afford to live 'EBY by an in-cipient slum in which theyAo not want to.live,"

By the end of the 1960s, however, the prospect of beinglocated next to'a slum-was becoming increasingly real. Thepressures of unmanaged growth were eating away at the Uni .versity community:- An incursion of high-density apartmentbuildings was 'threatening a. once-fashionable residentialarea east of campus, faculty members had begun to moveto the suburbs,, and the turnover rate of the area's 'sumo,substandard dwelling units was rising steadily.

The major commercial strip, High Street, was plagued withovercrowding, traffic congestion, and property use out ofcharacter for a university community. The area was simplybe:Cooling, in the ierdi of one UniveWitYhorrible environment -- socially, physically, and visually."

Neighborhood Boosterism

Fortunately, because of the large size of its campus, OhioState was not experiencing the same expansion pressures asmany other urban universities. Nor was there any conflictbetween the. community and University-that forced the school'to begin working with its neighbors. What was basicallylacking was an organized neighborhood group that 'could beginto address the problems .of deterioration in a concertedmanner.

Through the initiatives of University administrators and anumber of civic groups, the University District Organization(UDO) was formed in 1971. EstaLlished to act as a communitybase for planning and development, UDO's duties are nowbroader than most joint planning bodies.

One of its first steps was to formulate a long-range policy

30

. 30EFL

Eight'Stories of ReneWal

plan for what is known. as University Community. Question-naires were sent out and dozens of neighborhood meetingsheld. The resulting discussions of major issues affeCtingthe.community attracted a good deal of citizen involvement.Although the UDO board's composition was heavily weighted onthe institutional side, its willingness to involve neighbor-hood residents won it general acceptance as the major."com-sanity" group in the area.

One of the tasks UDO has set for itself 'is community pro-motion. Located just ten minutes from downtown Columbus,the area contains diVerse neighborhoods, the nation's larg-est single university campus, and several renowned sci-entific, reseArch and health institutions.

Brochures and other promotional activities are aimed at pro-moting the community to businesses and potential residents.Among its publications have been a social services directoryfor the community, a community profile, a directory for theelderly.and a bicycle plan.

Low Density Housing and Commercial Development

UDO has also been working with the City's planning de-partment in an attempt to have the University Districtarea rezone4 to lower density residential use. The newzoning classification yould help prevent construction ofapartment buildings in- certain areas, thus stabilizingexisting neighborhoods and encouraging more single familyoccupancy.

Private investmeni. in residential communities is steadilygrowing as many people rediscover the area, and public fundsare assisting further in street improvements and othercommunity development ac t iv i t les ..___!Thearea is 11ter ally'

---------renewingiffiff," says Bill Griffith, Vice President ofPlanning for Ohio State, and a longtime observer of the com-munity. Campus plinners on his staff provide technicalassistance to UDO on certain projects.

As UDO attempts to limit high density development in resi-dential areas, it is seeking to encourage commercial devel-opment in the High Street commercial area. The organizationhas prepared several feasibility studies which have aidedprivate development plans, including one for a major com-mercial corner near the campus. According to ExecutiveDirector Karen Schwarzwalder, UDO is now addressing otherproblems, such as congested pedestrian and traffic con-ditions, with 'hopes of generating urther construction.

31

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The University has not only served as a member of the UDOboard; it has played a key role #n supporting the organ-ization. In the early years, WY /Operations were paid forby seed monies from Ohio State and Bettell Institute,another board member. Federal Community Development grantsfunded operations between 1974 and 1978, but part of the

$ current fUnding is through a $15,000 donation from he`University. UDO is investigating other posiibie sourcesofsUpport to- supplement the fees of board members. How-ever, as-Ira Fink, longtime observer of University-communityplanning has put it, 4Given'UDO's output thus far, it hasbeen a' bargain for Ohio State and the entire community."

32

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Fostering Community Self-HelpAquinas College

By the early 1970s _the Eastown, Michigan community wasshowing some signs of trouble. As the. president of nearbyAquinas College, Norbert Hruby, recalls, "When I arrived inGrand Rapids in 1969, I found the gighborhood adjacent tothe campus charming and delightful. Three years later theresuddenly appeared' a rashlof 'for sale' signs on residentialstreets, and an alarming number of vacant lots in the'Vealthy-Lake Drive commercial area."

Neighborhood transition and--deterioration posed 'a basic-threat to the small Catholic liberal arts college. "If

_Aquinas becaMe surrounded, by a rotting ghetto," recallsHruby, "enrollments would drop drastically. The Collegewould die of starvation." The well-being of the institu-tion appeared to be inexorably linked to the community'sproblems.

President Hruby organized a committee of College represen-tatives to learn- about th/e neighborhood. The group'sfindings were presented to several meetings of communityresidents and merchants, and an ad hoc neighborhood groupwas formed. That organization, later to become the EastownCommunity Association (ECA), began to address longstandinglocalconcerns, such as the boardihg of vacant buildings,and played a key role in organizing a street fair to.attractpublicity for the community.

Securing Foundation Support

Aquinas provided another significant service to the areain applying for a $129,000 Kellogg Foundation grant. Thatthree-year base of funding enabled the'fledgling ECA tobuild neighborhood recognition and become self-sufficient.

Studentsi Who comprise a high' proportion of the neighbor-hood's rental tenants, helped 'organize a food co-op andcommunity activities. Faculty involvement was encouragedthrough classroom activities that focused directly on theAquinas-Eastown situation. "If there is to Be real involve-ment of institutional people," a faculty rcport notes, "ithas to relate somehow to their professional self-image."Through the efforts of ECA, the community was designated acommunity development area in 1976, enabling it to receive

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3333

CAMiUN AND COMMUNITY

.

low- interest loans, uniform code enforcement, and Federal-grants. ImprOvements have been made to,much of the area'shousing stock, and most dilapidated structures have eitherbeen removed or rehabilitated. Surveys of housing qualityconducted by Aquinas faculty and student during the 1973 -77perIod generally show improving ck, constant condition's formuch of the 70- block, neighborhood.

A Good Flee. e. to Do Business

In ,addition, the Wealthy-Lake Drive shopping.-district. is regaining its- function as a community commercial center.The vacancy rate has been drastically reduced and newspecialty strips-, bars, restaurant's, and (Aber- ieriieifacilities have opened: Housing improvements and neighbor-hood events have drawn attention to 'the diitrict as enexcellent,place to do business.

What is particularly significant about the Aquinas-Eastowninvolvement is that the community organization has grownstronger even as Aquinas' influence has diminished. Localleadership has evolved Anong residents and-the Association'sfirst executive director is now a City councilwoman. ECA isalso self-supported, relying on various grints and member-ship fees to fund_its-staff and-operatiOns.

Residents strongly identify the improvements that have beenmade as their own doing. ' This development is welcomed byAquinas. The goal of 'the institution's involvement, saysHiliby, was to provide a supportive environment for neighbo -hood renews ,_Iland-then-to-withdroescene."

The Aquinas experience is documented in a book, Eastown!Supported by theCollege and printed by the Kellogg Foun-dation, it prOvides useful advice for institutions involvedin community renewal efforts. Among the book's messages:

o The institutional role should not be designed to directthe development of the local area, but only to reinforceself-development within the community.

o If the institution- truly wishes to help, it must teachcommunity groups to know what to ask for and to keepasking. It must generate pressure on itself.

o *The institution's main purpose must be to help the com-munity help itself...once the residents begin to showsome ownership for a joint enterprise, the institutionalstance must become less controlling.

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A Sampling----of- Strategies-

III

Redevelopment partnerships between academic institutions andtheir local communities come in iasny.shapes and sizes,depending on the goali and resources of each. Strategiesmay center on commercial revitalization, or on incriltsimgthe supply of-hoissing in an area. They may involve shareduse of'cultpral facilities, or shared maintenance of parksor subway stations. Novel financing schemes ally guide one.planJdulethedesireforlastbric preservation guidesanother. This 'chapter examines a broad range of strategiesbeing used by more than 20 colleges and universities.

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Campus-Related Commercial Development

Institutions can actively undertake major redevelopment ofdnteriorated areas for commercial organizations whichbenefit from proximity to the campus, and which in turnbenefit the college or university. This strategy has, beenused for advanced scientific and technological companiesnear major educational centers.

A central feature of 'the 15-year revitalization of thearea of West Philadelphia- surrounding Ihe_UniveTsity ofPennsylvania and Drexel University halybeen the creationof the University City Science Center. Plans for theCenter originated in the mid-1960s from discussions of waysto revitalize 46 acres of largely deteriorated land justsouth Of-the Penn campus: The-Science.Center was viewed bythe City *as -an economic development project, and by area

, universities as a source of faculty grants and research_contracts, as well as a way to 'promote the safety of the

Multi-Institutional Develo

Witls_financial--support---frAma--Penn;Dreterand---12sniatter\ institutions, land was purchased and buildings constructed.

\After rough going initially, when, the area's poor reputationmade it difficult to attract business, development hasflourished and the Citerl'which includes eight buildings,id now home for 70 businesses and organizations and'morethan 4;0\00 employees. Nearly $30 million in research grantshas been\received by the Center and handled by a pool oftalent represented by 28 area colleges, universities andhosiiirals. Plans eventually call for 12 buildings and 20,000employees.

Creation of the 'Center has spurred other commercial andresidential revitalization in the University City area.The Center's activities also complemtnt service, programsdeveloped by the West Philadelphia Corporation, a localcommunity organization. enter officials are quick to pointout that it was the ong ng efforts of the peighborhoodgroup that led to the long erm redevelopment of the Uni-versity City area in the firs plaOe. The Corporation wasestablishetf in 1959 by five institutions, including PennaniDrexel, who chose to remain in th neighborhood and work forrevitalization, rather than flee.

36 36 EFL

es'

A Sampling Of Strategies

M. LT TechnOlokV.Siiiiie

Like-the .,0niVers ity of,.pennsYlvania, "MaasaChuisetts Instituteof -Technology, located in Cambridge,, Maiiachusetts, has !longattracted' xessrch. .agencies and. companies interested Inlocating neaT the- Institute for, its human and' academicresources. Efforts to attract business to the area havecentered on .Technology Square, a 42-Acre site developedseveral yeara ago 'east of the campus. Establishedjointly with private And University funding, the $'100-million complex employs 4,000 persons and includes 'worldheadquarterE 'for 'Polaroid' COrporationi which draws heavilyon the academic communities of Harvard and MILT.

M.I.T. is also involved in 'other efforts to encourage com-mercial ileyelopmeat.. _The school is bordered by a primarilylight industrial area which,several years ago, experienceda growing exodus of finis to suburban locales. .M:i.T. pur-chased many of the vacant properties with the hope of pre=serving a commercial base in the area. Now, after years of

ding this land as an albatross, a major corporation hasV4Py d interest in locating its headquarters on the,site

aA0:4

e prospects for smaller commercial office andretail ell.

Residents Pessimisti ; rchants Optimistic

Residents in the Cambridgeport neighborhood north of theredevelopment. area are split in their feelings about theProposal. Some fear its effect on property values, othersare anxious for any type of development that could stimulateadditional housing construction in what has always beenperceived locally as a shabby area. .Merchants along Massa-chusetts .Avenue .are optimistic that a redevelopment effortorganized by M.I.T. could have a positive effect on com-mercial rehabilitation along the lower part of the Avenue.The debate over any subsequent proposals promises to involvemuch community participation.

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CANPUS,..AND GOMUNITY

Renovation of Community Buildings

Use- of existing buildings for institutional Aoffices andclassrooms prOvidei increaseciSpace needed. by a university

,college-Whilebreaking;down-birriers-befween campus andcoiannitY. 'Rehabilitation ok,,, existing 'buildings alsorepreients-a plychOlogical vóteof confidence in the cow-

40, often:spurs-renewal of other buildings bycommunity interests.

.

Efforts to encourage commercial revitalization of an areacan often go hand-in-hand with rehabilitation of existingbuilding's: The restoration of the former Delaware andHudion Railiata building in Albany for the new adminis-.trative4leaaquarters of the State Univeiiity of New York issuch an eiamOle. Creation of the State University Plaza,according to.City oflicialc, bas"greatly increased the'COnfidenceof property owners in the commercial area acrossthe street lie'. the-Plaza. Several private rehabilitation

-----'-projects, :including a new restaurant i offices, and retailshops, have Jim:el-gotten underway in what hid previouslybeen vacant;' deteriorated buildings. .

------iodation Of the Uiiveraity complex at the foot of CapitolHill also preservii-e-landiark building whose fate has longbeen uncertain. It is ironic that whendthe Flemish-Gothicstructure was first built in 1911, it was seen as a hope 'forimproving the City's crumbling riverfronf area.

To encourage further community involvement with the Uni-versity, the $16-million complex includes an _art gallery,assembly hail and public park. According to ChancellorClifton R. Wharton Jr., the move into the new facilities"represents unmistakable .physical proof of State Uni-

,veisity's'intiMate involvement in the urban revitalizationof the City of Albany."

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i'Sampling of Strategies

Joint Public-Private Development

Similarly, the $7-million restoration of- the 3,100-seat

Eastian Theatre by. the University of Rochester's EastmanSchool of Music has stimulated joint private-public devel-opment ...of a /cultural and entertainment district. Publicplazas and skywalks, and ,private commercial establishmentswill be developed in what was formerly a "red light" area.

In Princeton, N.J., where the Uniyertity owns a largeportion of the town's major commercial area, five Victoriancommertiatbuildings along the'town's main commercial streetare being rehabilitated. Owned byithe Univeriity andlocated in a relatively deteriorated section of town, thebuildings had long presented an image problem to the, school;

' which is located less than a block. away. Once completed;the University plans.to turn the $1'rmillion project over Spa private, ahagement group, which will rent the upper floors.as apartments and.tbe,ground.fioor us retail space. Four

houses that were.'retOcated.by Princeton and restored arealso included.aa,pii6*the4iCjecti "..4010,

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Theateri; Aotels ail/14441. Center.

The decision-o" 'tens of otheranstitutions to rehabilitateexisting struc,..refr for.new university uses has stabiliZedicommercial, areas throughout the'country. In Buffalo, NewYork, the UniVersitx of Buffalo moved its experimentaltheater into te Orty's'theater district; Since then, twoother theaters haVe been- rehabilitated and several newrestaurants and shove c.reatec., In Chicago, Roosevelt

rUniversity's rehabilitation of alandmark aud:~orium andtel preserved that threatened structure and

helped to stabilize the south end of the City's commercialdistrict. In San Francisco, Hastings College,of Law'snew law center, consExucted-oi the edge of the City'sTenderloin district, would have.caued several businesses tobe displaced; instead,' Hastings rehabilitated some remainingbuildings and rei .ated the businesses into new quarters.

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Assistance for Community Self-Help

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Institutional expertise can be used to assist local com-mercial revitalization efforts. a

At Johns 'Hopkins University, an economic profile of thenearby Remington community, preiared by the University's-Office of.Gommunity Affairs, was, made available to the local 'neighborhood association. The profile has proven valuablein the association's application for a grant to'redevelopkadeterioratink commercial strip.

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11

Students and the Small Business

. "At the Uiiversity of SouthernCalilornia, the mechanisms forncourapIng self-help are More., elaborate. The businessievitalization program.grows out of an earlier serviceproject that attempted to link'the University with itssurrounding community, one of the poorest in Los Angeles.As part of what is known as the Joint Educational Project,students have been assisting local private business in anoverall revitalization plan ,for which they receive academiccredit.

Begun in 1972 as a social and educational program, theservice program is branching odt into economic develbpment.The program relies on grants and some University funds, butthe hope is to develop neighborhood support rather thanremain dependent on the University for continuedsssistance."Even if we fall into the ocean tomorrow," says BarbaraGardner, the project's director, "the structure helpedcreate will survive."

The Communityks a Front,Door,

One successta redevelopment program is based on the ideathat the community surrounding a college or university can

(Iserve as the institution's "front door.:' Boston University:had been particularly concerned about the gradual decline ofthe neighboring Kenmore Square commercial area. Becausethe Square is generally the first sight that prospectivestudents and their parents see when they visit B.U.'scampus, administrators considered its appearance to bevital torecruitment efforts.

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ASampling of -scnitegies

In recent years, some of the offices located on the upperfloors of buildings-on the Square had been vacated, as wellas two former hote/p. Because of the perceled threat thatthe Square might become, as one administrator said, "another*,Combat 2one" (an area of Boston, - largely populated withpornography phops..ind bars), -'the University vigorously-fought new liquor permitgfdi the area.

In 1976, the University was instrumental in preparing aredevelopment study, which stressed the need for additionalprivate development for the Square. One result of theStudy, which was co-presented by several area bank's, aninsurance company andhe Boston Red Sox (whose home field,`Fenway Park, is nearby), was to revive the Kenmore SquareMerchants Association. The Association is now activelycleaning up the Square and strengthening police p tection. .

Shared Cultural, Facilities

Cultural and recreational facilities are easily shared bycampus and community; they are' rarely used full-time by,either. Sharing costs as well as use of these spetializedfacilities 'is prudent financial planning. In East St.Louis, an arts center established in\a vacant hotel serves

It neighborhood schools and residents, as well as a branchof Southern Illinois University aV Edwardiville.

The University of Akron, inOhio, owns and operates a per-forming arts center built on the side of campus nearest thethe City. The University uses the facility for teaching,but also rents it for community activities.

In West Texas, Amarillo College and the Amarillo Art CenterAssociationteamed u7) to build a fine arts complex locatedon the school's campus. The College built a music building,the Association built a privately-funded museum and the twocombined to build, a concert hall and _theater. The Collegemaintains and insures all three buildings while the Asso-ciation pays salaries and insures the collections.

III111111111,Mixed Use Development

When an institution does construct new buildin3s,-,providingground floor commercial space has advantages. It softensthe edge between campus and community, and generates incomefor the institution and taxes for the municipality. In New'

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Haven, Connecticut, Yale University's Periter tor -British Art., , _.

includes six retail stores ,and areatinrant, built eV:mg theisireet laCades of the aWard.4/inning 'built:ling. The ehOps add

and,. ... i,liveliness; to =-the -area' end generate A62.;000 a year in real

estate. -..taxes, considerably,, -Mari, than -the;. ,ecineercial,atoresthat were replaCect-t;y,,,os,,ceSiei-. The 'tali revenues also

, -.iiidlo...tlie. :project; -Mori xitractiW.e to the city-of ileW. Haven,which is saddled 'with. -S.':lsis-,,,4 `base and

. is. discouraging-nonta ble-,proper y_ownersiip.

At ,uniVereitiei, retail, shops :have. :been ,con -structed' on- the, ground floors. of ,dormitory .:buildings. One

-is tie stores-.-and-reetaniante,,bUilt'into the groundftioor, of ,Bosinn 411,Commore-ifeayth, Avenue. The private; shops.:empl :oy .more than: 70people, and pay- more than $1:251000: in income, andreal estate taxes each 'year.- Thi, 'kesii-siSs,have providedPirating. caPitsal. 'for othereeefuti:-. iioproveisenfs..

Community Housing Improvements

ir,:rtrett

Educational institutions cad play -an important role in sup-porting improved community housing, which often housesstudents, too. Support may take the form of technical as-sistance to community residents or institutional cloutapplied to the 'city to enforce .safety codes.

Through community centers affiliated With, an institution'sarchitecture and planning departments, universities canprovide technical assistance to improve community housingstock and at the same time preserve the character of a

42 EFL

A Sampling of Strategies'

neighborhood. Programs at the University of Colorado atDenver, University of Utah, Ohio State University, andUniversity of California have been particularly helpful inmany neighborhood renewal projects.

Cooperation on planning end zoning issues, enforcement ofbuilding codes and maintenance ,requirements, and assistancein design and building improvement projects hrvl all proveneffective methods -for university involvement. The South-eait Chicago Commission counts the enforcement/of buildingcodes as'an impoitant part of housing rehabilitation effortsin the neighborhoods around the University of Chicago. TheCommission was established by the University ofChicago in1952 to supplement City services and help 'promote communityimprovements. It continues to be funded primarily by theUniversity and by contributions from community residents,more than 90 of whom sit on the Commission board.

Housing Students, Staff and Community

Rehabilitation 'of existing community buildings for uni-versity or college use, or for mixed occupancy by campusand community residents, has the same positive effect asreuse of buildings for offices. It is a vote of confidencein the community and can spur private rehabilitation ef-forts. In addition, mixed occupancy apartments, unliketraditional dormitoiies,' can help institutions deal withfluctuations in.enrollment and student housing preferences.

Student Housing One Year,'Faculty the Next

In the early 1970s, Boston University officials say theywere "burned" when they were stuck with more on-campusdormitory rooms than were demanded. At the time, stUdintspreferred to live off-campus. But, demand for dormitory-style housing was soon growing again. Now, in developingnew housing, 'B.U. administrators are lopking at buildingsthat have multiple uses in addition to use as dormaories.

One solution has been the purchase of a block of mostlyvacant apartment rowhouses, located two blocks from campus.

-The buildings have been rehabilitated-with Federal and Statefinancing, and the University has agreed to pay all -localreal estate taxes on them. For now they will be occupiedby students; but with enrollment expected lo drop in 1981,

43EFL 43


the apartments can easily be converted. to faculty or staffhouiing. Rehabilitation of the apartmentshas also ,stimu-lated- additional private, investment in 'buildings nearby.

Dozens of similar three- story- roWhouses,were demolished bytha University in earlier years; but neighbOrhoOdpressurehai.affnC4d.11:Ui!sAAvelnpmentlioliCifi:

Hotels Make Good Housing

Two other notable housing rehabilitation projects havefocused on hotels. In New Haven, rehabilitation-of the'Taft Hotel is being funded partially by a $350,000. loanfrom nearby Yale University. Theproject will provide196-units of market-rate housing for students and com-munity residents.

In 'San Francisco, another landmark building, the 27-storyEmpire Hotel, is being renovated by Hastings College ofLaw. The hotel, which has stood vacant for years, will beconverted into student housing. The conversion will befinanced by the College with a $7.25 - million Federal loan,while priffate funds will support renovation of an audi-torium, gymnasium and office space.

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44EFL

A Sampling of Strategies

Mortgage Subsidies for Faculty

Another strategy that has been frequently employed by uni-versities to stimulate rehabilitation is to offer discountmortgages to faculty and staff. The various programs pro-vide borrowers with interest rates and terms more favorablethan could be obtained from a commercial financial insti-tution. To insure that faculty and staff will live withinthe campus vicinity, restrictions are generally placed onthe location of the property.

As part of redevelopment plans for the blighted neighbor-hood around the University of Chicago, the.University beganoffering such mortgages to its faculty in the late 1950s.These incentives to buy housing in the immediate neigh-borhood came at a time when financial institutions wererefusing,to make loans in the area, and helped support thecreation of a "community of scholars."

Walk to Work

On the opposite side of Chicago, another private' insti-tution, Loyola. University, is encouraging its employeei tobuy nearby homes and apartment'buildings by providing low-interest loans. The program, called "Walk -to- Work," sup-plies loans to faculty and staff members as down paymentsfor residential properties wi.thin a six-block radius ofLoyole.s Lake Shore campus.

Since the $1-million program began in 1977, at least 25loans have been granted at six percent interest,, and dozensof other staffers aresaid to be actively searching for,homes in the campus area. Under the program, loan ceil-ings are set at $8,000, with a cost to the University ofapproximately $800 per loan. In addition to the loanprogram, Loyola sponsors a series of financial assistancecourses for area homeowners and maintains a listing ofavailable` properties.

Overall, the program has helped stabilize what had been adeterioratingneighbOihood and has genet.4ted good publicityfor the University. "People are taking heart that a biginstitution like Loyol2 is backing the area," says John F.Langdon, Loyola's Vice President .of Administration. Theprogram has also stimulated commercial rehabilitationefforts nearby.

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-CAMPUS AND COMMUNITY

Harvard Turnaround

Another large university-subsidized project is Harvard's

800-unit Mission Park mixed-income housing development,

built in 1976 on the site of what was to have been theUniversity's Affiliited HospitaisCenter. When 'Harvard

announced its pleas for the new hospital complex in 1969,182, residents. of the', Mission Hill community of Boston re-ceived-evicrion notices. The student s'trike.'that followed

a .feW-weekirliterhelped.. 61-Publicize ,thi -threat to the

eighborhcied, A,coSmunity tehantu.assoCiatiou,, formedsorni after,, begansto*Coniest the,HOSpitil'a certificate ofneed appl4ition-rto the ,state.

AiterAloiehi-,Of-plans ,were.leViicd-in:COoperatiOn Withthe community, a coOpromise'agreeient was reached in 1975.The hospital expansion site wa* loved back to i perking lotandHarvard agreed'eo Ulnance construction of some 800housing units and to renabiOtate 250 existing residences.Low-rise townhouses provide houiing for families currentlyliving in the community, and smaller, high-riee units areavailable for elderly pertons, students and workers in themedical area Many of the rehabilitated units are beingsold at market rates, although above the range of most localresidents.

Community Use for Surplus Property

Because many educational institutions bought land in antic-ipation of campus expansion; 'and'expension plans have beendrastically, reduced, they own a great deal of communityproperty. Divestment of. surplus property can be used as atool to encourage neighborhood revitalization which willultimately benefit both campus and community.

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A Sampling of Strategies

Over the past five years, Macalester College in St. Paul,Minnesota, h'as changed its policy regarding land ownership.

In the 1960s the 1,900- student college purchased .60 proper-ies in the adjacent Macalester Park-neighborhood for futureexpansion. The residences were purchased with money fromthe High Winds Fund, established by a private benefactor inthe 1950s "to maintain the serenity and beauty ofthecampus."

Butthe announcement of an elaborate campus expansion plansoured community relations and, in combination With enroll-ment uncertainties, the plan was dropped. Propertiescontinued to be rented to.faculty and, students at a discountuntil 1973, when policy shifted.

Getting Out of the Landlord Business

Noting the influx of new residents who were purchasing theVictorian homes in the area, Macalester Fund Director AlfredScharlemann "decided to get out of the landlord business andinto the neighborhood business." Macalester began to reha-bilitate properties and sell them back into the hands ofowner-occupants. About 20 homes have been sold and neigh-borhood relations have greatly improved. Money from landsales is now being used for neighborhood improvements, suchas tree plantings and preparation of a long-range neighbor-hood plan.

Temple University, located in North Philadelphia, has'alsorecently divested itself of property originally purchasedwith an eye to future expansion. The school turned 15houses over to a community development group, which plans torehabilitate them. Temple had hoped to use the site for anew dormitory,but community pressures curtailed the insti-tution's once-bold Tedevelopment schemes.

At Harvard University, opposition to expansion plans re-sulted in the donation of a 60,000 square foot site to theRiverside-Cambridgeport Community Corporation, a localneighborhood group. Purchased in 1971 for $500,000, thesite was originally scheduled for large-scale communityhousing. After plans for the project fell through, Harvarddonated the land, to the Corporation, which is building asmaller, 32-unit low-rise structure on the, site. The$2-million ¢roject should be completed in 1981.

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Improved Mass TrAnsit Stations

Public transportation is important. to all urban collegesand universities, notonly for those with large numbers ofcommuting students. Safety and at'ractiveneus of .publictransit is a common concern of communities and institutions.Particularly in cities which are Buffeting municipal cut-backsin mass transit, institutions can, work with com-munities to improve neighborhood transit stations.

Adopting a Subway Station

In New York City, 'several educational institutions havebeen involves} in upgrading local subway stations. "Thesubway station program is one way for community and insti-tution to join forces in. ferVitaltizing the neighborhood,explains Alexia LAU., who directs the City's Adopt-a-Station program.' "When they begin to work together theyspin off all types of community projects."

The Adopt-a-Station programis co- sponsored by the Metro-politan Transit Authority and Municipal Art's Society. Itencourages community groups to renovate stations withintheir areas, with all funds matched by Federal Urban MassTransit Administration monies.

One major project involves the Astor Place-subway station,located near the campuses of New York University and CooperUnion. Both institutions have long been concerned 'about thesafety and accessibility of the historic station, whichis considered underutilized. Along with*local merchants andresidents, the two schools have formed the Committee forAstor Place, which is seeking to raise $250,000. Todate, at least $180,000 has been raised, including $10,000from each of the schools and $100,000 from the privateVincent Astor Foundation. Local banks, businesses; andcorporations have also contributed.

The Npw Sdhool hasttaken an active role in the redevelopmentof the City's 14th Street-Union Square area. Redesign ofthe Union Square subway station is underway and other workis being done on the Union Square Park area. At the 59thStreet-Columbus Circle station, John Jay College of CriminalJustice.is discuising ways to emphasize crime prevention incooperation with the Adopt a-Station program.

EFL

A Sampling of Strategies.

Expanded Range of Campus Security

Security is one of those public. services that has a naturalcarry-over effect for both the institution and surroundingcommunity. .In particular, as the edges between campus andsurrounding neighborhodds,soften,,campus security will haveto expand. Nearly all schools maintain private policeforces, which in many cases outnumber municipal policeassigned to theneighborhood. At times this has onlyresulted'in a fenced-in feeling for the university,' as itsinhabitants became,zfraid to venture outside the securitybounds into the community. At other times, however, theincrease in security can have a stabilizing effect onresidents who live nearby.

At Wayne State University, in Detroit, the. jurisdiction ofthe University's safety department extends into tithe residential'district. Patrols are made on a regular basis, andubiquitous "blue light" call. boxes serve as a beacon tolocal residents. Often residents of the Cass community,which is undergoing extensive private rehabilitation, will-call the campus.. police before they conteec, the city police.

Security forces, at both the UniVersity_of Chicago and theUniversity of Pennsylvania have contributed to a drasticreduction in the crime rates of these areas. As one writernoted of the Chicago campus, "One of the largest securityforces in the ,State of Illinois 'patrols the streets andemergency telephone call, boxes seem to grow out of everyother-lightpost--;"_,

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,didoUS'AND COMMUNITY

Partners in Public Open Space

Due to tightened municipal budgets, some schools are assumring.responsibility for maintenance of local parks.

In New Ripen, Connecticut, Yale University offered tomaintain for three years a publiC-park now being built nearthe Yale campus. And New York University has _attempted toraise funds to provide increased maintenance for WashingtonSqUare, a: focal point 'for. the UniVersity and surroundingGreenwich Village.

In addition, several institutions .have created ad hocparklands for the surrounding commu4i'ties through theadaptation of open space on their campuses. Since 1972,several park areas have been created? throughout BostonUniversity's campus, brightening"up what.had previously beenan unsightly and crimped area. Outdodr 'sculpture has beenadded and more than"200 trees planted. The 240,000 squarefoot park is accessible to the general "public, which usesthe school's riverside area extensively.

In Ann Arbor, where the University of Michigan is a dominantpresence in town, all public parks are University property.And in Pittsburgh, following neighborhood pressures topreserve Forbes Field, the University of PittaburA agreedto. preserve a portico of the hiptoric ballpark's left-fieldbrick wall. A memorial is set in a small park open to the'public and developed as part of the Forbes Quadrangle, a newacademic complex.

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Principlesof Partnershi

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In the,idiosyncritic world of campus and.community relations,

it is difficult to generalize about what particular renewalstrategy will or will not work. A large, well-funded andhighly visible project may prove anatheia to one institutionand yet be perfectly suitable to another. Community needsvary from institutional setting tO setting, as do thepriorities of the institutions themselves. There are,however, common principles concerning joint campus andcommunity projects which emerge from the institutions cited,in this report. These include gboi communication, commit-ment, openness and a willingness, to cooperate -- in essence,

\ the ingredients of any successful relationship._ In addi-tion, becibse the distinctive form, of the campui-communityrelationship with regard to renewal programs is that of aPartnership, it is essential that colleges and universities ebe\prepared to deal with community groups as equals. As

former University of California Chancellor Charles hitch hassaid, "Any program, to be successful, must be done with, andnot to or for the community."

EFL 51

.CAMPUS AND COMMUNITY

Commitment begins at the lop.

The most successful campus - community development projectshave been at those institutions where the president, chan-cellor, or other top administrator has taken the initiativeand made a solid commitment. Development efforts at St.Louis University, Aquinas College, Johns Hopkins, and XavierUniversity all began with strongly committed ,key admini-strators who, once committed, had the perseverance to fonowthrough.

.

The commitment` must carry beyond mere rhetoric. There aremany instances where resounding service was paid to theneed for community, development and nothing happened. It'does little good to create a community affairs office if itis understaffed, underbudgeted, and doeenot have the realsupport of key administrators. The institution's chiefofficer must make it his or her personal' directive to helpredevelop the surrounding community.

Plan in good faith.

The institution should not try to co-opt the community; itsefforts will likely fail. Creditality takes a long time tobuild up, though. it can be torn down in an instant. Theinstitution should not' have hiddeeagendas or unannouncedlong -range plans. These create mysteries and can lead to alack of trust. Eventually, when the Word gets out and italways does -- the community digs in and the institutionloses more time. If construe ion is involved, this willmein an increase in the cost orthe project.

The institution should aim for a genuine-working agreementwith the community. Token efforts may assuage the mostimmediate conflicts, but will often come back to haunt theinstitution. At one university, where plans were about tobe finalized for a nearby vacant tract of land; one planningofficer rated community relations as good. And yet, whenlocal community leaders were asked abouE the plans, all saidthat they had never heard of them and expressed a feeling of

betrayal at being overlooked in the planning process.

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Principles of Partnership.

Start small.

In the field of community development, small is often thebest...muto begin. .1Frme of the most successful projectsstudied in this report 'Jaye emphasized a simple approach todevelopment problems.

.tif4,-.

The days of doubling the size of a campus in the space offive years are over; both the demand and the financialresources are no longer available. Moreover, because publicprograms are increasingly oriented to partnerships that cansolve common problems, smaller projects tend to make moresense. This does not mean that large projects should not beattempted, wherg-and when appropriate. But the institutionshould realize that with large projects, the approvalproceSs will be more difficult and the ri3kb of failure'treater.

Partnership is worth the risk.

To quote a campus phrase of the late 1960s, it is the "dareto struggle, the dare to win" that can bring about suc-cessful develodment projects. Of course, joint planningtakes time and effort. Working with diverse groups mayinvolve the university in initially uneasy alliances.Moreover, if something goes wrong, the university will oftenbe chosen as the scapegoat: But in the end, partnershipsare well worth the effort, even if they do seem to slowthings down..

It is also ortant.to understand that partnerships are notunilateral. t becaus one partner may have fewer degreesdoesn't mean they have less valuable suggestions or con-cerns. Business involvement, in particular, offers specialskills and can often bind together seemingly disparateinterests, In addition, public agencies are increasinglybeing drawn into partnerships, offering solutions to compli-cated problems through the use of tax incentives, loanprograms and the like.

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CAMPUS MID CON)JNITY

Land can be an albatross or a phoenix.

During the boom years of hither education, many universitiesacquired properties, which they were unable to utilise andnow lie vacant. tr these cases, land '- often viewed as a

'-liabifity to the 3.natitution, but it - 4, just as easily)repiesent the key to community developmea:. Case WesternReserve, Brown, Yale and Macalester -- to name a few 'institut ions are,fbeginning to put excess property to gooduse. Development Of this sort requires. patience and a

willingness to mccommedate the needs of the Community.

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Sustain the involvement.

The institution should finish'what it starts. Continuedsupport can be. crucial and prdvide a sense of continuitythat can greatly aid a project. Moreover, the institutionshould attrept to make a bonafide partner out of its part-ner, not just a name on i prospectus. Plane should berealistic and capable of baing/iplemented., Then, theinstitution should follow up on them. Aquinas College, forexample, continues to monitor a neighborhood project that ithad a large hand in initiating. And it does so with thesame strong leadership and cooperation thatlot the projectoff the ground in the first place.

Similarly, the institution should know when to step back.It should be a_catelyst, but should also be, willing to fadeinto the background when local leadership is strong enoughto stand alone.

54EFL

Principles of Partnership

The way to begin is to begin.

The institution should -start the process now.* It will costvery, little in terms of resources or personnel. and can gainthe institution a great deal. As projects, come along, aworking relationship will already ben exibtence.

There is no magic formula-for creating and managing a suc-cessful community development program. It boils down tomutual interest and trust. But the institution must firstestablish a dialogue and start the process.

. . . And remember, instifittionw of higher education are notthe only ones who wear white hats.

_EFL, 55

.

Credits:

Cover, Robert L. Carroll

and associatesp. 11, 49 Scott Kirkpatrickp. 37,08, 39, 46, 54 Jim Petersp. 42 courtesy, Brown Universityp. 44 George Zimbel

Documents

f RESUME. - ERIC · DOCUMENT RESUME." C.J.% ID 206 21. 4. qt* f. HE 0114 216,,TITLE, campus' and Community: INSTITUTION. Educational FacilitieS Labs., Inc., New York* V.I. SPONS AGENCY