document resume he 006 765 p1 eff ctive participation ...document resume bd 112 764 he 006 765 title...

DOCUMENT RESUME

BD 112 764 HE 006 765

TITLE P1 ning and Programming Strategy to DevelopEff ctive Participation of Predominantly Black,Coll es in the Community Development Process.TACTICS, -Black Colleges Community DevelopmentProgram: Final Report.

IN4-TUTION Technical Assistance Consortidm To Imprdve Coil.Services, Washington, D.C.

SPONS AGENCY Department of Housing and Urban DeveloPment,Washingtof, D.C.

PUB DATE Apr 75NOTE 112p.

(

EDRtS PRICE MF-$0.7 HC-$5.70 Plus PostageDESCRIPTORS Consor ia; *EduCational Coordination; *Educaltional

Plann ng; *Higher. Education; *Negro Colleges; Negro.Organizations; Organizational Development; ProgramAdministration;.*Program Development; ProgramEvaluation

ABSTRACTThis document covers all activities since the

inception of the Black Colleges and Community Development Program(BCCDP). The BCCDP was established to develop clear lines ofcommunication between TACTICS' programs; organize Black CollegesTechnical Assistange Executive Committee; design, organize, andexecute the Black College Consortium; and design, and conduct BlackColleges and Community Development Conferences. This documentpresents an historical perspective, scope and. tasks of the originalmodel, assessment of program operation, change strategy approaches,-description of the Positive Futures, Inc. (PFI) an institutional andprogrammatic development team, recommendations, and an appendixcontaining exhibits of pertinent materials utilized in and generatedas a result-of activities. BCCDPis initial programming ...year was underthe auspices of TACTICS. PTI subsequently assumed leadership toachieve improved coordination among the developmental and,managerialactivities of several functional planning units and'several levels ofgovernments. This document represents a major effort to formulate acomprehensive approach in facilitating gdvernmental cooperation'andcommunity development programmatic balance among black colleges.(Author/KE)

************************************************************************ Documents acquired by ERIC include many informal unpublished :** materials not available from other sources. 'ERIC makes, every effort ** to obtain the best copy available. Nevertheles,s, items of marginal *

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4

FINAL REPORT

TACTICS

Black CollegesCommunity Development Program

H-3563

PLANNING AND PROGRAMMING STRATEGY TO DEVELQPEFFECTIVE PARTICIPATION OF PREDOMINANTLY

BLACK COLLEGES IN THE'COMMUNITYDEVELOPMENT PROCESS

Prepared for the

U.S. Department of Housingand Urban Development

Washington, D,C.

April, 1975

k. ..,\t,0US dEPARTMENT

OF HE AL TNEOUCATION 4 WEL r ARENATIONAL INSTITUTE

OFEOUCATIONt,

kir:, Fit EN ., f PP,.OW' I 0 F rG, it e A Lofer,,,,I t,', pew',,f Pf P ,r),J 04,,,f,,,t..., 1 A , IfjP4 Of,,,,,4Ai' IWI r7 P,. Nr'. (.4 i ,f At 00 ,d.,NPOP,e,,ri. r{ r, C." I Nc 7 .lef-' ",,,,, , Pt No f

N.,.71,f N C, , At NA r ,./NA, IN',rri, T rri,

"S..,c r, , ,,, 0., 1., I, r 1,1,.4 ,),o t,..), r ...

TACTICS STAFF

Van S. Allen, ExeCutive Director

Mahlon Griffith, Assistant Director

Cheryl J. Dobbins, Executive Director, PFI

Delores H. Southerland, Assistant to the Director, PFI

This report was conducted pursuant to cdntract H-3536 with theU.S. Department of Housing and Urban bevelopment. The,opinionsexpressed therein are tho'se of the author and should not be con -

stured, to represent the official view or policy of any agency of,

the U.S. gove4pment.

3

Foreword

,I;; Introduction

II. Organizational Scope and Tasks Of TheOriginal Model

III. Evaluative Assessment.Of The Program Operation

CONTENTS

IV. Change Strategy Approaches Via Context Evaluationand Development Intervention

V The POSITIVE FUTURES, Inc. Model!,,

V. ,PFI Model: Wave Of The Future

VI. New Learnings ayld Recommendations

VII. Appendices,

A. BCCDP Executive CommitteeB. .International ProgramC. Inveripory, AssessmentD. BCCDP Consortium MembersE: Conference Excerpts /

Dimock Award LetterG. Agencies With Which the BCCDP Established

R4ati6nshipH. Affiliated Organizations; Offices and PersonnelI. Program Efforts Generated By PFI Model

J. PFI Historical BackgroundK. TOWN AND GOWN Workshop ExcerptsL. Needs Assessment Symposium Excerpts

M. Municipal Tax LawN. Cablecommunications Resource Center Excerpts

0. Tilsk/Page Cross-Reference

. .

ILLUSTRATIONSp

Diagram I - Original BCCDP. Model

Diagram II -

Diagram III

Diagram IV -

TACTICS Organizational Chart

- Change Strategy Approach-The ContextEvaluation Model

Change Strategy Approach-OrganizationDevelopment Intervention

06.

4 .

1

7

11

23

29

35

24

25

7.

This report consolidates

FOREWORD

findings and recommendations,

of the Black Colleges,and CommunZty Development prolam (BCCDP)

conducted under the 'grant sponsorship oLwthe U. S. Department of

Housing and Urban Development to the Technical Assistance Con-

sortium To Improve\College Services (TACTICS) and POSITIVE

FUTURES, Inc., (PFI), both of Washington,-D.-C.

This report covers all activities since the inception of the0

BCCDP through December,a1974." It is organized under the following

broad topical headings:

I. Introduction: A Historical Perspective

II. Scope and Tasks of the Original Model4

III. Evaluative Assessment of Program Operation

IV. Change Strategy Approaches

The POSITIVE FUTURES, Inc. Model

V. PFI Model: Wave of the Future

VI. Recommendations

Those sections, are followed by an Appendix, which contains

exhibits of pertinent materials utilized in and generated as a

result of activities. Particular prdgzjam elements in this repdrt

represent &expansion and restructuring of contents and proces-.

es of the ofiginal program design,: -They reflect consultation

with community development experts, professional' educators and

.

.

experiences.accrued from various ggvernment agencies involved

directly or indirec in guiding implementable criteria eor

Black College res rce development.

It is to noted that the BCCDP's initial programming year

was under the auspices of TACTICS. PFI subsequently assumed

leadership to achie've improved coordination among the develop-

mental and managerial activities of several functional planning

upits and several levels Of governments. The BCCDP was 'then bet-

ter able to perform a highly integrative function, thereby in-,

creasing and strengthening programming processes to a narrower

Black College resource base than originally had been envisioned.

One final comment about this report: The staff of PFI has

strived to maintain a high degree of objectivity in presenting

the results and recommendations. There have been acknowledged

weaknesses, both in structure and content, not always under PFI's

control. Specifically, the work energy,of the program has served'

as a basis for ascertaining ai)ailable resources. This report-

brings forth a, new knowledge which can contribute much to im-

proving future programs and OdUcltional endeavors. 'Moreover, it

should be viewed as a first major effort to formulate a compre-

hensive approach in facilitating governmental cooperation and

community development programmatic balance among Black Colleges.

6

- .011 ..

INTRODUCTION: A HATORICAL PERSPECTIVE/

To comprehend this report, an understanding of TACTICS, its

,

purpose,, nature, and role are essential. TACTICS was establishedI

in 1971 with one basic purpose..

,...-

. "to help the Black Colleges

survive and grow as a'resource of leadership and strength to the

Blacks race and the nation." Its affiliate agencies consist of the

Institute for Services to Education: Robert Moton Memorial Insti -,

tite, Inc.; Phelps- Stokes Fund; United Board for College Develop-

ment;ment; and University' ASsociates. The birth of the organizationa

was announced by Dr. Sidney P. Marland, fo ±mer.Assistant Secretary

of NEW, Office of Education, with an initial funding Of two (2).

. umillion-dollars per year for the,the year program.

i

Since its inception TACTICS has been the fulcrum for provid-

ing,

technical assistance and professional services to Black,Col-, I

,

leges.' Via TACTICS, technical assistance has been defined in the

form of developing the utilization of new and better methods for.-- --'

,

improving staff Capabilities and restructuring organizational ar-

rangements to capitalize on availableVresources: administering

research and training programs; collecting, collating, and pub-, ,

, 1 ,

lishing statistics; not to mention'the specialized skills ii.1 ob-

taining financial, moral, intellectual,,and political support. In,.o, -4

.4 -

its first operational year, TACTICS set forth the following as its

five major objectives:

,

f,

7

.4

1. To create (and maintain) a pool 'Of deployable-manpower

capable-of dealing with specific institutional problems

identified. by' the colleges. This manpower -will

of the most highly skilled personAel in these colleges

as wellas in the nation.

2. To assist the colleges in their efforts to strengthen

_academic programs' by helping them design academic_pld

.administratiVe support systems.'

3. To establish' (and maintain) a closer interface betwee4

-federal progrems antlinsti'tutions for their mutual,ben--

ef

4. To ensure that the colleges' becom6 knowledgeable about

federal, as well As non-government programs from which

they/can benefit.

5.- To assist the colleges in their efforts to become rec-

ograzed as nat.I.onal resources -by directing their exper-

tise'inresearch and education to a numer of high pri-f. 41

ority social problems'in both urban and rural settings.

At the beginning of the second year cycle TACTICS redefined

its work program to include the following addenda to the above-,

stated objectives.

To identify federally funded programs that,have relevant

implicatibns for Slack- Students, their colleges and

larver communities, e.g., HUD programs such as the

8

if

r.

Urban Intern Program

(b) AdminiStrative Intern.Progrdm

(c) Urban Studies Fellowship Program:

(d) Comprehensive'Rlanning ASsistanceProgram (701 work/study projects)

(e) Community Development Programs

2. To stimulate and encourage federal agencies without a

history of assisting Black colleges to engage in same.

3. To identify interested groups of colleges to apply for

participation in programs as outlined' above.

inform faculty/personnel of Black tolleges by making

them aware of opportunities for involVement in federalr

programs.

5. To assist Black college personnel in understanding that

their futures aepend on how well they can demonstrate

,-their colleges to bp useful ii tackling social p2obleMs.

1972, at .the time that practitioners and academi-.

cians, th7 field of,urban dev.elopment expressed concern over

how universities could apply theirstrqng teacHing and research

base of knowledge to the magnitude and complexity of urban prob-

lems and while at,the.same time urban affairs experts were devel-

oping urbanobservatOry sYtems, Black colleges as an institu-

tional resource base Were fighting,for political, educational and

financial survival. Clearly, the'guestion was whether Black

'4

_institutions of higher learning had relevance to the dynamicsof

projected change in today's educational society.

Both ctUal and implied actions aimed at dismantling Pre-:.

dominantly Black-schools needed to be counteracted. Close analy,

sis needed to47nade of the import of new planning and develop-

mental themes generated from "white" academia, federal, state and

local policy-making centers. Dialogue needed to be stimulated

from which resolutions and/or recommendations could emanate on

the role envisioned for and by Black. colleges in affairs,

,--- generally, and community development processes, specifically.

In mid-1972 TACTICS convened two working conferences of Black

Co1lege presidents and /or their representatives for purposes of

e14idating some of the differenoes in perceptions of survivabil-

itytrelating to Black institutions in any city, metropolitan,4

regional or sub-city geographical.area. Discussions at these

conferences produced an expressed interest and commitment on

, .

part of the' participat4ftg colleges to establish a consortium..,-

. .

Under the guidance of TACTICS and Ithe'Southern Regional Educa-

tional Board, an executive committee was selected to develop,

.

policy initiatives, identify administrative resources and explore

possible funding sources. This strategy format'was adopted be-

causeJt served as an integrating sand stimulating force. Through

"it, the institutional base for coping with community development

ti

problems engendered by under-utilization and neglect"by federal

and state agencies could be strengthened.

'Later in 197 4 TACTICS entered discussions with Dr. Oscar

S. Mims, Chief Edu ation Advisor, U. S. Department of HUDregard-

ingthe probability of agency funding. After submission of "Black

Colleges and Community Development, A Technical Assistance Pro-

posal" foi. review and comment, further negotiations resulted in

(\, HUD Contract.H-3536 with TACTICS effective January, 1973. Its

objective was to develOp and test the feasibility of a technicalI

assistance model for increasing effective participation of pre-

dominantly Black colleges in the community de.itelopment process.

The contract gave special attention to the design of a program

strategy which could effectively satisfy demands for quality,

relevance, breadth of scope and long-range benefits for members,

''of the preposed.Black college consortium.

The specifid objectives .6-f the program design,

r"

as set forth

in the.prime contract between HUD and TACTICS, were to:

1. Organize and initiate 'Conferences for information ex-

expanding knowledge,' multiplying professional

and technical contacts needed for productive and effi,-

'gent educationalicurriCulum planning in connection

)with community developme t processes.?

1

,

6 , .,.,,

1 'e

2. ,Develop a consortium of Black colleges which will result',

in more effectiv,e utilization of the resources, of Black

. ,

colleges in the relevant phases oaf the community develop-.1

..

mentprocegs./ -

3. Increase the participation of Black Col' ges in Federal i

'IL

programs related to urban affairs, especially'those. ,

.

),atecito community development, planning and management.

..._

4. Produde a report -)at will pro -v±ffe guidance to HUD, other

Federal, State and rocal agencies in understanding ,

., .

whether or not Black colleges have the commitment and

capability to produce and impact on the solution of com- *0 /

munity developtent p1)

oblems:

In March, 1973, members of the TACTICS staff began develop-.

mental work on selective program elethents under the directorship

, .

of Dr. Van S. Allen, 'Executive Director of ACTICS.Y -

."?

(

t

at

....., ,. .. . 0*..

!

12

a

L.

ORGANIZATIONAL SCOPE AND TASKS OF THE ORIGINAL MODEL

The conceptualization for the original design emerged through

planning activities, conferenCes and mailed inventories initiated.

by TACTICS. The Executive Director of TACTICS and his staff were

the administrative agents who provided the manpower nucleus for

project implementation., Social Systems Intervention, Inc. was

retained to'asstt the TACTICS staff in providing the technicall ,

assistance needed by colleges in clarifying program idea's, develop-

ing goals and objectives, organizing, cooperative agreements between

.institut;ons and identifying means of both effectively and effi-

ciently discharging the demands of the-contract. Fisc71 respon-

sibility for the accountancy of funds was operationalized underr.

the auspices of Fisk University: (See Diagram I)

This structural arrangement insured the policy-making body

that utility of another agency within the super-structure of

TACTICSwould, enhance management responsibilities in a coordinated

manner plus add significantly to'an area of expertise not a part

of the original' TACTICS members. Because of,the wide array of

programmatic thrusts by component members of TACTICS, (See Diagram

II), Black College-CommuniXy Development Programf:

(BCCDP) was des-

ignated the naqe to establish clear lines o program cordmunication

and orderly processes. In sum, the str.0 c zre was new ivi.iage and

operationality when viewed from the perspecelveof the'older member,

. .

agencies of super-structure TACTICS.

13

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Diagrain

ORIGLNAL BCCDP !DEL

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AND MM. wow warm ImMI. alma AIN

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NAFEO,SREB,ACE

CONSOFfEIUt I OF CO

IndividaulColleges

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Clusters ofColleges

Combinations.of

Clusters

THE LARGER Ca241,-NITY. FIND rrs PFD 'I AREAS

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0.EVALUATIVE ASSESSMENT OF, THE PROGRAM' OPERATION

In addition to the major objectives, four tasks ithcorporated

in the original contract augmented the approach necessary to im-

plement the plaftried strategy. They were to;

Organize Black Colleges Technical AssistanceExecutive Committee.

. Identify and Select Participating Black Collegefor Consortium. .

Design and Execute the Black College Consortium.

Design and Conduct Black Colleges and CommunityDevelopment Conferences,.

f,

The original program design prepared by TACTICS can be visu-

alized on a charting of program interrelationships found ifi

Diagram I. Multi-functional responsibilities of work elements

floWed from the Urban Advisory,e6mmittee to the Executive Commit-

tee which managerially created a major choke point in view of the,.

limited manpower, detailed a narrow policy base, frustrated mana-1-

gerial control, and allowed little room for mid-course corrections.,

In order to present a comprehensive and definitive analysis

of the processes of_the original model, a survey of the adopted

1

organizational networks demands some attention.

The first process task was to organize the Blqck Colleges

Technical Assistance Executive Committee into a work unit. The

Technical Assistance Executive Committee. (See Appendix A) was

16

12

-formally organized at a conference field in Atlanta, Georgia,

February, 1973, several weeks after the grant was signed by HUD.to

That committee selected4Ets its major :charge the coordination of

development and design of program planning among the appropriate

colleges, governmental agencies, TACTICS agency, American Council

on Education-Urban Affairs Office Liaison, and Southern Region

Education Board representatives. Its responsibilities included

policy decisians and guidance, proper distribution or allocation

of available resources, and managerial surveillance of adopted

program strategies.

As the BCCDP began to take shape and the'Executive Committee

attempted to structure progr4rs, this nation began to implement the

State and Local Assistance Act of 1972. Under its provisions,

"New Federalism" was instituted which called for returning power

to the people, i.e., transferring fiscal and decision-making re-

sponsibility for performance to local government. Moreover, it

introduced a new era in intergovernmental relations and decentral-

.ization causing the original hierarchy of priorities, target dates

'and'timetables perceiv4ed by the Executive Committee to change,

drastically.

Citizerls and Black college officials alike received the new

,

revenue-sharing proposals with apprehension and alarm. The BCCDP

staff, nonetheless, analyzed the resultant impact on the original

17,.

program design and interpreted thwnew federal mandates as a

13

signal that in the context of maximum feasible community involve-

ment, the

revamping.

4

structure and makeup of the Executive Committee needed

It was envisioned that this would legitinilze and make

more plausible the treatment approaches advocated for the pro,-

posed community development process. As a consequence, the prime

7contract was amended and TACTICS was authorized to redesign and

expand the Technical. Assistance Executive Committee and staff.

It was at this point that the administrative decision-was

made to attempt to relocate the program retponsibility for intqr-

national community development concerns with the respective

TACTICS component having a long-standing history of involvement

with Africa. Thus, the Phelps- Stokes fund was petitioned by the

TA1ICS Policy Board to assume leadership in, this area. Subse-

quently, the TACTICS funding request of the Lilly Foundation to

support the managemen, and development of such an effort fell vic-1,

,tim to the re-prioritlzation of that foundation's program initiatives.

7The second mal,or task in the implementation of the BCCD7

involved the selection of colleges to form the consortium. This

was accomplished through a systematic identific4tion-selection

process,(see Appendix C) while exploring the aspirations of Black

college presidents,or their designated representative,when either.

attended the two TACTICS-sponsored meetings in 1973. Further

4

18

14

refinement and analysis of the survey instrument produced a com-.

posite of fifty-four (54) Black colleges and universities (See

Appendix D) interested in community development programming:

Seven categorical program areas were identified to provide the.

burden of the evidence and the weight of consensus that serious

and solid efforts be given to a community development program

thrust..

However, with a minimal staff and a small grant for actual-

izing an effective program, motion was sustained in history.

Minimal knowledge cast the BCCDP as an agent for assisting insti-

tutions in acquiring* more government funds. The cooperative spirit

,exhibited when TACTICS generated the original plan eliminated the

promotion of extreme cynicism and difference in quality of riercep-

tions concerning the new program. The main lessons of these exper-

iences pointed to the need to bring'forth improved-enlightenment

in the absence of a basic information system. In many instances

the interest of the institution did not reflect the perceived,

demonstrated, or emp ically determined needs of the community..

Therefore, to roduce a meaningful link between program per-

formance and measurement of significant resul\,ts the prime contac

was amended, effective April, 1974 to provide a communitpnee-i:

assessment model based on analysis of'relevant and timely data

4PgerAprated in the course of program implementation. This purity

19

15

of assessment is particularly important 1n view of the demand from

"New Federation" requirements in the formulation and implementation

of priority program activities combined with,iden'tifiable support

resources'at both a local and national level.

When the BCCDP was launched, it had virtually no mechanism

for anticipating the performance trends, identifying skill needs

and pinpointing potential trouble spots for Black college profes-

sional and student personnel. This was significant because it was

they who would inherit the.task of developing, evaluating, coot-

dinating and periodi1cally reviewing proposed community development

criteria. How then was the consortium to become operational?

Examination of the areas of program interest led to the util-

ization of the "context evaluation" method since the scope and

extent of the initial giant required BCCDP to engage in a multi-

-

faceted-planning effort. The major advantage of this methodology

was that the scope and vigor of assessed needs, when .compared with

expressed problem areas by individual ptoject directors from var-

ious schools helped to countermeasure BCCDP staff expectation

without destroying the enthusiasm and uniqueness of BCCDP project .

development. While BCCDP, too, wanted to solve problems, a Con-'

siderable amount of its effort involved collecting 'data on man-

power, financial, and facility resources at the Black college,

state and community level, This tack prevented the project's

1

r-planning strategy from making one major mistake: the development

of imbalanced levels of expectations between strategic institu-.

tional ca bility, the interest of academicians and their com-,

munity-based heeds and problems.X

While many of the above missions were, in fact, methods ofo

program strategy preparedness which, assessed the relative effec-

tiveness of the proposed technique(s) to be employed, the fourth

major task of the BCCDP cemented significant and potential re-

sources from federal, state and local governments, Black co leges

and universities, and the U. S. Department of Housing and Urban

Development into an affirmative support and action relationship.

This was achieved by promoting a concerted effort to understand

and solVe particular urban-rural-metropolitan problems.

The design and conduct of Back Colleges and Community

DevelOpmentConferences,was an i ortaht breakthrough *for it was

a major firSt step in achieving a,coordinated program to advise

4

4ack schools of federal urban programs administered by, a variety"9-

of agencies such as: HUD, HEW, LabOr,-ustice, 0E0, Transporta-.

tion, Agriculture, Commerce, Nation4.Science.Foundation, National

Institute of Health and others. From the conferehces' format

1

.(See Appendix E) the concept of consortial:worle units was born as

structures emerged around the assembledgkills and capabilities of

ethose in attendance to address organizational questions bf consortial

21

-17

research brairitrusts. The braintrusts assigned their research

capability to BCCDP-defined work units entitled: Criminal Jus-

tice, Educational Innovations, Housing, International Black Uni-

versity, Management and Organization Development 'Mental Health

and Drug Abuse, and Telecommunications.

Consortial work units repo t d out progress made toward

developmental efforts. While there were progress reports on all

work units, only a few had actual conceptualized proposals. Es-

sentially, the task 'had demanded labor-intensive efforts, requisite

technical skills and capabilities, financial capability, and logis-

tical concerns all of which conspired against a meaningful incen-

tive to develop a quality product. Another factor which imposed

itself was that of participants who wanted to move from, the plan-

ning to the implementation phase. From these experiences the

.BCCDP staff developed a "critical needs analysis" to ascertain 'the

abilities, capabilities, interest, and resources of affected schools

aligned with perceived needs of the communities where schools were

located. Such a planning strategy was inherently beneficial in

view of the revenue-sharing conditions attributable to the "New

Federalism" concepts.

Thus, the constituent base, envisioned by the BCCDP.

meeting

of Junee1973 changed to a constituent make-up sensitive.to ther k

debentralized thrust of new fede.T.-al guidelines and hence, the.

,22

18

Executive Committe4 assumed an advisory capacity. Its member-

ship was expanded to iTiclude represe\tatives from local, state,

and federal levels of government and comthunity representatives

witiifdne consideration given to age; sex, race and national

origin: They were:

Clarence E. Lightner - Mayor, Raleigh, N.C.James S. Wilson - City Manager, ComptOn, Calif..Daniel P. Vincent - Director, Total Community Action,

New Orleans, La.0'Marie White Assistant to the City Manager on

Youth Affairs; Hampton, Va.Barbara D. Wi4ls - Community Development Specialist,

State of N.C. Dept.of Natural andEconomic Resources

John L. cr irector, Urban and Health Admin-istration Programs, NASPAA(President texas Southern UniversityAlumni Association)

E A.'Boykins - President, Mississippi Valley StateUniversity, (PFI Board Member)

Gkanville M. Sawyer - Prea4.den, TeXas SouthernUniversity, IkPFI Board. Member)

Romallua 0. Mprphy - President; Shaw College AtDetroit, (PFIJ3oard Member)

Lamore J.,Carter - Associate Dean for Administration,Grabbling State University

Walter Johnson - Special Assistant tO the President,Bishop College

Eugene Williams Directoll', University Research Planning,Fayetteville StateUniversity,

Sureah R. Londhe - Professor, South Carolina StateCollege

1

The political Climate of,,1S73-74 fostered an apprehensiveness

4,0.4n the part of eacll.congressman and governor approached to serve

on the BCCDP Advisory Committee; With 1974 an election year and the

country paralyzed by the "revelations" of Watergate, very few highly

visible politicians were willing to risk involvement with such a new

23

t

19

concept '(Black Colleges and Community Development) and a program

.which did-not directly affect their constituents.

T4Qme6hanibs of building a network of collegep around con-

cepts of community development were, on the surface, not dif-

ficult. Conceiva.bly community development activities could occur\'

independently at each institution in conformity, of sorts, with-

out conflict. Thus initially any member of the fifty-four (54)

college consortium who wished to participate neededsimply to

forward a letter in response to an inventoryassessment of need

statement indicating a desire to participate. 'Th need to coor-

dinate planning effvts by synthesizing'instituti as into a cluster

f colle es,.and combinations of clusters became highly apparent

and not easily obtainable-when the needs assessment instruments

were returned and analyzed.

Conflicting.assumptions and projections from member schools

emerged when planners attempted to factor out commonalities and

rework the basis for plan and program deVelopment. While the end-

product proved disruptive to the original planning effort, the

problem areas in slack Colleges were being identified with respect

to -available institution-based resources. The'gaps inherently

changed institutions' needs principally because of the uncertainty

#

of institutional goal achievement possible through implementation

of the original model.

/

I

20

The Jpne and September, 1973 conferenceS (See Appendix E)

were aimed at clarifying the issues by encouraging the member

institutions to participate in federal, state and local com-

munity development and public affairs related programs. 'these

A0

conferences were designed'with the intdht of stabilizing

decisional structuring and eliciting feedback responses so that

technical assistance provided by the BCCDP staff could be manage-

, rially tailored in future plan development. Conceptualization

and development of the conferences' format meant that all of the

TACTICS components would be made available to thOse community,

development processes.

Thus, once the priorities and interests were clearly ,

,r defined, component members of the 54-member BCCDP consortium

r

bedame painfully aware of constraints which would tax their%

institutions through continued involvement with BCCd. This

afforded members the opportunity to examine problems associated

with determining the probability of individual/resource avail-

ability in light of the reorganized program thrust. It is to

jbe noted'that this new programmatic thrust was made to the Office

of Education-Title III in the form of a new program component

r

within the larger TACTICS proposal submission for FY 75. The.

Title III response was that their office did not have the author-

ity to provide funds for such technical assistance under the

25.

a

f21

specialized-aegis of-"community.development."0

Hence in order for the "New Federalism," revenue-sharing,.

the Pratt Decision and the "eligibility" of more th4n 650 insti-

1

..tutions as additional qualifiers to the "Developing Institutions"

prograt - a program originally legislated,by Congregs and de--.

,signed by the Department of HEW to assist the 109 colleges and

universities.. oftraditiOnally Black origin - not to be viewed

as doomsday indicators,. those problematic issues Ilad

to be addressed as opportunities. ExamiriAion of the'viability

of such an approach was found to be most attractive to a few

'presidents; while other members of,-ge original 54-college consortium

'Selected their own most fasible alternative:f

Challenged by a, new period for innovation and exPeriMentation

i.with the least possible harm accruing to the'fewest number of

sister institutions, these presidents provided continuing support.

0

Their adherence to institutional long-range planning for community

improvement, progrAaccountability consistent with community

development, goals and objectives, and concrete implementation

strategies having far-reachin implications to the development

and expansiOn of institutional e onomic bases; became the policy

development base of the BCCDP.

2-6

CHANGE.. STRATEGY APPROACHES VIA CONTEXT EVALUATION.AND DEVELOPMENT INTERVENTION ..

Clear at the outset was that TACTICS needed to establish a

top-priority project with research functions that would extend .

ik' a new awa ness and-knowledge of, what alternative courses of

action should be purbued. This function was accomplished after

BCCDP's first year of existence and a more experience-based summary

and sy4thesis of tasks completed. What culminated was a two-

pronged approach for establishihg a technical assistance model

for increasing the effectiveness of Black colleges in the community

development process.

The first strategy approach (Diagram III) is a model whose

major components are contextual examination, planned change,

decisional structuring, and input, process and product evaluation.

The second approach (Diagram IV) is interventionist in nature and

delineates the target groups and subgroups which are positively.

linked to organizatiOnal and'environtental processes., The merger

of these strategies deyis'ed scenario that was .goal-seeking%

a consequence, they induced, change through policy-progralp analysis:

For example, context evaluation served a planning decision

As

which had to be determined and is demonstrated by conferencese

which were sponsored by TACTICS.preceding'the proposal develop-

ment. Two types of decisions, incremental (gradual step-by-stp

27

Product

'I

Evaluation

Diagram 14.414

aini

sE s

on. o

APp

Ral

kai-

2nrE

gna

rthEvArnArkoN

map

Ei,

Development of

Change-Support-

-ing Structures

[-1

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Operations

Neomobilistil

Change

AIN

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Change

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(Im

alm

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Decisions

Rule Setting

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Results

Negative

Results

Target of

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Individual Primary Group

Associational Group, Institution

or Cafirrunity

II

Diagram IV

aim

=STRATEGY APPROACH:

ORGANIZATION DEVELOPMEN2 INIERVENITON

CC

::M

edia, Consultation & Itaining

PubE.c Interest Organizations

Direct Service (Outreach)

Municipal Resource Centers

Univ. Urban Resource Centers

Urban Observatories

,

Purpose of Intervention

REmediaticn

Prevention

PFI

DeCrelopment

-Cadre of ise

IN Method of

Intervention

tit

26

techniques for. program performance) and neomobilistic, (inno-

vative actiVity for inventing, testing, and diffusing new sol-

utions) were advanced as a matter of policy choice. Input eval-

uation served the decisional structure based on the project de-

sign simulated in the original proposal submitted by TACTICS

staff to,ffUD.

Process evaluation enabled the stuly, of decisional-imple-

mentation while specified tasks were being carried out. For

example, the onstitUtion. and mission of the executive committee

chnged to advisory in response to changes in 4he environment and

the number of colleges associated with the BCCDP program. Reason:

,to stagnate project impoverishment and make the allocation of-._

resources more Ma eable. Product evaluation supported the recy-

diving of decisions to ascertain and better react to project

accomplishments demonstrated by recommendations cited elsewhere

.in this report.

,The corresponding strategy of organizational development

intervention enabled the staff of TACTICS to utilize a solution-.

generation methodology. This eliminated less than creative conflict

N_

and provided those change-oriented structures and personnel in

groups, organizations, and institutions a conducive oierational

format. At first, the BCCDP' perceived its role as one of applying

preventative and remediative intervention strategies. Shortcomings

30z

27

in planning ideology, the lack of established consortia program

linkages with federal-state-16-cal agencies, unstable relationships

between college-oriented groups and citizen§ and less than full-

time core staff tvhose size and skills could be applied to pre-

ventative and/or remediative approaches facilitated emphasis 6r1tit

the development intervention strategy.

Since the major objective was not to provide specific and

absolute statements, on the capability of Black colleges, the

developmental model was natural in orientation and purpose,

especially in its educative features and thrust.

A ,, Thus, two uni-dimensional strategies produced a three-

dimensiOnal technical assistance model which facilitated problem

solving and the transfer of new learning and knowledge capacities.

This invited organizational and planning improvements for each

school individually and for the consortium as a unique institution-

building collective. With the decrease in number of participating

schools form fifty four (54) to nine (9), the development of a

community needs assessment based on data collection and analysis,

the utilization of feedback networks, and the organization of. a

highly prized development team, POSITIVE FUTURES, Inc. (BFI) evolved

as the institution-building collective to carry forth the interest

and resources of member schools in institutional and community

programmatic development.

31

'28

Its philosophy and parameters of operation appear in the

,following reprint from the Public Administration Review, No-vember/

December 1974. It.is to be noted that this acticJe,'"The R?le

of Black Colleges in Public Affairs Education," was selected as

one of the co-winners of the Marshall E. Dimock award for 1974.

(See Appendix F.) The Dimock Award is for the best article

published in the Review on the theme "Innovative Solutions for

the Seventies." In selecting the article, the Dimock Award

Committee made the following comments:

"The article is well-conceptualized, works from. an excellent data base. In addition to identi-

fying new and innovative directions for blackcolleges, it offers a basis for applicabilitytto other colleges and universities. It containsa broad approach.to integrating theory and prac-tice, through "learning by doing." The Committeeunderstands that the approach has been more fullydeveloped since the article was written and hopesthat a performance assessment will be made avail-able in the near future."

I

3211

1

4.

540 PUBLfC ADMINISTRATION RgyIE:rV,

THE ROLE OF BLACK COLLEGES IN PUBLIC AFFAIRS EDUCATION

Cheryl Dobbins, TACTICSDollie R. Walker, Consultant

Many voices are proclaiming that all Institutionsof higher learning must face boldfy the challengethat they become public service agencies capableof providing leadership in a troubled society.There is, however, no unanimity in this proclama-tion. Some see it as being inconsistent with theuniversity and/or college's rolethat of teaching,research, discovery, and transmission of knoyi-edge. Others feel that the college has an obligationnot only to recognize urban and rural socialproblems but to be aggressive in, their preventionand in theieultimate elimination.

For the authors the answer lies somewherebetween the two, and we would agree with thosewho view the college, black or white, as a publicservice institution. Its primary and most importantfunction is to feed into the life ststam a newgeneration of highly motivated, enlightened, andresponsible citizens, entrepreneurs, and specialistscapable of facing the personal and social problems

. of their age with resolution, judgment, and vi-- sion.1

This is a tough assignment and sometimes risky,especially for black institutions of higher learning.But there is an undisputed fact that black collegescan and must rise to the challenge. That is whatthis article is about. In approaching this topic theauthors will discuss. (1) the organizational struc-turethe explicit role of black colleges in publicaffairs education present and future; (2) how therole i:;an be implemented, (3) the obstacles tofulfilling this role and responsibility, and (4)recommendations.

Organization and Structure

Perhaps the myriad of bad conditions facingurban and rural minorities proliferates until it

curdles the initiative of black colleges. Theseconditions include., (a) hinigry children, (b) eco-nomic exploitation. underemployment, unemploy-ment, and ,employment under intolerable sircumstances; (t) genocide education: (d) inadequatehealth and welfare services, i e) lack of recreationalfacilities and activities, (if) inequities in law en-

33

forcement, (g) unjust treatment by communica-tions media; (h) pobr or no transportation; (i)absentee and/or, if 'available, hostile landlords; (j)rodent-infested neighborhoods; (k) few humanservices, (1) urban decay; (m) energy Conservation;(n) sociological conflict's; (o) pollution; and (p)disparities in municipal services in urban, sectorsand poor rural areas compared with other sectionsof the community. Theimplications are many, forbusiness, welfare servia, industry, government,and, above all, education.

It is an unrealistic assumption to expect thehistorically black college with its traditional andnarrowly defined role, focus, and organizationalstructure to impact positively on such far-reachingand deep-seeded needs. It is time to clear up theaxiom that the college has _always responded tosocial needs unless it be clearly recognized thatthis response has traditionally been made by andlarge in terms of the indirect effect of scholarlyproductivity and the augmentations of academicprograms to serve new manpowei needs.

People have lost faith in their government andtheir colleges, too. There is a harshness in thetones of the populace who declare that lire

institutions of higher learning cannot afford theluxury of the Ivory or ebony tower image andmust become sophisticated, systematized, andapply taxonomy creatively and wisely to theresolution of society's problems.

The extent to which a college may suciessfullycope with complex problems depends (o a largedegree on the efficacy of a college's courage andeducational endeavor to set up a public .affairseducation programs There has been a mush-rooming of urban studies centers and a sprinyingof urban planning programs on black collegecampuses (see Chart I). The burning question atthis juncture is to what extent these programs haveactually impacted upon the local planning processin, for example, low-income housing or masstransit facilities which more often then not gounbuilt.

If the planners are doing busy work and themunicipal leaders absorbed in bureaucratic min-

i

NOVEMBER/DECEMBER. T4

%\

MINORITIES IN PUBLIC ADICHNISTRATIOIN

uets, black college; can ill afford to turn theirbacks in disgust and indignation, for they may bethe only force left in the community which canpress for its ultimate rehabilitation. The venters,rather than being disparaging of their efforts, arepinpointing the need for black colleges to beresponsible for the improvement and rehabilitationof all the people and their total environs. Theymust be just as responsible for providing technical

3 expertise in developing policy, feasibility, market-ing site location, layout, auxiliary services, andamendatories for an Early Childhood DevelopmentCenter as they are in staffing such a facility. Theymust assure that what is on the public planner'sdrawing board.refletts the most viable alternativessynthesized from a divergence of viewpoints.

Currently, however, few ,black colleges havethemselves been given to planning in order toanalyze the manner in which they make decisions,arrive at organizat!onal structures, provide financesfor and reflect people's views and needs in theformulation of public policy in behalf of educa-tion.

White and black educational institutions in thiscountry evolved over a long period o historywithout wide\consideration of alternatives, andwithout the application of systematic and logicalreasoning to the\method and manner in whichpolicy is made, re enue is sought, and programsimplemented to car out 'the many operations ofour complex system eluding Scan% ,up schoolsof affairs and/or p blic administration.

The word structure as ?plied to a college or topublic service usually conn es the arrangement ofparts of a body. It may Iso encompass the,interrelation of iist,teie parts a dominated by thegeneral character of the who . The -rationaleapplied to black colleges woul necessitate a

careful analysis of the purposes o each of themajor portions of the institutional ystem fol-lowed by a method of determining the r lationshipof any one portion of the systemhere t e publicaffairs education departmentto any other part ofthe college.

The explicit role of the black college is that itshould not only serve as a center of black culture,but should as well provide education and traininggeneric to the solution of society's problems. Itshould offer its students options. This m itself isdifficult, because for so long blacks have had sofew options available to them.

Black colleges and universities must act andfunction as integral parts of the communities

s.

NOVEMBER/bECEMBER 1974

r.

where they are located. Historically, some of theseinstitutions have insulated 'themselves socially,economically, and politically from neighboringcommunities and so called "ghettoes." Blackcolleges must lose their preoccupation with theirhistorical status and accept themselves in' theircurrent roles as temporary, solution oriented,inter-institutional structures.

One way to remain viable in the highly compe-titive business of higher education is for blackcolleges to organize on either a state or regional ,'-

basis to specialize in particular areas and facets of.program/policy emphasis. Models are presently,being set up on longitudinal bases subjoct to'testing (see Figure I).

1In the area of housing and community develop-ment, for example, the network would be com-prised of between four (regional) and 22 (state-by-state) institutions. The number of members would

'vary dependent upon whether the program areawas of such significance as to warrant more thansub-state regional consideration. It should benoted that multi-state regional organizations offerthe most latitude by limiting the probability ofConflict and drain on the same resources, as well asby increasing the possibility for impact and ex-posure of the college as a "special purpose" policy

. science institution. The basis of statewide or-ganization would be such that each of the specialpolicy interests of a particular state could beaddressed by one of the state's public or privateinstitutions.

The coordination of this network would beprovided by a "center" located at a sponsoringcollege with established resources and capabilitiesin, the particular program/policy area. The func-tion of that "center" would be to identify criticalprogram/policy issues, distribute program/policyinformation 'to member institutions, disseminateresearch findings of member colleges, providelinkage between the colleges.and national program-related organizations and offices, and lend tech-nical assistance in conducting research and demon-stration projects.

Winston-Salem State University, for example,has completed develbpmental research for theestablishment of a Center for Housing and Community Dev'clopment. Although its focus willinitially be directed toward the development of ahousing and community development curriculumwith emphasis on certification for housing mana-

ers, inter-institutional linkages are considered withmple University, which is investigating -the

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544 PUBLIC ADMINISTRATION REVIEW

FIGURE IREGIONAL CLUSTERING OF BLACK COLLEGES

MICHIGAN

4

SHAW COLLEGEAT OETROIT

OHIO

.CENTRAL STATEUNIvERSITY

WILBERFORCEUNIVERSITY

Region /DelawareDistrict of ColumbiaIllinoisMarylandMichiganOhioPennsylvania

VirginiaWest Virginia

PENNSYLVANIA

LINCOLN UNIVERSITYCHEYNEY STATECOLLEGE

DEL.DELAWARE STATECOLLEGE

MALCOLM XCOLLEGE'

WEST ifIRGINIA

WEST VIRGINIASTATE COLLEGE

ILLINOIS

BOWIE STATECOLLEGE

DISTRICT OFCOLUMBIAHOWARD UNIVERSITYFEOERAL CITY,COLLEGE I

VIRGINIABLUEFIELD STATE ST. PAUL'SCOLLEGE COLLEGE

Region IIKentuckyNorth CarolinaSouth CarolinaTennessee

rjKENTUCKY STATECOLLEGE

KENTUCKY'

RICHMONQVIRGINIA UNIONLNIVERSITY

NORTH CAROLINA ALT,STATE UNIVERSITY

BALTIMOREMORGAN STATE COLLEGECOAPIN STATE CTEGE

MARYLAND STATECOLLEGE

HAMPTON INSTITUTEVIRGINIA STATECOLLEGE

NORFOLK STATECOLLEGE

NORTH CAROLINACOLLEGE

iNSTONSALEMWINSTONSALEM STATE

KNOX V COLLEGELANE COLLEGE

MORRICOLLEG

TENNESSEELE MOYNEOWENCOLLEGE

NASHVIIFISK UNIVERSI TY

TENNESSEE ALIUNIVERSITY

MEHAR WY MEDICALCOLLEGE

TENNESSEE STATEUNIVERSITY

3

LIVINGSTONS

RALEIGHST. AUGUSTINE'SCOLLEGESHAW UNIVERSITY

ELIAZBETH CITYSTATE UNIVERSITY

NORTH CAROLTP.67

CENTRAL UNov SITYBARBERSCOTIA

NORTH CAROLINA

FRIENDSHIP.JR. COLLEGE

SOUTH CAROLINA

CLAFLINCOLLEGEVOORHEESCOLLEGE

SOUTH CAROLINASTATE COLLEGE

GREENSBOROBENNETT COLLEGEALI COLLEGE

FAYETTEVILLE STATE

cNARLOTTLJOHNSON C. SMITH

MORRISCOLLEGE

S.Q.LUtajb.ALLEN UNIVERSITYBENEOICT COLLEGE

NOVEMBER/DECEMBER 1974

MINORITIES IN PUBLIC ADMINISTRATION

COAHOL1A JR. COLLEGE

MISSISSIPPI INOUSTRIALCOLLEGE

RUST COLLEGE

MARY HOLMESJR. COLLEGE

MISSISS)PPI VALLEYSTATE' MISS'SSIPPISAINTS JR. COLLEGE

TOUGALOOCOLLEGE

PRENTISS N & IINSTITUTE

ALCORN A & MCOLLEGE

i,

PIATCHEEJR. COLLEGE

4

ALABAMA A&MUNIVERSITY

OA WOOD

CDOALNLIEELGEPAYNE

T.A. LAWSON STATEJR. COLLEGE

MILES COLLEGEALABAMA

STILLMAN COLLEGESELMA UNIVERSITY

INSTITUTTUSKEGEE

ALABAMA STATEJACKSON STATECOLLEGE

r

Region IIIAlabamaFloridaGeorgiaMississippi

ATLANTAATLANTA UNIVERSITYCLARK COLLEGEMOREHOUSE COLLEGEMORRIS BROWN COLLEGESPELMAN COLLEGE

IN TEROENumINATIONALTHEOLOGICAL CENTER

PAINE COLLEGE

GEORGIATALLADEGA

FORT VALLEYSTATE COLLEGE

BISHOP STATEJR. COLLEGE

ALBANY STATECOLLEGE

FLOR IDA A & MUNIVERSITY

SAVANNAHSTATE COLLEGE

EDWARD WA1:F FPSCOLLEGE

FLORIDA

LA N& f UN,N\UNIVERSITY

OKLAIMAJARVIS CHRISTIAN

`^'1 COLLEGE

ARKANSAS

BISHOP COLLEGE

TEXAS COLLEGE,

TEXAS

PAUL QUINN COLLEGE

HUSTONTILLOTSONCOLLEGE

PRAIRIE VIEWA & M COLLEGE

NOVEMBER /DECEMBER 1974

:,

38

WILEYCOLLEGE

44---;SUTHE RNUNIVERSITGRAMBLINGCOLLEGE

545

BE THUNECOOKMANCOLLEGE

LITTLE ROCKPHILANDER SMITHCOLLEGESHORTER COLLEGE

KANSAS AM &NLLEGE

SDWTHE RNIVERSITY

TE X AS SOU THE RNUNIVERSITY

FLORIDARD IA

COLLEGE

Region IVArkansasLouiitanaMissouriOklahomaTexas

NEW ORLEANSDILLARD UNIVERSITYXAVIER UNIVERSITYSOUTHERN UNIVERSITY

I

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546 PUBLIC ADMINISTRATION REVIEW

management and structural consideration of hous-ing for the elderly and handi,,apped, Texas South-ern University, which is spearheading universityacquisition f the management of the CUNEYHomes, a blic housing project adjacent to thecampus; B op College, whose focus is planning,design, a d management of "New Town" com-munity development, using Flower Mound as itslaboratory, Southern University, Baton Rouge,which is developing Nraprofessional trainingmodules in housing; and Shaw College of Detroit,whose programmatic' focus is the development ofmunicipal acquisition and dispositiorl alternativesfor HUD-owned properties (Figure II).

The decision on the part of Winston-SalemState_ Utuveisity (WSSU) to pursue th,e develop-ment of a Housing and Community DevelopmentCenter was made in light of extensive surveys ofcurricula offerings and demonstration Projects ofother universities within the North Carolina StateUniversity system, statewide and regional com-mitment of resources to the support of such acenter from public,.private, and non-profit housinginterests, and the determination of the efficacy ofsuch a center in light of national and regional HUDpolicy.

To date, WSSU has received monies from theOffice of Housing Management, Department ofHousingand Urban Development, and the FordFoundation for the planning and execution of itsinitial course in "Housing Management," as well asthe subsequent planning of the entire curriculum.That survey developed for WSSU a programmaticagenda whibh inter- and co-related-with the otheruniversities within the system, as well as identifieda distinctly unique focus for the institution'sdevelopmental planning. Such a commitment fromHUD and the Ford Foundation was based on theirwillingness to assist the college in the developmentof feasible and viable institutional goals which alsoaddress national policy issues of vested interest toeach. Figure .11 also points up how Importanttechnology transfer between institutions can be.Once each institution engages in its own distinctiveendeavor, its findings' in overlapping programconcerns will be of secondary and in sonte case&primary value to the other cooperating institu-tions.

But, let us not digress too much from theexplanation of the model. The special interest orspecial purpose status Of the college would be

'based on the determination of areas of interest andpriority for that given geographical location. Its

fir

designation, resulting :from an extensive com-munity needs assessment and strategic forecastingconducted by each college, should neither restrictnor be viewed as a restrictive mechanism whichlimits the college and its focus.

Rather, it should be viewed as a vehicle bywhich an entire process may be taught; a conceptto be expanded upon later. Taking Texas SouthernUniversity, for example, its determination as a"Special Interest University for Urban Program-ming" by the State of Texas is broad enough toenable its venturing into a host of public policy/service areas. From this identification of objec-tives, prospective students, faculty, and staff;

'Invested foundations; corporations; federal,state, and local govcrnmental departments, alumni;and national and local agenCies and organizationswould be better able to determine the institutionaldirection of the college or university.

This fact has great significance fof staffingpatterns and funding strategies. 111 each case, theefforts at interface would by necessity have to bemore directed and specific, Resultingly, faculty,

organizations, and .,-craments that share a com-mon program/p ea interest will gravitatetowarcha parttcilla ege.by virtue of the natureand quality of t course offerings and data

,generated.Such a mechan" ;Ogg also serve to attract

students interested in particular areas of pro-gramming. This, conceivably, would add elasticityto the educational services being provided byWinston-Salem State University, for example, andenable it to draw students from a wider populationbase, i.e., individuals interested in housing andcommunity development, code eriforcement, re-gional and metropolitan planning, etc., as well asservice ,delivery and administrative practitionerswithin the present housing \and community de-velopment system who desire career up-grading.

Carrying the illustration fitrther, such a specifi-cation would require a .reonent*n of trustees,administrators, faculty, and students alike. Ratherthan continuing as a strict "alts and letters"institution providing a broad-brush orientationthrough a host of core courses and areas ofemphasis, a college may wish to continue to betermed a liberal. arts university, but develop aprogram/policy emphasis in housing and com-munity development. As such an institution, itwould engage in research and development di-rected toward the generation of information anddata of significance to the housing and community


1

k

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MINORITIES IN PUBLIC ADMINISTRATIONI-

. - "FIGURE II 'WINSTON-SALEM STATE UNIVEISITY

HOUSING AND COMMUNITY DEVELOPMENT CENTERPOSSIBLE INTER-INSTITUTIONAL LLNKAGES

547

or

SHAW COLLEGE

Acquisition andDispqsition of

HUD-owned Housing

TEMPLE UNIVERSITY

Housing Managementand Constructioh for

the Elderly andHandicapped

BISHOP COLLEGE

"New Town"Design & Management

WINSTON-SALEM STATEUNIVERSITY

Comprehensive Housingand '

Community DevelopmentCenter

t

SOUTHERNUNIVERSITY

°Iara-ProfessionalTraining for

Housing Management

TEXA'S SOUTHERN

University Managementof

Public HousingDevelopment

development policy sciences, locally as well asnationally. It would be a function of the "Center"to urge a comprehensiveness of program /policyfocus among its network members. As Tansik andRadnor suggest:

We must develop an organizational policy whichrecognizes the autonomy and singularity of each of ourinstitutions in terms of their goals and their capaCities,and that %Inch gauges their wortion.,how effective theyarea ,


How the Role Can Be Carried Out

Several black colleges have assumed a leadership

role ui an enlarged program- of community de-

velopment, urban affairs, and rural programming,Texas Southern University, forexample, speaks cfsetting up a School of Corimunication and HumanUnderstanding.3 A mak)r program unit is also tobe establishedSchool of Public Affairs and an

40

548

outreach internship .programfor preparation ofurban professionzls for entry at Key points in theuniversity itself, and in local, state, and nationaldecision-making agenciesgovernmental, corpo-rate,,and others. This is a comprehensive programwith .all facets of the institution- embracing some 6aspect of the increasing urban needs brought in bythe rapid growth of technology.

Within the College

When one considers that` education is not foreduCation's sake alone, and that upon completionof a prescribed curriculum at any university mostindividuals expect to engage in either govern--mental, industrial, or piivate enterprise, it becomesnecessary for colleges to assume the responsibilityof providing students an understanding of theinterplay between these three spheres. This under-standing is even more critical for black studentswhose experiential base generally does not natural-ly afford them such an orientation. What follows isthe component of the design which makes under-standable the "system," provides for the develop-,ment of leadership, generates needed informationand orientations to program/policy-related mat-ters, and provides a resource bag that can beutilized ,by governments, (businesses, communityorganizations, and ordinary citizens. leCreating the Atmosphere

Prior to any institution's determination to

become an agent of the development o policy

sciences, it must first off' all look at itself as apolicY:inaking system. "Innovative policy recom-mendations stand very small chances of beingcarefully considered, adopted, implemented, and -

trevised unless the policy-making system developsnew capacities for creativity, consideration, im-plementation, and feedbaci."4 New patterns ofdecision making are called for. In those instanceswhere only a few have , traditionally had theresponsibility and authority to make decisionthat power will have to be shared.iJust as thepower is shared, so too are the liabilities and theshortconiings of the decisions. This new pattern ofdecision making will identify institutional needsand requirements that will warrant chaliges inmany of the elements of the pOlicy-making sys-tem. As has been experienced by Shaw Universityand Texas Southern University, these changes havemeant new configuratioqs in personnel,. structure,

4"rules of the game," equipment, and, perhapsmost important of all, "policy-making culture."

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PUBLIC ADMINISTRATION REVIEW

Thorough internal analysis has revealed forthese and several other schools that changes ininstitutional output with respect to their beingable to effect a meaningful number of policydecisionswhich might relate to innovative andnon-traditional education, urban planning, hous-ing, etc. -could only be achieved through changesin the performance of the whole institution as'apolicy-rdaking system. Therefore priority Wasplaced on improving the overall policy-makingcapacity of the institution rather than on one ortwo isolated policy outputs.

Curriculum

Because most -black colleges are undergraduateingtutions, the focus of the design is towardtrgraduate education. The logical linkage td

Ydevelopment on the graduate level will becomeevident, shortly.

Freshman and sophomore curricula offeringscould remain essentially the same with minoradaptive changes in the manner in which coreinformation is taught. For example, grammarwould be taught while utilizing and reinforcing thebasic tenents of set theory. Composition courseswould be bases on writing requirements from

biology).d prag-

other departmentsResearch courses would be designed arou

.matic and utilitarian concerns of local and npolicy significance such as the identification oflocal ramifications of a national land-use pc4icy,the cost-benefit analysis of curbside as opposed toalley pick-up of refuse, the feasibility of theinstallation of a multi-i.unnty water and sewerproject as opposed to an independent systeminstallation.

The thrust of the .curriculum design after that.period would lie in teaching the "planning-implementation-evaluation" .process. This processwould be provided using the program/policy areaas a vehicle. Thus, as is the case with Winston-Salem State University, third- and fourth-yearcurricula would be planned which reinforce& thedevelopment and dissemination of information inthe area of housing and community development.

Regular course offerings Would be developedwhich provide students a sound theoretical under-girding in the program area of interest. In addition,seminar series, internship programs, demonstrationprojects, and applied research would be built intothe fabric of the entire accredited program of thatinstitution.

Because resources are to be drawn, for example,

NOVEittur.x/nrCEt.listx 1974

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MINORITIES IN PUBLIC ADMINISTRATION- 549

from the various components of the institution;community, and hotising industry, it is not dif-ficult to decide upon that activity or set ofactivities which meets both the informationalneeds of the jurisdiction and the capability of theinstitution. Such an interchange provides studentspositive role models, direction, and actual experi-ence in decision making and policy analysis, for-mulation, etc. From such a well-integrated de-velopmental team, direction apilrnonitor is pro-vided the programs and the students, this becomesthe basis for realistically expecting students toassume a responsible role in the planning, imple-mentation, and evaluation of each activity engagedin by the institution.

Other Structural Changes

The structure of man black colleges calls forradical changes to encoftass viable programs fortraining careers in public affairs. Special institutesare planned for public officials who need to beprovided information to impact upon and alterchronic or festering rural and urban problems.Improved training programs for local governmentleaders and workers uch as clerks, planning boardmembers, city cou ells, etc., too, are advocated.Many of them ar not equipped to handle themultiplicity of coMplex problems they now mustface; so the universities must find ways to servethe varied needs of these public servants.

University without walls; week-end colleges;continuing education for pare-professionals, theveteran, and other adults are all a part of avigorous public administration' program. Pera-professionals. are often dealing with problems ofday care, social disorganiiation in the inner cities,meeting minimum national needs in rural areas,etc. Black collegis would do well to focus thetraining for this gToup on the particular content oftheir jobs, but at the same time provide a broaderhicational component which could lead, to up-ward mobility.of the iron- professional.

The recent Carnegie, Commission .report sup:ports the enhancement other channels, includ-ing on-the-job training, proprietary schools, educa-tion by pff-canipus extension courses, and nationalservice opportunitieg.s

Black colleges in developing mentalities for.......//thoughtful, thoroughiub,lic affair programs

should delve deeply into operations reseIrcb. Theyshould develop mechanisms to concert communityorganizations and professional planning bodies,

NQVEMBER/DECEMBER 1974 4

,pre-professionals, academic researchers, and practi-tioners from other disciplines to design and imple-ment new innovative projects aimed toward socialchange. Such activities could serve as a base forsound policy analysis, determination of the use oftime and monies, etc.

Recommendations

A variety of new academic ventures and modelsare necessary' to train a cadre of people to performWell and comfortably the public affairs educe-tional functions.I. It is recommended that a human servicescurriculum be included in this effort, as public'administration has important contributions tomake in human services; such a curriculum is wellwithin the focus in public administration onplanning and policy making in complex systems..

Since human service is a new field or a newapproach which relies firmly on (but in no wayduplicates) other fields or other services, consider-,able care must be taken to fashion training which.e.incorporates specialized knowledge and problemsolying, but within an integrated framework.Somehow the academic "pie" will have tofashioned differently to include a holistic humanservice training approach. Such a curriculum couldinclude specialized training in:

1. Politics, power structures, and policies in humanservice policy processes and networks;

2. The methods, 'procedures, and processes of plan-ning and policy making in human service systems,including regional planning for individual servicesand integration of services;

3. Management of the human service ert,.rprise,including examination of the changing role ofindividuahzed service in integrated human serviceprograms and strategies and methods of organiza-tional change which accompany new modes ofdelivery;

4. Interagency relationships in multi-service deliveryprograms and in networks of independent encies;and

S. Models of delivery in human services prog ammingand alternative delivery system for the humanservice.6

2. Consistent with the paradigm of liuman re-source developMent and human' services. it is

further recommended that such curricula provide avehicle that elfables students to receive experiencein-alternative modes of communicatton.

Activities must be developed which create reallearning situations in which ttit student canconfidently make the conversion from being

42

550

"managed" to considering himself a "manager;"from being planned "for or against" to being a,"planner." Such a status entails a facility in

varying modes of written and verbal communica-

tions; proficiency in managing people, minorities

as well as non-minorities; and lechnical compe-

tence.Theie situations would provide the opportunity

for the natural, generally untapped, leadership

ability of the students not only to be identified,

but also nurtured and.enhanced. What the students

choose to do with that information would be their

own business. What the college would have pro-

vided is 4 real situation from which students could

discover their own competencies. The choice after

that point would be personal.Following our examplefurther, at WSSU, situa-

tions and activities would be designed in whichstudents would have to write and speak about

housing and community development. Arrange-

ments would be made for students to make formalpresentations' of feasibility studies, research find-ings, etc., to regional planning boards, housing

authorities, community organizations. Education

and engineering majors would develop simulations

that varied in complexity from those that ele-mentary school-aged children could learn from tothose that 'could be used to 'bring understandingbetween two local and regional planning groups.Thus, communication would not be only aboutthe hypothetical, but also about abstractions and

pragmatics which have specificity in the real

world. Versatility, creativity, innovation, and re-sponsibility would be key because the situations

would preclude that to be the ease.Carrying the illustration further, rather than

dispensing with the "down-home" or "ghetto"

' dialects most blacks come to college with, students

would start to .identify for themselves the situa-tions'when those modes of conversing are not only

useful but necessary in order to derive the data

which must be translated into "proper" English

for broader impact, consumption; and effective-

ness. As well, they would discover that the reverseof that process is just as essential in getting the

legislative and program-related information out to

the "people."Moreover, these new learning situations would

avail the student the opportunity to identify for

'himself the aspect(s) of the delivery system for

which his personality and host of skills are best

.suited: Skill development would be based on the

.task or function the student would be.expected to


perform in a given activity. This non-threateningsituation would provide an added incentive forachievement and excellence. The responsibility forthe success or failuie of a project or venture would

be tied not only to the team's (practitioner,student, academic, citizen) effectiveness in exe-cuting its task, but more importantly to thosestudents' effectiveness in learning to manage thatentire system, which enabled them to complete

their task.S. Intern progranis, demonstration projects, andapplied research must be tied one to another and

integrally with priority program /policy needs of

the attendant jurisdictional community.Consequently, the findings, outcomes, accom-

plishments, and information woqld have utilitynot only to the college but also to the local,regional, and state governments; businesses, civicorganizations, etc. It is here that actual par-

ticipation by the American Society for PublicAdministration is sought to assist in identifyinglocal and jurisdictional needs as well as resourcesthat may be called upon to assist in execution of

these projects.4. In order to accomplish the above, it is recom-mended that alternative reward systems be de-

veloped by educational institutions which positive-&'sanction active leadership on the part of faculty.

Faculty, too, would be expected to engage incomprehensive planning, identify problems and

resources, direct solution approaches, and monitor

research, internship, and demonstration proce-dures. These activities would logically become the

basis of Innovations and creativity and provide

'situations in which academicians, practitioners,and students begin to-collectively progra'm toward

the soliftion of common problems. Through it, the

dynamics of a reciprocal system of responsibilitybecome not only theorized but practiced.

The permanence of the ,black college enables

the process to, continue. Students will come and

go, but the process, the teaching mode, remains asthe college assembles a wealth of pragmatic and

functional information. Such activities would opencommunication and develop viable worKing rela-

tionships between entities whose lines of contacthave in some instances been strained, Such asbetween professor and student, between the col-lege and governmcint, between the college and,the

community andmost importantlybetween the

government and the community.The thrust of research and demonstration pro-

jects would, by its nature, assist municipal govern-

4 3rvvVEMBER/DECEMBER 1974

S

MINORITIES IN PUBLIC ADMINISTRATION

ments in identifying community needs, problems,and the resources with which to addtess both.Services provided may range from transportationfeasibility studies to the development and sponsor.ship of 'weekend training workshops for local,county, stale, or regional municipal workers, toprogramming consumer information "spots" kir

'broadcast on public service TV.A logical outgrowth of such a process is that

students, upon graduation, will have a clearerunderstanding of the system within which theyfind themselves operating. The Hype of graduateprogram to be pursued from that point would bebased more definitively on their assessed strengthsand competencies. Such an undergraduate modewould also offer black undergraduate schools anacknowledged basis from which to develop gradu-ate programming that is distinctive from courseofferings elsewhere.5. Prior to the establishment of new schools,programs, and degree offerings, existing programsshould be closely examined as to the efficacy oftheir conversion.

The previous chart indicates that a sound basisfor education in public affairs, planning, andadministration is already existant on more than athird of all black college campuses. It would bewise to test the utility, of each or combinationsthereof in order to determine how best to respondto .specific and local resource demands. Such ananalysis would allow the school adeqUate time toSevelop program linkages, (welcome political hur-dles, and assure the legal integrity of their plannedendeavors. Such a redeployment of personnel andfinancial resources would also appreciably decreasethe cost and increase' the effectiveness of theplanning phase.6. It is recommended that the National Associa-tion of Schools of Public Affairs and Allministra-don (NASPAA) take the initiative to assist black.colleges an universities in the design and redesignof public affairs programs.

With the number of black elected officials inthe United States having more than doubled in thelast four yeais from 1,185 in 1969 to 2,621 inApril 1973,'"there is developing a "correspondingincrease in the demand for professionally trainedminority group members at all levels'of municipalgovernment."8 Located in urban and'rural sectorskm.which many of the black elected officialsderive their support the movement of blackcolleges into public affairs, planning, and adminis-tration education seems more than adequately

44.NOVEMIER/DECEMBER 1974

551

justified and supportable. If that trend continuesaugmented by the realization in responsible localgovernments that there is need for minorityperspectives and racial balance in municipal gqv-ernmental decision making, the demand for skilledand experienced minority participation will be-come increasingly more crucial.

This is particularly significant because in recentyears will over 70 per cent of all black college,graduates receiving undergraduate degrees did sofrom historically black colleges and universities. Ifthere is any truth to the thought that minoritiesentering undergraduate or graduate programs inpublic affairs, and administration come with inade-quate skill bases with which to handle courseofferings, then that issue presently demands to befaced squarely as it receives .policy .considerationby NASPAA.7. It is further recommended that existing Confer-ences of Minority Public Administrators (COM-PAs) in conjunction with local ASPA chapters urgetheir membership to actively support:

a) ASPA-sponsored seminars and regular localmeetings on black college campuses,

b) student ASPA chapters on black collegecampuses,

c) recruitment of ASPA members from blackcollege campuses,

d) identification , of related professional andspecial interest organizationi as part of theon-going planning, implementation, and eval-uation'process. .

e) exploiation of-state.and local officials takingthe initiative m involving more educationalinstitutions, both black and white,'in local

, ,community decision making, and

f) utilization of ASPA members on.both a fun-1and part-time basis to expand public affairsprograms at black colleges and universities.

Conclusion

Black colleges and universities, in seeing theM-selves as resources,are intent on becoming fbrumswhich bring together community people, who areboth fearful arid distrustful of ,local government,with public, administrators and planners who tendto be the source of such feelings. Provided, as aresult, will be eqUalitarian systems of informationexchange which 'hopefully will form the basis ofenlightened and responsible policy formulation.

Moreover, the ,methodologies would he pro-vided by which black colleges would be given the

entree to furnish their students the exposure to'facets of 'the system which have generally been

categorically denied them. This would furtherserve to proselytize the broader educational corn-munity to the merits of meaningful integratedplanning.

It is to be noted that these recommendationsdeal not only with the symptoms of problemsexpressed by students, institutions, and 'govern-

c1. Paul R. Anderson, The University in an Urban

Society," an inaugural address,gven by the presidentof Temple University, May 1, 1968.

2. David A. Tansik and Michael Radnor, "An Organiza-tion Theory Perspective on the Development of NewOrgamzational Functions, Public Admuusrration Re-

%

rim, Vol. 31, No. 6 (November/December 1971), P-644.4

3. G.M. Sawyer, "The Urban University. Toward Har-mony or Hiatus?" paper presented at a RegionalConference on the Urban Involvement of HigherEducation, April 5, 1/974, Braniff Place, New Orleans,pp. 16 and 18.

4. Yehezkel Dror, Design for Policy Sciences (New York.American Elsevier Publishing Co., Inc., 1971), p. 74.


ments alike; but they also focus on possible rootcauses of limited exposure of blacks to theoperational bases of the "system" and likewisethose operational bases to blacks. Such a relation-ship might well mark the beginning of a neweducative process, not only for blacks, but for theentire public affairs community. Clearly much ofthe foregoing may seem like a tall order; but whilethere is a void, there is movement.

NotesC

5. Priorities for Action, Final Report of the Carnegie'Commission on Higher Education (New York: Mc-Graw Hill Book Company, 1973). '

6. Robert Agranoff,, "Human Service Administration:Service Delivery, Service Integration, and Training," inHuman Services Integration, special publication of fheAmerican Society for Public Administration, March1974, p. 50.

7.- National Register of Black Elected Officials (Washing-ton, D.C.. Joint Center for Political Studies, Mayirip1973), p. 8.National Conference on the Role of Minorities inUrban Management and Related Fields, Proceedings ofFirst National Conference (Washington, D.C., 1973),p. 14.

CONFERENCE OF MINORITY PUBLIC ADMINISTRATORS

Rose M. Robinson, U.S. Civil Service Commission

The Conference of Minority Public Administra-tors (COMPA) is an affiliate of the AmericanSociety for Public Administration. Organized fol-

. lowing the 1970 annual ASPA meeting, COMPAhas identified organizational objectives which en-compass two broad areas of concern. The first ofthese is improvement of the quality of publicseriices affecting the lives and well-being ofminority citizens. The second is expansion ofopportunities for members of minority groups toassume leadership roles in public service. Programactivities which have been undertaken by COMPAhave fallen within these broad areas.

For example, as one of its regular activities, aCOMPA chapter, conducts workshops involvingminority 'administrators in federal', state, and localgovernments, academicians, student's: and otherinterested persons., These workshops are providing

The opinions expressed in this Fuck are those of theauthor.

45

opportunities for fruitful, dialogue among theparticipants, addressing someof the unique prob-lems, confronting minority administrators, as wellas strategies for extending spheres of influence, forinstitutionalizing minority pefspectives in the con-duct of government, and for sensitizing policymakers to the differentia) impact of certain policydecisions on minority citizens. As an added featureof the, most recent. workshop, representatives ofpublic agencies and universities were invited toconduct interviews with participants interested inemployment. Based on thitial response !to it, thisfeature will probably be, retained and ekpancied.Examples of other COMPA activities related to itsover-all objectives appear 'elsewhere in this dis-cussion.

COMPA to some extent iegards secondobjective as further articulation of the first. This isbecause it firmly believes the quality of publicservices to any population is zaffected by the

.10

NOVEMBER/DECEMBER 1'774

0

t

PFI MODEL: WAVE OF THE FUTURE

The establishment of PFI clearly transcended the substantive

impact the original model had generated in terms of, basic prO-

cesses and organizational design(s) necessary to implement a

comprehensive strategy to ameliorate community. problems. PFI's

probabilities of success were banked on three pivotal factors:

(1) its ability to integrate the resources of pertinent agencies

.whose linkage had been established through the original model,

(see Appendix.G); (2) the intangible resource of,goodWill emanat7

ing from federal, state, and local government sources, top-flight

,r

educators, locaf Political leadership and professional direction'

from public interest groups, (see Appendix H); and (3) the material

resources of good personnel;; time and knowledge (see Appendix I).

other major factors which gtew from problems inherent inithe

developmental process , whether thoretical-or academic in char-

acter, were PVI's innovative leadership in adoption of basic'gOliern-

ing policies which support the proposition that educational curricula

should be iesponSive to shifts in the means of addressing urban-

;

rural-metropolitan problems; that participatory' leadership, i.e.,

'use of local leadership and citizens as a primary source for

stimulating project planning and policy analysis,- would serve a -*

broader community interest than evidenced in the Past; and that

t.

4

3 0

community development through the process of community education

and strategic action is imperative, expecially when organized

and operationalized toward goal achievement by the community

.itqelf. That is; PFI and its constituent institutions make avail-

able to the community its resources, knowledge and skills, but

leave decision-making in local affairs to the local citizenry.

was derived from these factors became phase one of

a streamlined action component. Board members of PFI, having .

been the custodians of educational policy, authority and inte-.

grative policy-planning approaches, correlated an action approach

in the framework of anticipated trends of the pending community.

development special revenue-sharing blo'ck grant program. To compli-)

. .

ment these trends, the prime contract /as amended, specifically1

. .,

calling on BCCDP to organ ze wOtkshops io'r Black schools and

provide baSic informati 'oh the concepts of general 4n0 specialr

revenue-sharing; design and execute a basic uniform needs ass-. .

essment process, and strengthen and, expand existing consortial.

units.

These mission-oriented prodess elTments became the fountain-.

head for major developmental potential given that the original

model mechanism had put BCCDP in the forefront of.assessing the5.

needs and Problems of the community, thus upgrading,guality in-r

dices, for anticipated performances. TAisinventory and evaluation

(Contextual in nature) weighted with predetermined, well thought '

474

31

out levels and types of intervention, encouraged that a more

realistically policy-oriented aeciqion criteria to be utilized by

PFI board directors.

.With a full-scale experimental prototype model to test the

payoff potential that can accrue giVen operational and environ-

mental constraints, (see Appendix J) PFI executed a plan-of-work

that would implement a comprehensive educative' community develop-

ment process. It'included elements of need analysis documentation;

techniques of policy planning and.analysis; and project planning,

programming, implementation, management, monitoring, and eve uation;

all interwined with established consortial work areas and par 1-

cipation by respective local Constitutencies. The primary def c

of the plan-of-work was the isolation of those ipecifig, problems

deemed inconsistent with long -term success in academic terms.

This, however, was effectively ciounterbalanced by the cultivation

of inter-governmental dialogue which served to establish working

.

communication linkages betw,een,the practitioner concerns and oper-

ational goals, of consortial nieMbers aneparticipating community

development-oriented agencies.

ifased on full consideration of Black Colleges. community

development needs and the need for relevant interactions, BCCi5P"

developed thi.ee,program instruments to facilitate a proactive

role as opposed eur,a reactive role with respect to meeting the

challenge for major deVelopmental innovations. The instruments

48a'

32,

were in the form of workshops and roundtable sessions held on

general arid specialized revenue-sharing; modeling of data gathering.

and. needs assessment analysis; arid public policy simulation.

Each workshop-conference is presented in capsulized 'form'below:

. A.Town & GoWn Workshbp A two-day conference filled with

information exchange concerning revenue - sharing and

its impact'On Black Colleges as process participants.

Attracted wide assortment of top HUD policy makers,

state and local leaders involved with the community

development process, and 'academicians. Special fea-,

ttres included a,work.session on utilizing strategic

forecasting as/a;ppol for analyzing social and economic

trends as constructs,fordetermining the best means

of mAinatining the survival potential and viability of

Blocky institutions of higher education; and discussion

of the issues involved in citizen and university involvemdnt.

(See Alikpendix

Community Needs Assessment Symposium. This sympoSium.

represents the capstone of a broad.pyraitlid of.partici-

pating agents' and process elements necessary for under-

taking dommuri4y needs assessment strategies. The symposium

was an intergovernmental effort drawing.On the skills and

knowledge sources of. local elected officials, academicians;

4t

33

students, citizens, urban.planners and public administrators,

allof whom were faced with a series of actual local problems

of pressing and significant 'developmental consequence to

the city of Raleigh, N.C. The emergent model has implemen-

tability, transferability and a'highly predictive quality

and is helpful in giving quantified dimensions to local

problems. (See Appendix L.)

Public Policy Simulation SympoSium. A student-focused pro-

ject which provided the'basis for'a considerably broad

insight into the processes of public policy formulation.

The different approaches, analytic procedures and evaluation

criteria proposed by national policy experts were 'challenged'

intensively by future public admiplstrator practitioners

who refused to accept resolution of issues without thought

and calculation. (See Appendix M.)

There were, several very noteworthy aspects of these workshops.

The participants exhibited great eagerness and willingness to move'

beyond symbolic solutions to problemS in order to grapple with

and identify the necessary and basic activities that will begin

tc alleviate constraints that have previously limited effective

involvement in program planning and implementation. _Also, the

workshops generated an increased demand for decision-making groups,

50

'I 34I

4IP q

(both governmental and prx01.f4te) to pursue substantive actualization74

of genuine equality' of opportunity programming to all citizens;

thereby shOrt-cirouiting if-leer-Ise and complex ideological disputes

between voices of ,moderation and the forces of radical change.

In'dealing with vital issues of community development, the

BCCDP created a climate in which the role of Black institutions

would be either mission or non-mission oriented. The BCCDP

-'Aucceeded through an appropriately restructured program in be-

coming an important tool for selective Black colleges to mobili2e

kJ.

L

the forces of change and offered the structural mechanism to

-.sieve the fundamental objectives'of rural-urban-metropolitan

development. Rigorous analytical and experimental applications

confirmed the integrity of BCCDP planning system,by welding to-

gether community developmental problems with institutional

capabilities and. resources in order to bring about changes in

local conditions.

51

NEW LEARNINGS AND RECOMMENDATIONS

PFI has attempted to confrdnt past consortial problems with a

new experimental design which -utilizes presidents of participating

institutions as the fOcd1 point of policy formulation and direction.

Strong emphasis on developmental programming of an inter-

tional nature is advocated for its constituency. Other colleges

and universities should. review the arrangement in the context of

accountability and information transfer systems before considering

a similar configuration.

A.The PFI coneor ial model allows'for a gystematic sampling of

all types of Black colleges and universities, nationally. As such

it creates a broadly structured basis' for analysis. In a survey

conducted by PFIevcolleges, agencies and foundations were found to

be countervailing forces which greatly contributed to inhibitive

attitudes\And actions. Moreover, the lack of clearly defiAd struc-

ture, policy and procedures t e part of educational institutions

and municial offices, alike, tended to preclude the community

responsiveness that all parties indicated was their overall object-

By definition, the educational institution must conduct internal

and external needs,assessments in, order to be in the vanguard of

broad-based direction setting. One method of accomplishing this is

through the process of defininself, correlating institutional roles

52

36

with environmental assessment findings, deciding courses of action,

establishing priorities in light of indivi'dual, community as well

as consortial findings and reviewing alternatives from a broadly

drawn perspective.

From an orderly ,and timed progression of developmental events,

a relatively wide range of options can be operationalized in sub-

stantive terms. However, While PFI7type consortia can be a signi-

ficant ,stimulus and major factor in overcoming obstacles to the

',implementation of a college community development program, much

remains to be done in the continuing task of defining the program-

matic mix and/or variety of new approaches.to actually solving the

problems of community development and particularly the role of

Black institutions in the process.

For example, the.vorkshop-conference forum attempted to bring

together practitioners of urban-rural persuvion, academicians, and

governmental policy makers. The objective was to have a meaningful

exchange of experiences and perspectives regarding policy formula-

tion processes and have extensive d liberations on how most effec-

tively,:to mobilize citizen and academic groups, elpecially those

mandated by federAstatute and charged by city gOrernments. In

each instance the relative effectiveness of intervention strategies

hinged on the development of a new set of rules which actually

accommodated citizen participation in policy goal-setting. The pos-

sibility of actualizing such new mechanisms requires a sustained

53

37

effort to overcome racism and educatiOnal elitism which quite often

cloud the processes of issue identification and problem, resoluti921/.

The limitations of manpower and financial resources allowed the

BCCDP to pay only scant attention to ,the mobilization of community-

based resources aimed definitively at problem-solving.

'The PFI model has evolved from a rational set of Assumptions,r

established its structural,soundness and been analyzed from the

standpoint of planned change. As such can best accompligh its

mission by:

eStabliqhing an information exchange system to'dis--

seminate the maximum amount of needed information.

A national coordinating facility.for the selection,

storage,. analysis, retrieval, and dissemination of

information, knowledge, and data irela ive ,tq community

development must be developed with dedentralized fea-.

'tures.

establishing programs to encourage' and' facilitate the

mobility of technial assistance personnel between fed-

eral, regional, state, sub-state regional and local

staffs" and the constituent institutions of aPFI-type

network.

- conducting evaluative research designed to asS.r.ss,

. .

intended and unanticipated effects of programs such.,

/

as those mentioned in this report. 'Such a refinement.

54

38

of strategic action systems can contributepositively

to future program implementation.

exploring the feasibility of new and additional

-vention strategies in light of high-'jeopardy factors

which may 'hinder present program _implementation.94-

expanding in-house capabilities, diversity of interest,

--

and training programs for academicians, students and

citizens at institutions which have conducted extensive

self-study activities.

,Tc avoid the inference that a,deyelopedpand tes.ted model can be

cohstrued as a model acceptable to all, the following recommenda-

'tions will dokkise specific areas in which the model 'Should befa

enhanced if is to become widely adopted as workable...

,(1) Effort should be taken to more broadly define and

r

apply the operations and niechanisms of the PFI con-

sortial arrangement:

Since the consortium is made up of institutions,that have yeSted interests, every attemptblAldbe made ,td it sure that all' the members of theconsortium hAve a definite understaping of theconsortial conc'ept'df institutional change, Therole of each participate g institution must beClearly defined' individually as well as coop-eratively. Once done, this-approach, if deve-veloped to its maximum extent, can be a helpfulmechanism in furthering th4 objectives and therole of Black Colleges.

(2) The Department of Housing and urban Development should use

this appraoch as a vehicle to gather and utilize hard data

55 r,a1147fr

that will aid'further in carrying out the objectives

of the Housing and Community Development Act of 1974.

In addition toCommunity apprpurpose wockshproven to be aand sustainingtutional (educbusiness) app

its utility as a broad-basedach,the mechanism of singleps as developed by PFI haveviable Method for developinginterest in hew inter-insti-tional, municipal, civic,,

oaches to community development.

(3) The workshop conf rence format, with a terecommunica-,,

tions overlay sho ld continue to be used as a vehicle

.

to bring together practitioners of urban-rural deve-

lopment, academi ians, governmental policy makers and

citizens of the community exchange ipformatiOn 'and

give direction d a.perspeetive to the'processes of

policy-formula ion.

Because of'the limited resources for morecreatively utilizing multi -media apliroachestb informatigp dissemination, the equipment'And facility'capabilities of matey BlaCk *

leges,and their cohmuhities'have-not recbived-'maximum utilization. To provide Participatingconsortial colleges with.current faCts- andfigures in a timely manner, relaVant,infor-mation must be selected, stored,:arialyzed,`retrieved and disseminated', in a'variety of ,

decentralized *figuration /in order to,- accommodate more participating colleges,

offices, agencies, and organizations.,'_

(4) A,"Black Colleges' Goals and Policy Statement In Community

39

DeVelopmerle= must be developed which delineates community

a

,development'planning prioritiO, fotmulates organizational

40

concepts and designs, establishes coordination, and

develops policy review direotions and procedures

within a comprehensive geggraphital and functional

framework.

Such a statement would serve as a standard andgoal by whickhinstitutions which are developingprogramming in community development, publicaffairs and public administration can judge.thesoundness and viability of that programming.

//Since that statement will be periodically up-dated, its reflectiveness of present day aswell as future' circumstances and trends will beassured. ThiS approach further eliminatesduplication of effort, increases efficiencyand foregoes fruitless and confusing conflictamong participating institutions. MoreoVer,it establishes a consensual guide and philo-sophy by whch Black colleges participatewith other national colleges and universities.

(5) Enabling legislation for state-supported institutions

must be reviewed in order to determine whether an

institution is ,legally authorized to pursue institu-

tional goals which axe consistent with a comprehen-

sive "Black Colleges Goals and Policy Statement inN

Community Development."

Presently, many institutions would be in vio-, lations of their state pharters,if they choseto pursue community 'clvelippment as a program-matic thrust. .If ,their mandates could, be

revised in order to enable their involvementin such areas, individual-institutional goals-Courd be reset in order to more=closelipar-

i

allel changed times. :This, by ,definition,

would providdlinstitutions'witH.baselinefinancial resources to pursue a variety Of

57

programmatic a as. Mordover,it would providethe legislative clearances to proceed towardthe,adoption an implementation of strategiesaimed toward "co unity development problem-solution.

(6) Definitive steps should be taken on the part of Black

I

.colleges.to seek o't both elected {and' non-elected .

officials in order todiscuss points'of mutual

interest and benefits.

The perceived UnattraC4veness of Black collegeparticipation in community development aCtivi-ties is a fun tion of the inadequate means bywhich the col eges' resources have been sold tolocal decisio makers- The greatest. receptivityhas occurred n responSe to the officialdom's,acknowledgem nt of potentially positive impactthat' such in titutional Involvement would have:on overall d veldpment'within their particularllodale.

The relevanc of t e above items strikes at the very magnitude

and complexity of progr areas which presently fall within the

framework of operation 1, developmental,' and human support systems

currently bein4 devise by PFI. To the degree that Black institu-

tions have been the most financially Malnourished segment of higher

education in the USA, they have been the symbol and embodiment of

change. Such program areas could serve a fnagnificant dual purpose

of transforming coMmtnity development Obsolescence,twhile at the

( ,

same time genetating substantial community enrichment and growth.

However, a cand d appraisal of past BCCDPactivities indicates

that in addition to the required support systems recommended' ther.

58

of

42

;

projeCted work plan requires a level of effort and expenditure,

'1 far in excess of that utilized in-the past. Thu4, alopg wiAh/-

the identification of those outstanding concerns described above,

as well as the experimentl_nature of the configuration, addi-

tional finapcIal support from foundations . and corporate entities

should be sought in order to fully operationaize the program

efforts.

Implementation AV the recommendations ;in this,repOrt is -

necessary if Black institutions are to remain as much the qnstru-

.mentation" source of 1-1-4 community 'development strategiei as the

agriculture extension model did in'the past. Taken as a vhole,

the advocate evaluation process from the inception of BCCDP to

this periolof history, shows that evolution must be consona t

with further planning and implementive programming.

ft

4

-4

il

.

t o

. . 60

..,

k

.1 I

-6

TACTICS

Black Colleges and CommunityDevelopment Program

EXECUTIVE_ COMITTEE

Dr. E. A. Boykins, President (Chrm.)Mitsitsippi Valley State,College

Dr. Vivian W. Henderson; President

Clark College

'Mt. William L. CraigNorfolk State College

Ms. Beatrice HunterWashington Technical Institute

Dr. Martin D. Jefik4nsAmerican Council on Education

`.44

Appendix A

Dr. Walter Johnson'Bishop College

Mr. David L. LeaVerBethune-Cookman College

Dr. Suresh R. Londhe$outhCarnrina State College

Ar. Eddie MartinFisk UniversW.

.%

Dr. Rogers J. Nevan.-

. 1 Southern Regional Educion

..Board i he

Dr. Eugene WilliamsFayetteville State University

PROGRAM STAFF

Dr.. Van S. Allen .

ExecUtive Director -1TACTICS

Mt. Mahlon-J. 'Griffith .

Assistant Executive Director.,TACTICS

Mt.rildred,J. FfoweesConference toerdinator

Ms. Beverly A. Pettiford .

Editor - TACTICS "Interact"

Ms. Cheryl J. Dobbins .

Associate Director forProgram Development

61

i;

Appendix B

International University Development.Activities1974-75

The TACTICS efforts in the 'interest of developing an International Uni-

versity thrust, involying the historically Black colleges. of the nation, has

'continued, more or less, undei the momentum of the terest generated wi-

in the interested colleges themselves during th itial year of activities

covered under H-3563 Grant.

Limited resources for carrying out the necessary program and agency

explorations'that are essential "to the development and activation of programs '

having international implications has necessarily restricted efforts in the..

.

. .,

lattei directions. However, movement in this direction has continued.

4

Evidence of the above mentioned movement is seen ill the following develop-'

ments that ha'Ve been initiated and carried out by TACTICS since February 1974:

1. Consulted with U. S. AID. officials regarding making

available to TACTICS, on a part-time basis, the ser-i

vices of one of its long time, employees and an expert.,

on Africa, Dr. William Reed.. bruary 1974)

2. U.S. AIDP made Dr% Reed's services available to TACTICS

with the agreement that TACTICS would underwrite the

cost of one-half of his salary, and that Dr. Reed

-would be assigned to the North Carolina A&T State

University to carry out his assignment with TACTICS

(TACTICS was unable to secure: the other half of Dr.

Reed's salary and N.C. A&T State University, betause

62

I

a

0

L2

,

of it interest i.n this area agreed .to' underwri te )

the herlialf of Dr.- Reed's salary).

3.' March 23 & 24, 1974, the TACTICS rollcyl8oard asked

the Phelps-Stokes Fund,in tts Assisting AgencS,

capacity to TACTICS, and because of the organization's,J

long history of relatirig to the various African nations,

to ,provide some leadership to tnIsJACTICS' effort,,

which the Phelps-Stokes Yundsv.TACTICS' Component personnel

agreed to do.

ll

)4

4, March 28 & 29, 1974', Dr. Lewis C.,Dowdi, called a.con7,

ference-of college leaders at Capahosic, Virginia for

the purpose of exploring "next steps" in the4process

of evolving plans for international involvement oethe

colleges with the develdping countries'of Africa.

5. In April 1974, contact was made with Dr. Calvin Raullerson,

a specialist on Africa and African Affairs, regarding the

development of a-concept paper designed to attract the

'funds needed for facilitating program planning and develop-

ment for an international thrush on. the part of the colleges

6. The above contact was folldwed up with the development of

the type dOcument mentioned aboAve, the cost of which was

underwritten by TACTICS. ,

63

V

B.3

7. Meanwhiles explOrations with representatives of the

Lilly Foundation evidenced an interest in'supporting

. the proposed type efforts, and based on this interest,

two conferent ces were called by TACTICS to explore with

said representatives the possilities for 'Lilly fund-

ing such an ffort (July &.August 1974).

8. A Conference, including TACTICS personnel, Assisting

Agency person el, and officials of NAFEOHE, wa'sheld

with U.S. AID personnel to-further clarify possible .

interests and oles that Might be played by Black col-.

leges on the i ternational ,scene (Mr., Theodore Brown,

of U.S. AIDP, osted this Conference in July 1974).

-7 .

9.,' The above menti ned program prospectus was completed

and submitted to The Eli' Lilly'Foundation in September,

1974, and is still pending..

10. In the meantime, NAFEOHE, the organization ,of Black-col-

.

lege presidents, as asked Dr. Wendell Russell, Chairman

of the committee o presidents, torelate to AID, to

work with TACTICS in furthering its efforts, to bring the

historically Black colleges into international peftpective

(March, 1975)

11. Dr. Russell, in the above capacity, has initiated contact

and dialogue with Mr. Theodore Grown, of-g.S. AID., which

64"

I

. "I

13:4

has resulted in a call for a meetino of TACTICS and NAFEOHE'

personnel at an early date, to discuss operational

mechanics that will be acceptable to U.S. AID!' where

program involvements with Black colleges are concerned.

By:;N. .

Of a summary of developil4nts to date, the interest on the. part

of the colleges in getting into this type 'involvement has continued.

The efforts to date have resulted in:

- Further defining colleges and agencies (U1S-AID) interest.

in supporting this effort

- The formulation of a prospectus for historically Black

colleges's involvement in such an effort

- The identifying and securing of expertise in personnel

and in terms 'of Agency involvement (i.e. Dr. William

Reed and the Phelps-Stokes Fund)

- The identifying expertise found within the college for

international, program involvement

- The determination of the Eli Lilly Foundation's interest

in supporting a program planning and development effort

on the part of interested colleges (prepared and submitted ,

to foundation a prospectus)

- Securing of NAFEOHE's direct support in its mandating its4

presidential committee for working with U. S AID; fo

65

B.5

work with TACTICS in its international university develop-

ment efforts.

The above activities have more or less set the Stage for the-working

out of the essential details for involving the colleges:;th prograrn efforts

having international implications.

'!*

66 .4

Appendix C

(Technical Assistance Consortium To Improve College Services)'2001 S Stieet, N. W.

Washington, D.C. 20009-

INTEREST, NEED AND RESOURCE INVENTORY

This inventory will be used to assess or reassess the interest, needs andresources available in the consortium of fifty-four predomihantly Blackinstitutions of higher education. The information obtained will be utilizedin 1) the'gfouping of institutions by interest and/or geographic areas, 2)determining the resources available and/or needed, and 3) developing pro-

, posals for submiision to local, state and federal governmentil agencies.

.1

It ehottld be noted that this form is'similar in many retpects to the onecompleted by several of the consortium members who were represented at theAugust 3-4, 1972 meeting. The intent is to have these institutions updatethe information given at the August meeting and provide additional infor-mation which may be utilized in a systematic planning and program implemen-tation effort. It is requested-that you complete and return this form onor before March 28, 1973.

1., 'NAME OF COLLEGE /UNIVERSITY

2. TOURiTITLE OR POSITION/

3.4' Me institution is presently a member of other consortia Ifinstitution is a member of one or more consortia, please specify type(s)and puipose(s). -

t-

4. The" programmatic, policy and problei areas of particular interest tothe college/university include the following (see attached list:forareas of possible .interest):

A. Research:

I

.1 -

B. Education:

C. 2 .1--.:4""iaboP-

C. Community Service:

5., that commmityprojects are you currently

involved In or have been

implementedwithin the past fiveyears?

6. The college/university is in need of resources in the folloWing areas:

C

7. An in-dqpthstudy of the resources of the college/university

is 'presently

indicated:

111.111111111111

=11111.

Yes

NoUndecidedCannot say

8. An in-depth study of resource utilization within the c011ege/uniVers01

is presently ingested:

YesNOUndecided

0.11 Cannot say

-^*.W1.4 8

--zr

".- k

4

9. -Resources are available in the'college/univeriity to particiPlte in

the development of proposals for the consortium:-.'

YesNoCannot'sayNot applicable

10. The college/univeisity presently has the resources and/or expertise to

cooperate in the following areas:

) 4s

/

11; Liaison persons(s) designated to work directly with the consortium will

be:.

Name

Title

Area of specialization

Telephone No.

12. Comm#nts:

er

.Silkiature

.M1

,,

Appendix D

Participating Colleges and Universitin the

Black Colleges and Community DevelopmentProgram(Urbarf Thrust Efforts)

Alabama A & M UniversityAlabamd State UniversityAlcorn A & M CoalegBarber-Scotia CollBenedict CollegeBethune-Cookman ,ollegeBishop CollegeS. D. Bishop Sta e Jr. College'Bowie State CollegeCentral State UniversityClark CollegeCheyney State CollegeDaniel Payne CollegeEdward Waters CollegeElizabeth City State University.Fayetteville State University

. Fisk University'Graibling State UniversityHampton InstituteJackson State CollegeKittrell College .:

Knoxville CollegeT. A. Lawson State Jr. College

''LeMoyne-Owen CollegeLincoln University (Mo.)Livingstone CollegeMay Holmes College

Mtn

Mississippi V ley State CollegeMorehouse Col,egeMorgan State 11egeMorris Brown CollegeNorfolk State iollegeN. C. A & T St te UniversityN. C. Central niversity,Oakwood CollegPaine College.Paul Quinn Coll gePrairie View A & M CollageSaint Augustine'\s CollegeSaint Paul's CollegeSavannah State CollegeSelma University,Shaw UniversityS. C. State CollegeSouthern University (N.O.)Spelman CollegeTennessee State UniversityTexas Southern UniversityTuskegee InstituteThe Virginia CollegeVirginia State CollegeVirginia Union CollegeWinston-Salem State UniversityXavier University

70,

. Apppndix E

TACTICS _BLAcK COLLEGES'AND COMMUNITY

to partial fulfillment of the HLfD Offide of Community Deve-

lopment contract with TACTICS, the first "Black Colleges, and Com-.

munity Development Conference" was held July 7 and 8 at the Atlantg

American Motor Hotel, Atlanta, Georgia.

I. Conference Objectives

The 1970's have marked the advent of a new relationship be-.

tween governments. Policy-making has shifted to lover, levels of

government. Whether such an arrangement is viable has yet to be

determined. However, the 60 participating members of the BCCDP

have decided that regardless of the particular focus, they are in-.

tent not to be left out of the community development decision-making

process. With that in mind, the.conference was designed to

1. assess the comm ity development policyneeds of.the federal sy tem,

2. highlight th capability and resources of Blackcolleges' to ill the assessed needs;

3. strengthen lines of communication and mutuallyreciprocal relationships between governmentsand colleges, and

4. develop the organizational structure and focusof the_consortial work,unit designed to addtessheeds.

Excerpted from the "Black College and Community Development"conference report, Atlanta, Georgia, June 7 -8, 1973. pg. 1-4.

71

TA

CT

ICS

-t

MOO A.X.

stni111 t4909,3

CONFERENCERECTSTRATION

Holiday Ine'Dovetew

MADISON

- Vevey

M00..10130'

GENERAL-ASEDHILT________

Holiday-lim-Dtrusitemn------MTION 1 Roe

"peveloping*the Mack. Community to lave Sleek C011eges"

-.

%*DR.EDDIE H. WILLIAMS

-

PRESIDENT

Bla

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olle

ges

.,

-

.,..

JOINT CENTER TOR POLITICAL STUDIES

t

10130

1014S

COFFEE 'REM

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11143

GENERAL ASSENILI

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CONSORTIAL UNIT STATUS ItEiTII

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11143 . 12%43 '

LUNCH

.

.

.7 2\D ,

12:4S

1100

.TRANSPORTATTONTO MALCOLM X COLLEGE

'C

onfe

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eboarding of buses will Commence at 12145

,

with 1:00 PAM. departure

w,

,..

..

.

1130 d. 4130

CONSORTIAL UNIT SESSIONS

.-

MALCOLM X COLLEGE,

-Sep

tem

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19-4

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197

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9.50

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CRIMINAL JUSTICE:

DI. LEE P: pROWN, Homerd University

RESOURCE PERSONS

- Hr. Eduard H. braston, LEAA

Washington

Mr. J. Price Foster, LEAA - Atlanta

Mr. Howard.Thomah, LEAA' Chicago

EDUCATION INNOVATIONS:

OE. ARLYNNE CHEERS, Crashlfng

'Collige

RESOURCE PERSONS

- Dr; Meceolryant. Office of Cht14 bevelopoent

- br.°Ceorgo.A. Rhodes,' Equal Employeainc r OE

Or. James L. Robineoe,"ProjeccNeedetacC

Dolly Walke, Consultant

IDr. William C.

oung. Adult Education - OX

er

1

SEPTEMBER 19, 1973

MOUSING t DR. VIM* MITCHELL, Mary.Holmea

College

RESOURCE PERSONS

*- Mr. T.M. Alexander, Jr., DeputyRegional Administrator

.MUD - Atlanta

- Ms., !di Fisher, Associated Midwest MortgageCompany

,

. Mr. Irving Garrett, Director, Illinois

Housing Authority

+Xs. Louciene Watsdn, Assistant Regional Administrator

HUD - Chicago

^INTERNATIONAL BLACK UNIVERSITY t

RESOURCE rums!.

DR. BR1NSTON I. COLLINS,

Noefolk State tolilege

Mrs. Evelyn Jones-Rich, African-American lOstitute

+ Representatives from Africanlniversitits

POST-SeDNDARY INSTITUTIONS: African and American

Shea*:

GETTING IT-TOGETHER IN I

t K EDUCATION

Building a Valid Curti

1

.Tescher Training

* Reaching Out to Others

NANAGEKENT AND'ORCANIZATION DEVELOPMENT t DR.

1NNtTeRSE V. DIXON,

Texas Southern University

RESOURCE PERSONS

- Mr. Lawrence Bailey, National Ltague orCities/ U.S.

Conference of Mayors

'

Richard FairleyDivition of Compensatory Education mgg

- Mr. Antonio Harrison, Consultant

Mr. Lee E. Monroe, American Society of Planning Officials

.-

REIRAL HEALTH AND DRUG ABUSE t DR. O.K. REATTY, Uykagstone College

RESOURCE PERSONS

- Dr. Lonnie E. Mitchell, Division' ofNarcotics - RIM

- Dr. Roy J. Jones,Consultant

-%

,..

TAECOMMUNICAlIoNS eCOLONEL DURRETT W. PETERS, Hampton

RESOURCE,PERSON

i.

,+ Ms. Marion". Mayes, Cahletemmusicatiee Resource

Center

TRANSPORTATION t

RESOURCE PERSONS

- Mr. Ler

Jokes:. Office of the feerstary

Bas Celt

Aaaeciatea

-DOT

1100

,

urrs6is 26, 1973

CORYEREMCCRECISTRAT1ON

.MADISON B - foyer

....,,

.,

).,

.Solids? Inn

Dov

ntoy

n/MESON B

iSOO

10:30'

Istmluctles of Speaker hyt

Mr. Clifford Graves

..

.

Deputy Assistant Secretary

4Coamuntry Planning AndManagemeii

.Departmept of HOusing andDripeo

.Development

Speaker

.-.

10:30

12:00

GENERAL ASSENBils

CHERYL. J. DOBSINS, Associate Director

...

TACTICS - Slack College* lif

cetimait,

Derelopmeot troglros

CONSORTIAL UNIT RETORTS

inrinturniaSTRATECT.DEMOMEXT

Lulign*

CONSORTiAL,PIT LEADERS ;RAM SESSION

THE HONORABLE FLOID11,NYDE

UNDER SECRETARY

DEPARTMENT Of HOUSINC AND. URBAN orcnummana

12300

1t00 - 3:0P-

12100

-SEPTEMBER 21, 1973

teoo - 12100

CEMERALSIMBLi

.Noliday\Inn Downtown MADISON l

"CI I tEN, PARTICIPATION IN THE WEDS'

AS

SNENT,PROCESS"

, - MRS. LOR

-ANENT, Citizen Paitiapatios

Ceeedirtatiii

METRO/I/UTAH NASH1NGTON COUNCIL OF GOVERNMENT!

SIR. RICHARD CONARD, Special Assistant

Office of Community Development,

HUD

-. MR. ROBERT McALPINE, LiaisonRepresentative

National Retired Teachere,Aasociarios

MR. JAMES S.MILSON,'PresreoiMameger

National Leases of CltleaRsn.'Caefereaceof NON,'

tit

O

tF

E.4, .

DEVELOPING THE BLACK COMAUNIT'i'TO SAVE BLACK COLLEGES .

In' summary, it was agreed that the institutions have and

must relate themselves to the communities of which they irea

part, Seeking knowledge, wisdom, and vision whenever they are to

be found, distilling' these into the art of effective transmission,

and collaborating with others in determining their relevace to

the-massive issues discussed in this conference: child care,

innovative education,"internatibnal university approach, housing,

drug abuse, criminal justioe, economic development, cable communi-

cationg, transportation, research, as well as to a long-range

strategy for human progress, especially Blacks:

Participants were algoin accord with those who are aware

that while the traditionally Black colleges may lack adequate

educational resources, they clearly succeed in. giving many

students a better learning atmosphere, stronger motivation and

better education than they can find elsewhere. The representa-

fromsthese traditionally Black institutions were equally

confident that,they had the capacities to develop the community

andstrain the .planners=and the developers who would make the

decisions' about local and state governments. .

*

TACTICS,, in light of.this conference, sees the full paradigm of

education -- institution and agency linkages -- as offering a series

of options in developing the Bla k community to save the Black colleges:save

''1. A single university de artment can reach out tbr,,

[

, the community-in general.

Excerpted froM the "Report of the Second Back Colleges and .

Community Development Conference," Chicago, Illiriois, September1973'.' pg. 15-16.

'

14

E.5

2. A' single university department or division marlink

to a single agency, local institution (church, school)

or community group.

3. A consortium of university departments may join to-,

A gether to reach'.out to a single group, or to the

community in general.

.4. A group of universities may form a consortium (join1.

I together) to reach out as in option (1) or in option

(2) as tated above.

5. Contrarywise, a single community organization, group .

'consortia of departments car consortia of universities.

6. TACTICS, serving a broker function between universities

or individual may reach back to a single department,

r-

and community groups, offices and agencies may try to

bring them together as appropriate.tasks are defined

and strategies for implementation needed.

Direct group action as a route to political effectiveness was

the thread of continuity which permeated the conference. Each

speaker in one way or the other urged thalt students, teachers and

practiters frOm Various fields seek out one another. They were

told to Attempt to develop egalitarian, mutually, ,supportive rela- .

tionshiPs in research, housing, transportation, day care, juvenile

delinquence, schools, career training, management, criminal jus=

,tice, media and other service programs. They were admonished to

- enrich one another with,reciprocal widdom, breaking down the in-,

.A

stitutional and disciplinary walls that divide us..

75

Ef

[

S. RutledgePresident

Randy H. Hamilton4 Presideot-Eiect

Seymour S. BerlinExecutive Director

Council

Ames M. BanevetzNiwrnan BeckmanJuanita C. BlankenshipFrederic N. CeavelandLeonard L. DesautelleConley H. DillonAdrian DoveNests M. GallasEdward K. HamiltonRandy H. HamiltonLloyd F. HareRobert C. HarrellRandy HarrisonMary E. HeeRoger D. Ho masterLawrence C. HowardHarry L. HuffordDonald L. JonesThomas D. LynchJune MartinLinda McNishWalter W. ModeDonato J. Pugh's*Ray Remy ,Salvatore G. RotellaPhilip J. RutledgeJohn W. Ryan '

William J. SheppardFrank P. SherwoOdCharles E. SpathFrank R. Spence.

'? Orb* F. Traylor .

Robert F. Van HornCharles R. Wise

O

. To Advanc! the Science, Pro s and Art of Public Administration

,/AMERICAN SOCIETY FOR PUBLIC ADMINISTRATION

1225 CONNECTICUT AVENUE NW a WASHINGTON, og 20036 (202) 785-3255

Pisan Reply:

21 MAR

March 20, 1975

MS. Cheryl DobbinsPositive Futures Inc.134*-G Street, N.W. --

Suite #413Washington, D.C: 20005

$

Appendix F

Dear Cheryl:

It gives me great pleasure, on behalf of the Marshall E. Dimock

Award Committee; to notify you that your article, "The Role of Black

Colleges in Public Affairs Education," was selected as one of theco-winners of the Marshall E. Dimoca Award foi 1974. Thd other

winner is Neely Gardner for his article "Action Training and Research:

Something Old and Something New," which appeared in the March/April

issue of the Public Administration Review.

The awardin the amount of $250 each, will be presented at the

Society luncheon at the Chicago ASPA Conference on Thursday, April 3,

in the Grand Ballroom of the Palmer House Hotel.

As you know, the Dimock Award is for the best article published

in-the Review on the theme-"Innovative Solutions forrhe Seventies."

In -selecting your article", the Dimock Award Committee made the

following comments:

"The article is well:cOnceptualized, works from an excellent

data base. In'addition to identifying new and innovativedirections for black colleges, it offers a:basis'for applicabi-lity to other colleges and universities,. It contains a broad

approach to integrating theory and practice', through "learning

by doing." The Committee understands that the approach has been

more fully developed since the 'article was written and hopes

that.a performance assessment will be.made available inthenear future:".

-

The award committee was chaired by Past ASPA Pres/dent Frank P.

,Sherwood, .and, included Ann Macaluso, Senior Management Analyst,,Office of Management and Budget, and Professor Delray Cornick df

*organ State College:

/Continued

e. 7175National Conference bh,Public Admilsgation April 14, Chicago, Illinois

I

AMERICAN SOCIETY. FOR PUBLIC ADMINISTRATmN.. * . S.

S COUNCIL 1974-755.

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- lyre...U.cwnny (317 Cilt.p. of Ci.ca-$- Detrs $fs $ Tnjaij.id.n5

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- I

"N . .

S.S

Ms ther.v1 .Dobb ins

March 26,. 1975

Page Two

6

I

O

F.2

1 am.

Please accept my heartiest congratulations on winning this award and for

your significant contribution to the Public Administration Review and the

literature of public administration.

cc:Dwiit Waldo

0

Sincerely,

Philip tledge

President

e,

-$

,

AgenciesWithWhich The BCCI)PEstablished Relationships,

American Council. on Education

The African-American Institute)

.

American Society' for PublicWministratibn

Ameiican Institute ofArchitetts .

z.

.AmericanSociety of Plannin-Officialg,

1 ,

BlackChild Development''Institute

U.S..Chamberof Commerce

-Congressional Bl.ack"Caucus,Inc.

;

'Cost of Living Council

"Council For Economic

Development-

Council of "Governments,

Cableconimul3ication ResoLrceCenter

Conference of.Minority PublicAdministrator .

Federation of SouthernCooperatives

Ford Foundation

Gulf Corporation

gOusIng Specialist Institute

.Q

t

Appendix .G

,

Lilly Foundation

MellbniFoundation

National `Alliance of.' Black

School Educators'

. .

4latiOna1Association of'Housingand Development Officials.

The National Alliance 01.Businessmen

,National Association of StateUniversities and Land-GrantColleges . ;

National'Association of Schools,of Public Administration andAffairs

National Black Caucus of LocalElected Officials

National Business League7 I

The National Caucus'on BlackAged, Inc.

National Counbil of the-Churchesof Christ in the'U.S.A.

G.

Nationa Institute of Education

Nationali Science Foundation'

National Technical Association. Inc.

National Training and. DevelopmentSerVice2

NationalUrban Leaguee

National League of Cities/U.S.' Conference-of Maybrs

Operation PUSH

Public Policy Training

Public Technology, Inc.

Region IV Citizens CouncilInc, ti

Rockefeller Foundation

Southern Conference of BlackMayors

State Directors For AdultEducation

:

.

G.2

State of Louisiana,Department of Education

'Syracuse University

Together, Inc.

University Associates, Inc.

United Black F4hd

8 0

United Board for CollegeDevelopment

United Negro College' Fund

Urban Data Service

The.Urban°, Institute

Vocational Education-NaticAalAdvisory Council

,

0

Y.

I

'Appendix

Affiliate Organizations,Offices and"Perdbnhel

Thirty-One (31) State and Local Bleated Government Officials

Fifty -Three (53) State and Lo'cal Appointed Government Officials

Thirty-Six:(36) Federal Government Persorinel

orty-Five (45) Public Interest Group Representatives

Thirty (30) Non-Black CollegeS and'Universities

1Four Hundred and Nineteen (419') Black College Faculty andAdministrative Personnel

r

81or.

rep

$

ft

I

Appendix

LAW ENFORCEMENT ASSISTANCE ADMINISTRATION

ItTO: yam* Ackhes *1 Grin**)

GRANT AWARD

DATE OF AWARD

1/2/75AWARD PERIOD

FROM '

1/3/75

TO

4/2/75

Positive Futures, Inc.1341 G. Street, N.W.Washington, D.C.

FROM: (Nara* a Address at Awarder)

National Institute of Law Enforcement

and Criminal JusticeWashington, D. C. 20350

TtTLE Coordinated Management and Pivgram Planning Design of a Criminal Astice

Research. Training,a_a_Esalcational ConsortiumQATE OF APPLICATION AMOUNT OF AWARD

811/74 13,9.192

AWARD NUMBER

75-CD-99-0002

In accordance with provisions of Part D of Title I of the Omnibus Crime Control and .Safe Streets Act of 1968, P. L

90-51, and on the basis of the application submitted the National Institute of Law mforcement and Criminal

justice hereby awards to the foregoing grantee a. grant, in the'amount shown. above for the period indicated. This

award has been approved by the Administrators of the Law Enforcement Assistance Administration.

.

This grant is subject to the Institute's current conditions.governing, grants and those set forth in the Applicant's

Agreement. It is a4so subject, if indicated below, to the Special Conditio attached to this grant award.

This grant shall become effective as of the award date indicated above u less otherwise special conditioned.

Grantee's acceptance of this award as conditioned is indicated by signat rd of the duly authoriied official and

return of the signed duplicate copy to the Institute.

This award is subject to attached special conditions.

I

4

$

1.

TYPED NAME & TITLE OF RESPONSIBLE OFFICIAL

Gerald M. Caplan, Director, NILECJ

SIGNATURE RE rcarisieLE F tAL DATE

11

.YPED NAME & TITLE OF ACCEPTING OFFICIAL

Cheryl J. Dobbins, Executive Director

LIKAA FORM 230/1 43.70

SIGNATURE OF ACCEPTINOOFFICIAC.

RelkACES 1..ZAA,I4 II7-4 WHICH IS 00WOLETC.

'

QATE

JETSeptember 26, 1974

I.2

Five Black Universities ToTrain nHousig Managefs t

.

c I Five predom-inantly Black

...7:-- universities, , ,.. s will share\ .

......: . 1 grants total7r f _

.

......._i

ting $1.3 milliono develop aca- r

"../f demic pro-Aa, 16.4 grams for the

H. R. Crawf9rd training ofhousing managers, HUD Asst.Secretary H. R. Ctawford an-

' nounced in Was }ington, D. C..-To upgrade and professionalize

the housing management . field,.. ; Crawford'said that the grant will,

lm shared by HoWardTexas I.Southern, Winston-Salem State,-gouthern and Temple universities.

.. He stated that many problems- that Ills ,ag cy is experiencingtoday, such a higb default rates,

...C. i ' abandonment, andalism, etc., canz be in park, attributedto poor man-,

it ...../ *gement/ practices,. and that the ..+ lack of uniform standards has al-- . lowed perkons with varying man-

. &gement "skilikand abiliti s. many .substandard, to manage LID as- ,sisted,housing. The designated9niversities will develop academicprograms. at the undergraduate

) level for studenth,as well as hous- '. /pi managers. In additiqn, eachse I will sponsor institutes and

ork hops in specialized housingmanagenient arias. The grantst/ . *will lqy madb over a two-yiar pe-ricid yhth-embhasis plaCed initial-'

ly onprogitam developmenit.\ . o

1

V

POSITIVE FUTURES, Inc.

HISTORICAL BACKGROUND:.

Appendix J

41.

TACTICS, the Technical Assistance Consortium to ImproveCollege Services, was structured in 1970 to achieve the overallobjective of Providing colleges with a comprehensive supportservice, cutting across specific areas of institutional operations

in the areas of:

- data management- curriculum revision and change- academic administration- institutional administration and/or management- proposal stimulation and 'agency advoc cy- library administration and develooMen

recruj..ting, admissions and financial id.

Resouices were provided for carrying out these goals through

a network óg institutional.and agency relationships under Title III

funding from the Office'of Education, Department of Health, Educa-

tion and Welfare (re: TACTICS brochure) . As such, TACTICS re-presented the first agency of its kind-so concerned,with the needs

.SinceBlack Colleges. ince its inception the TACTICS c moonentstructure has performed a most commendable task of de elooment in

each of the aforementioned areas.

The'challenge&-bf internal` changes, some fos ered by the

TACTIC'S organization, somenaturally occurring on th college- ,

campuse have evidenced a willingness and desire on the part of

Black c deges tb move more ,definitively in new' dire tions. This,

when bu ressed by divergent societal changes not m rely necessitates,

but demands that Black colleges define themselves i the newly

restructu d 'order" of society.

i Hence the "New Federalist", Reyenue-Sharina, the Pratt

Decision and the "eligibility".bf more than 650 institutions asadditional qualifiers to the "Developing Institutions" program -a,progfam originally legislated by Congress and designed by the

DepartMent of HEW to assist the 109 colleges and universities oftraditionally Black origin - began to be Vrewed as opportunitiesrather than problematic issues for Blagk collegep. An unusuallykeen foresight °A the oart of Dr.(Van S. Allen, Executive Director.9f picTIcs, urged him to-seek and ultimately secure the funding

of d small planning project from the Department of Housing andUrban Development.entitled "Bl ck Colleges and Community-Develop-/

ment". . )

.

t .

Commencing in Febr ry, 1973, that pr'oject,has attempted.

to assess 'the ab41ity of lack colleges to engage in comMunktydevelopmerit activities": 2teliminary findings indica.y.e that:

11 0:, , . ..

i.,

( $4

Q

,

.

.! . , . ....

.

1:1

2

a, Black colleges have historically been,:involved in activities whlch have hadconsequence to urban and rural developtment;

b. accomplishments and results of theseendeavors have not been codified andwidely disseminated and publicized;

'c. access to.policy-making on the state

and local. levels in areas other thaneducation has been limited;

d. informatibn about the organiationand institutional interface of publicand private organizations has beenminimal on Black college campuses;

a

é. there isan urgency, usually emanat=ing from the student population, formore exPerience-based and skill com-petency related curriculum andactivities;

existant college resources, once re-deployed differently, can:

'Provide student experience-based learning which is both /cost-effective and supportable''by sound academic programming,generate additional"resources..(money, personnel, equipment,,facilities, publicity, etc.)',for the institution,experiment with utilitarianprogramming aimed specifically,at urban an(rural developmentalconcerns, andundergird the "planning -implementation - 'evaluation"process with the development ofnew learnings in specific program,areas such as housing, community(development, health, transpotta-tionaetc;

J.2

g. such organizational changes will be effectedthrough and a'ocompanied by a comprehensivereorientation df the college system includingtrustees administrators, staff', faculty andstudents alik7.

7

85 /

3J."3

It is upon these preliminary findings that POSITIVEFUTURES, inc. had its genesis. Mn November, '1973 the nine colleges

represented'by the principals of PFI gravitated together around

the ideas expressed above. Their concern was that those findingscould become the basis of an evolutionary change fithin theirown:institutions which would,aire direct implications for Black

higher education. More importantly the success Of such a venture

would be significant for national higher educatidn In general.

At that time

Ernest A. Boykins-Mis.sissippi Valley State College, Itta Bena,Mississinpi

Milton' K. Curry Bishop,C011ege, I

Dallas, TeXas : I

J4 Archie Hargraves - Shaw UniversityRaleigh, North Carolin a'

Ralph-W..E. Jones - Gramblina College7Gramblinge-Lodisiana

Charles LYOns - Fayetteville State CollegeFayetteville, North tarOlina

Rotallus 0..Murphy - Shaw College!,at DetrOltDetroit, Michigan

Granville M. Sawyer -4Tegas Southern UniversityHouston, Texas

Kenneth R. Williams - Winston-8alem State UniversityWinston-Salem, North,Carolina

W. Clyde Williams - 4iles'CollegeBirmingham, Alabama

.developed a conceptual Model built on those findings which they

.considered feasible, sound and of conseauence enough' to commit

themselves to supporting its implementation under an incorporated

status. The impetus for such an experiment can further be found

in the fact that institutions both publicdand private, urban and

rural, northern and southelrn are represented within the PFI struc-

tur.

A MODEL CHARACTERIZELYBY SIMPLICITY

Regarding the model itself, thee is a simplicity. Each/

of the members of the organization is in agreement that Black

colleges are and can be made even more noteworthy by their involve-

ment in program Atas other than pure education. Each of .

represented insti utions,after identifying no more thanprogramnew'areas of ,institutional involvelnt, will attempt to program S

a sygtemic involvement in each.

ar

.86.

.<

4. .

, . .

. .

This will require that 'for every new area of involvedeXt,

at least one faculty member will be singled-out as the responsibleagent for the de elopment of the inititutions'Proiramming. His

task will be to a semble tkwanterdisdiplinary faculty and student,'community and pr ctitioner complement that is both interested inand committed to planning, executing and evaluating that'invqlve-

ment. Depending, on the types and number of, individuals identified,

the amount and/extensveness of programming will be determined.

Ire: Role of Black Collegesin Public_AffairsiduCation)

J.4

From that involvement it-is hoped that inter -institutiona

'linkages will be'.developed. Focusing,first upon other PFI schools

because the philosophical understanding is. /reatest there, then

'branching ,out to institutions = both black and 'whit - which 'share

d Common interest in the program areas. PFI shoos will beginto be characterized because of*their rigoroys inv vement andexh4,bited leadership in particular areas of.programming:

There'is no attempt to change the chartered mission of any

c:?t ese,institutions, but rather to utilize the, specialized pro-

p am areas as vehicles by which students, facult and institutions

begin to1better understand,and defihe l'or'thems Ives a moreuniversa111., supportable role in this society., This is of

particular significance to state-suppor ed,*_ack institutions., ' .

By mapping an individually distinctive mission which co-relateswith those presently existant ,within the state university system,these Ischools can begin to/

A

Cleatinst'

t

bUild an agenda that speakg to the self -interest of those who have hiStorically beentheir. adversaries;

.identify and establish working telationshipgwith all releirant publics, and

characterileand expand the issues, which arethe emotive basis for institutional'cOnsidera-tion within the context of the state agenda.

4ly the same procese'offers similar prospects for private

tutions. :

As well, this action course will facilitate the identifica-

tion of the institution as one which is characteristically distinc-

tive other' than'i s Blackness.tive fox some reaiBlackness. .RatlYer,,its -

institutional involvement in hous rig, triminalAusticei, information

retrieval and,dissemination, etc., undergirded by strong aftiliate-

aca emic curriculum offer4 ngs will be made more versatile by theinf sion of issues gener'cfnd of consequence to Blacks. In the

. .

A

4 .

cir

ti

a

5

,.

long..run.'what this may mean is'that in addition to the socialorientation provided by "lilAral'education" nationally, Blackcolleges will begin to impact speci,fically.in the .professional

orientation of studerits and faculty, alike. > ..

. .

. 7-Onceini,iated,this process will, hopefully, catapult,

these institutions into new areas of local, "state and national.decision-Making and policy deVelopment. As testimony to thatstatement, PFI hasbeen planned,.from its inception, to'work itself

out of existance in 3:- years. In its stead', however, will be

-nine schools the synergy of whose academic programMinT, t/esearch,

" community education projects, legislative testimony, commissioned,partidipation, etc., does indeed assure them POSITIVE FUTURES'.

J.S

tr3

V.

88I

p

4

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.

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4

89.

Appendix K

I

i 7,ay 24, 1574

CHANCYLS S 30.a ircucy zs-raczn.. AND RESEARCH:FROGRAM PRCCEL'S

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TOWN AND GOWN Workshop,

%.

RECOMMENDATIONS

The following recommendations are based on the analysis of

4

4

°

K.2 ,

data collected from conference participants in the form of actibn

plans, speehes, workshop findings and recordings made during the,

conference.

The conference group recommends implementation.action strate-

giei that provide,public policy management and process planning

.involvement for long and short-term considerations. The group

generally agreed that the history of Public policy/Community

Development programming interface and the nature of related execu-... .

,t.tive-legislative interactions indicate that a cOntinued(lackof' .'

s. .

joint planning and conduct of Unrealistic research places additionali

,

.

constraints on already declining anddecaying communities..

, .

The ideas and suggestrions advanced }'y, various segments of thesi

conference should bi4 considered as interdependent units eac4 re-

flecting itt unique or peculiar characterizations, interest and

perspectiveS.

. Federal Officials

I

Individuals, groups, and agl]abies^inCommunities should syner-

gize and collaborate on submitting well-defined civic improvements

proposal

The

) to federal agencies that encourage such activ4y.

public .should, be ,informed of rights and opportunities in-.

voled irk local government capacity-building planning as it reratesI

to the needs.aed desires of ethnic groups.

4

E cerptedifrOM the "TOWN AND GOWN Workshop" report, Washington,D. C., Miy 22-24, 1914. pg. 14-16

90

s

F

I

K.3University (Officials,. Planners and Students) ,

,1

1

Expand university/college direction and intervention in urban

renewal affairs and housing management.

Enlarge university impact upon community social service deli

very systems and mechanisms.

Identify and pursue new government furiting and services apran

merits, itch as through municipal and state entities.e

Fulfill the need for, academic institutions cf higher learning

to identify faculty and staff resources, and to iverrtory commun:-

ity needs and resources.

- Develop greater interaction between the education institutions.

and the commdhit i's operational research base.4

Estab lish and provide for new involVement rules and new career

1objectiveS for-students in the entire spectrum of publid' policy

.

government

Teach and make known hard data of problem solution rather thanIS

only, soft data of problem identification.

Elected Public Officials

The universities and public officials must bridge the gap b

tween knowledge and action, identifying faculty, students,,and

,o,(er talented individtalS in the areaSof;applied as well s the-

oretical knowledge and )oecome accepted and valued by community de-: 4 /

, :vision makers, public and private.

Public officials must .be amenable to consortia or network re-'

search designs and both groups must pl systems grpunded in the

most practical cpmparative and. cooperati* princWes.

fl

a

Affiliate Agencies'and Organizations K.4

Local govern rents should draw upon the technical expertise

,and informatiOn resources.of established research and planning n

agencies, who already are engaged,in gynthesizi ihd identi- .

, . ,

, - ,-' ... .

,

fying actors and Who have. developed a degree o cohesiveness in..., ,

.

dre4ng,institutions, governments and people together to do joint

problem solving.

ti

92

4

$

rti

4 6

PROCESS

Appendix L

The thre- concurrent workshops of the sImposium were organized

around the s iMulus/response model of leatning. Each was deSigned

to elicit t following- results: (See Figure

Workshop I: general discussion of,"prior eperienceS in'for-, mulati g community development issues for C011e4e'and commu-'

4,

pity Designated input items formed-the information

ease of -the general discussion,,tone and .climate setting

activities, and expected output.

Workshop II: exPadsion of topical areas identified' during'

Work -liop I., The.Overlay of state information further focused

the ature and scope of the discussions..

Wor shop III: generation of activities to be carried on by

the six colleges and universities n the Raleigh, N.C. area.

Th ir purview and projected structure of such a supportMe hanism was to be drawn from thd cumulative experiences

of the-assembled group.

T ose experiences, once, synthesized, formulate five CONTROLL-

ING I SUES impacted by five FUNCTIONAL PRIORITY AREAS. (See Table

I) ach issue has a variety of dimensions calling for any number

of alternative actions. it is not intended,t.hat this schema be

4exh ustive. Rather, the principle processes discerned are

re lective of the input and,intonations of the symposium partici-,

/ID nts. The output mechanisM developed in light of these consider-

tions is described in the output ection.which' follows.

Excerpted from the "Community Needs Assessment Sympo'Sium"

report,- Fr leigh, N. C., September 26-27, 1974. pg. 59-65.

e d

I.

Figure I

,NEEDS ASSN SYMPOSIUM PRCCESS AM) CbTPUT MODEL

I.

CAL AREAS

Issues of Citizen, Institution

and Local' Government Community

Development Involvement

II.

Community Planning and

.Develognent Legislation

III.

Critical Issues of Calmunity

Development & Problem - Solving

06.

The Role of Institutions. oev

Higher Learning in Caimunity

Development

1.7%-,-Case Study:

Issues for

(Possible University-&

Municipal Cooperation 'in

the City of Raleigh

045

A

Workshop I

(National)

Facilitation

Workshop II

.(State)

Facilitation

Workshop- III.

(Local)

-

Facilitation

11

CONTROLLING ISSUES

Cost Factors

II.

Generating Activities

Within University Stivature

ItT.--,Definiticn of Role

Accessibility Within Govern-

.;m

enta

l Dec

isio

n -Making system

curriCadiv

&in;tructional

Mbdifications and COst

Benefit TO Institution

Table I

CORRELATION OF CONTROLLING ISSUES

IN, COMMUNITY DEVELOPMENT

WITH FUNCTIONAL

INSTITUTIOgAh AREAS OF PRIORITY

--

4

CONT1OLLING ISSUES

PRIORITY'FUNCTIONAL AREAS

*0

0o

* ''

b.c .

'Y04

-1. .

b.

Sw4,

,,(t"

4b

40

0..

. 97...

40,4

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ob tb4t

,

0,4

*C.

.S.

.c.-

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0 4.

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oz,C

10S

,e

41,C

'if I

.4

COST FACTORS

a.

Data collection,&1q/dissemination

mechanism

b.

External institutional resource

iden-

tificaticn with respect to 'community

CR

needs

c,

Market institutional finished

products

d.

Utilization of volunteers

/e. Network research

xx

XX xx

XX

xx

xx xx

Table I Cont'd.

tr

CONTROLLING ISSUES

PRIORITY FUNCTIONAL AREAS.'

oo

o1.4P

01, 4

L.:IL'

ti.

4 9 - C Y

.,S,

e.,

8 45.--

.14 v

** 0

..),

et,'

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Ar

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ott7

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IN,

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sl,

Is,-

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ri:' 4p

,k9 4'

c,' st?

c.,

4...

C)

tm *Ps

GENERATING ACTIVITIES-WITHIN UNIVERSITY

STRUCTURE

Credit for intern experiences

Alumni as technica'. advisors

Chabges in process rather than structure

(for which there is institutional support-)

Develop-mechanism of converting social

benefits'into money through cost/benefit

analysis, force/field analysis; etc:

Work/stb.dy based on classroom assignments

- mechanism to overcome cost factors

Develop comprehqnsive design which draws

upon broad range of faculty 7 design

should have sobonits to be tarried on by

individual researchers

g.

Institutional decision-maker6 'approached

via the "interest" and the'"need"swhen

attemptineto,implement new programming.

Emphasis on their leadership functiori

h.

What is helpful in problerg-solving may not

be academically.fashionabl.

xx

XX

XX

XX

.`.

, XX XX

'

xx

XX

XX

-XX

XX

XX

XX

XX

xx

xx

XX

.

XX

XX

XX

XX

3ex L'4

ut

Table I Cont'd

PRIORITY FUNCTIONAL AREAS

1..

*.2,

co

'N,4

S-o

A.

C.,

te0

'.K

,.

.00

ivIV

acr

4sP

419

(t,

.sva

CiC

t`

l

11.4

e,'0

IY(b

'40°

'0'

C1

CO

NT

RO

LL

ING

ISS

UE

S,

NY

NY

4. 4

,(,

b'cp

G~ '

%L

..-...

4s74

)

'e-t

*lc

.?

III.

.

.

. / ....

f,

,

'DEFINITION OF ROLE-

.

.

. xx

.

xx

.

sl-

.

xx

-..

-xx x

xx xx

-

.

xx

.

.

,

I

xx

,

.

xx

.

""

.

.

xx

xx

,

. .r

e

.

.

%

'.

xx .

xx

. xx

.

.

, v

.

xx

.

. _xx

.1

..

.--

xx

xx

X X x4

.

-..

a.

Use of community personnel in decisi?cons

(Town-Gown Bridge)

.. b.

Institutions must more fully understand

that which they are purporting to change

..

c.

Develop program only large enough that

structure is not too adveV

d.

IdAntify'problems that community can re-

late to/operationalize via component parts

(Social, economic, political ramifica7

tions)

,

e.

. Identification

of structure and actors

within go:vernment decision-making system.

..

,

.

f.

Mobilization of community needs assess-

ment should be tied to institutional

f-study

self -study

.*

.,

g.

Initimative must be taken by Colleges and

Univ&rsities themselves; market capability

h.

Community must be encouraged to approach

.institution and city' officials about need

for various programs

i.

Fo us on alternative "delivery systems"

on e needs have .been identified.

austi-

.fie

in social, finAncial,-political and

omic terms

economic

..

.

.

071

To

Table I Cont'd

o

PRIORITY FUNCTIONAL AREAS

"Y

CONTROLLING ISSUES

,r Pi7

44.`" t,

CJ"'

it,*

ii- ("'

cjo 4,.

497

tF. .

6C4b

C1

'e''

V tc

2iv

,.-

-.1

IV.

ACCESSIBILITY WITHIN GOVERNMENTALDECISION-

'

MAKING SYSTEMS

.

,.

.

'a.

Urban Observatory Model

xx

-xx

xx

xx

4.

,

b.

Identify techniques used by government

and/

..

,or needed by community to

form logical

-.

- -_,

linkage with government process

xx

----

c. -Make internships

and research meaningful by

.

-.

having practitioners identify their

needs,

xx,

xx

xx

..

_-.

.

..

d.

Use of community-needs assessment.,as-4,asis

.

foroestablishing j..j.11.kageg w.i

.--existing

..

entities

, -

'--"--r-- --.0,--'

-

.X

X

..

0...aexA.toz.lmtnin government the.thoug

that

-.

_...,--...;1!1mVIT-eges can become extensions-of 1 cal

-

A,,eg.4..

manpower to plan,

implemel.-It,,train 'etc.

xx

-xx

xX

..

._.

.

..

I

f.

Make

to relevant to needs

XX

.

.-

g.,

Inst

utions should not be overly concerned

wit

ixpressing needs in, terms of priority

-wire community should make these

deeigions

,.xx

..,xx

z

h.

ontact state funding sources for support. ..;

ot projects related to community

needs

xx

xx

xx

,..

!,

-Designate staff at each institution to

,.f

develop formal and informal liison with

,'

goVeramental personnel - geneiate atmos-

phere of sharing

'xx

xx

.

.

1('`.)

.11

1'a

. - Ailk

iAr

_LA

AN

S

ft,

t-.4

Table. I Cont'd

PRIORITY FUNCTIONAL AREAS.

0,

60

$1.

'1'

(2.

.0

$..,.

G4

'.00

06

0.(

.{I,

0.

''Y.,

0 0

040Oa

Ks

S.v

Cs

6(i

411,

.04

.

.'

a 4

"1

4 .c.

04

'$.

'*

0

CONTROLLING ISSUES

.

4,,v

V.I

,..;1

14V

b .

co-s

' os

'N

C 7

.L.,

-sib

-tsr

7C

r

el c

2K5' .4...

..

V. -

-

" c.),

c.$)

.

,

.

*OMMUMUAANDnisTritnammtumacAvals'

.

.

xx

xx'

xx

. xx

,

$ xx

xx

xx

.

.

,

,

,

.

xx xx

. -

.

. c . .

.

.

.

_

,,-

. .

$

,

,

.

-.

-

. .

-

.

.

.

i

i

.

.

.

1

.

.

Am) COST BENEFIT 110 TfX INSTITMON -'

.

/.

.

.

.-

-a.

Student/faculty skill building through

-:.

research and internships

b.

Convekting,individual-talents and benefits

to professional largess with institutional

benefits

..

c.

Increased institutional-productivity

d.

First-hand experience at managing problem-

solvdng activities

e.

Expandedutdliiation of federal, `state,

and private monies for program-building

in.an organized rather t}-,an compartment-

alized fashion

.

..

,.

.

.

r4

:

.

..

-.'

-S

Appendix M

"Muni dim). Tax Law . Mere I come"by Cheryl J. Dobbins

The following is a description of a unique simulation of a p.roject in Public' policyformulation held by Texas Southern University in cooperatiOn with the National League ofCities. The author is executive director of Positive Futures Incorporated. the planning officeof a ten-college consortium devoted to the systematic development for minority educationalinstitutions of public affairs in the fields of. municipal .management and communitydevelopment- related programming. The consortium includes Bishop College, FayettevilleState University, Grambling College, Miles.College, Mississippi Vialley State University, ShawCollege 'at -Detroit, Shaw University, Talladega College, Texds Southern University, andWinston Salem State University.

Hbuston, Texas, recently was the site of sixdays of "Public Policy Simulation Events" spon-sored by Texas Southern University (TSU) withthe cooperation of the National League of Cities.TSU, committed to its state designation as a"Spe,cial Interest University ,for Urban Pro-gramming." seized the occasion of,the 50th AnnualCongress of Cities and made it a once-in-a-lifetimelaboratory learning experience in public policyforThlation.

Pre-simulation planning began six monthsprior under the leadership" of Dr. Hortense Dixon,TSU Vice'President for Urban Programming. It wasat that time that the significance of the NLCNational Municipal Policy was made apparent to asmall working group drawn from various schoolsand departments wsthin the university. Furtherinterest was generated between September andNovember as faculty, in preparing their students tointelligently observe the ai.tual deliberations of theCongress, identified bresearchable tipples -gearedtoward both an understanding of and appreciationfor the various technical. points of view ideallyconsidered when developing public policy.

It wasfrom- such an enlightened group that acadre of 30 students and faculty were drawn fromthe Schools of Public Affairs, Communications.and Law. Choosing to forego their Thanksgivingvacation, students, faculty; administrators, repre-sentatives from local community and civic or-

?

ganizations, independent citizens, elected officials,NLC representatives, and specialized techni-Ciansmet in a foriam two days prior to the okningofthe Czangrgis.

"Vire Role of Citizens in Policy ForkMulationand Ijilpiementation" was the first day's 'processtheme 'through .which participants were provided

in-d5pth exposure to .the National League of Citiesas an organization, its formal and highly sophisti-cated policy deVelopment process and structure, aswell as the significance of the National MunicipalPolicy, an end-product tantamount ,to a "State-of-Cities" message, formulated annually by theNLC's 15,000-member body. NLC Director ofPolicy Analysis and ASPA President Philip J.Rutledge was assisted by Anthony Jones, CityRepresentative for Houston and Cincinnati; JackFloyd, NLC Office of Entergoqrnmental Relations;and Don Slater, Director of Federal' Relations,NLC, who prolided specifics as to process andactors. This technical team was complemented bymembers of the National Black Caucus of LocalElected Officials (NBC,'LEO) such as ClarenceLightner, Mayor of Raleigh, North Carolina;George Allen, Mayor Pro Tem of Dallas, Texas; and-Henry Marsh, Vice Mayor of Richmond, Virginia,who provided political, input to the Ifore-mentioned process.

The second day of thef forum was structuredquite differently. Using the NLC's draft resolutionsas a point of departure, Howard N. Lee, Mayor,Chapel Hill, North Carolina;.James E. Williams,Mayor, East St. Louis, Missb-uat--tind Lois Morris,Alderwoman, Louisville, Kentucky; Carried theassembled students, citizens, faculty, and-tech-nicians through an_actual simulation or the NLCpolicy-making procedure. Small groups analyzedthose aspects of the draftpolicy which might beaffected by issues raised as a consequence of theirprevious research. Once identified and discussed,each group was to settle on the language of themodification, indicate where it should be includedin the draft policy statement and why, justify itssoundness-on at least four distinct bases, identify

1.00

a.

Wm.

the number of Standing Policy Committee mem-bers whose concurrence must be received in orderfor the change to pass. and identify the actualmembers w4ose education, experiences. geographicplace of origin or esidence andor political orpersonal .preference would predispose their supportof such a change.

It .goes almost without being said that thefireworks did start. Not only was a good deal oftechnical information transferred. bt crtizens andsiiidents were allowed the opportunity to joust inopen combat with seasoned politicians. By the endof the second day, though a wealth of processlearning had occurred, the group had but justbegun. ,

In order to overlay the ide I with the actual,it became crucially important t at the subsequentfour days of the 'actual NLC conference relatecritically to the first two days f.f simulation.

This was accomplished by two means. First,students, provided "Observer" status by the Na-

b tional League of Cities. were divided into threeanalysis .groups. process. actor. and events. Thisprovided, them access to all thee open policycommittee meetings and program workshops andgave them an established perspective.from which toview all that transpired.

Secondly, students enrolled in the School ofCommunicationinclusive of radio. television, andprint mediaalong with the profesSional assistanceof the Office of Publications and Information andthe School of Public Affairs. operated a full-mediacommunications center as a courtesy afforded theNational League of Cities delegates. Services in-cluded the coordination of interviews..for local andcampus media in addition to arrangements madethrough the NLC Press Room, xerox services,_drafting, typing and dissemination of resolutions,and audio feeds to local radio stations, the Na-tional Black Network and Mutual Black Network.This activity drew the candid responses, the well-rehearsed committee position on a variety of igistiesand opposing points on the same issue. and tnostimpcirtantly, made it all available to the broader

M.2Houston community.

The sixth and final day was capped by ade-briefing session conducted by the students towhich'JNLC and NBC;LEO delegates were invitedas participants. One of the very first observationsmade was the glaring "diversion" from the processroutine students had been familiarized with thepre,iious weekend in the Public:Po/icy SimulationEvents Forum held on Campus. As well it wasnoted that effectiveness was had by those whoknew the process, power by. those who knew thepro cessne best.

Moreover, the actvity clarified for thoseinvolved theIresponsiglity that they as citizenshave to Houston Mayor Fred Hofheinz. Next yearwhen the Congress convenes in Miami, TexasSouthern University and the Houston communitywill have indeed "done their homework" byproviding the community basic information re-garding pending local and national policy issues,soliciting citizen input. and finally making suchknown to the mayor in a timely and organizedfashion. That, in:their estimation, makes for a mostwell - informed delegate whose positions and con-cerns are indeed those of his constituency.

How.successful were the sifnulation events instrengthening municipal and university cooperation,in urban governane? The participants, themselves,are perhaps the most appropriate respondents.

One delegate,-..after stumbling upon the com-munisations center. registered this comment:

"I'm glad to see Texas Southern make its resourcesavailable to us and I'm wry impressed with the degree ofpolitical awareness the students showed. But. I think theseservices would be more berlefiLial during the year lea-dingup to the Congress since you (delegates) don't come here toformulate policies. That's something that's done startingnow. We could Certainly use research services the Universitypossesses in the future."

A student commented:"Over the last few months I've been flirting with the

idea of making my specialty municipal tax law, but hadn'treally understood its significance. This has really beendecisive in helping me clarify some career goals. Munkipaltax law ... here I cones."

ASP,A News & Views ..

. Volume XXV, No. i , ,

JANUARY 1975

Published monthly. © 105 by the American Society.foi Public Administration, 1.225 nine icut'Avenue,N.W..Wa''hington,. .

D.C. 20036. 197,5 subscription. S12.00. Second clans postage paid at Washington, D.C.Nid, at, ditional mailing offices.

' Editor: Seymour S. Berlin'Director of Communications: Barbara A. Byers

101

.0%

its

M.

'S.

A

411 Appendix N

CABLECOMMUNICATIONS, RESOURCE CENTER

AND'

TECHNICAL ASSISTANCE CONSORTIUM TO

IMPROVE COLLEGE SERVICES

BLACK COLLEGES AUD CABLE TELEVISION

A PRELIMINARY PLANNING

AND

PREFEASIBILITY STUDY

c

by

Marion P. Hayes

102

ti

May - August 1973

p

A

CRITIQUE

BLACK COLLEGES AT CABLE TELEVISION

A. PRELIMINARY PLANNING

AND'PREFE7iSILITY STUDY -

Submitted by: Marion P. Hayes, Project ManagerI N.1

For more than a century Black colleges, have paayed a-vital

IP

part in the history of this country. They have been the harvesting

ground for Black leadership. Among their many contributions to

,all areas of American life, they undotbtedly can be credited with

A

their pioneering efforts in assisting persons to break the indus-

trial and professional barriers that denied Blacks entry into the

0 'mainstream. During the past decade the Black colleges, particularly,

haVe been acutely aware of the need for Blacks to participate

meaningfully in the-commurfications industry.

In ,my opinion, this study has shown-that Black colleges,

hove the potential, motivation, and capabilities to make a

dramatic impact on determining the future edudational trendso

in communication technology, particularly cable. Many of the

Black colleges are presently cablecaqing educational and cultural

programs on campus-, using equipment that is the rival of most

cable systems. Through coordinated efforts between the colleges,

guidance from Black cable specialists, and major assistance in

funding, t.M Black colleges could design a communications delivery

system unlike any presently in operation pr.being proposed.

103 .

3

(by Marion Hayes for TACTIC and CRC)

No. of Black Colleges Surveyed = 111

No. of Colleges-.Responding = 80

-Position of Person Responding

a) Presidents

= 21

d) Administrators = 13

b) Vice Presidents =

4e). Dept. Heads

= 15

c) Deans

=8

f) Instructors

=5

g) Other= 14

Academic Offerings

a)

No. of Blk Colleges offering broadcasting courses

b)

No. of Colleges expanding or beginning courses (Within 5

years)

c, --No. of Schools of Communication

d)

No. of Colleges offering bachelor's degrees in

broadcasting

Communications Systems

"a)

No. of College FM radio stations

'D)

No. of commercial FM radio stations

c)

No. of carrier current radio stations

d)

No. of Colleges planning radio stations

e)- No.'of Colleges using video equipment

f)

No. of Colleges offering closed circuit TV courses

g)"

No. of Colleges involved with State Ed. TV network..

Cr,

=419

= 47,

p2

.

=8

(Footnote 1)

=1

(Footnote 2)

= .5

(Footnote 3)

=4

(Footnote 4)

=58

=17

se

5

1Central State U.

Clark College

Fisk U.

Grambling College

Hampton Institute

Lincoln U.

(Mo.)

Shaw U.

Texas Southern U.

2Howard U.

r..1

Apt

..4

43

3Atlanta U.

Bishop c011ege

JohnsonwC.. Smith Q.

North Carolina A&T U.

Tennessee"State U

z:

4Fort Valley State U.

Morgan State College

Oakwood College

Langston U.

A

Cable Involvement

N. 3

a) No. of Colleges in .cable citiesb) No. of Colleges in cities anticipating cable within 2 yearsc) No. of Colleges invOlved with cabled). No. of Colleges interested in cable consortium

Involvenent with Local Broadcasters

a) No. Of off-campus conmercjTal stations broadcasting College sports = 2

b) No. of stations offering tudent training programs = 13

c) No. of stations using College Produced Programs = 9

= 38a 26a 21a 61

r

A

105

c

sr

TELECOMMUNICATIONS SURVEY

NUMBER 'OP QUESTIONNAIRES SENT:

111

NUMBER

OFPERSONS RESPONDING:--80-

Information

'

Resuested

(_/

NuTber of

Questions

Possible

Answers

'Person Responding to

Questionnaire

`President

Vice-President

Dean

Administrator

Department Head_

,Instructor

Other

Number of

Number not '

Respondents

Responding,

*:1)

4. 8 13

15

S' 14

SECTION A - ACADEMIC PROGRAMS

%

How many courses

are offered in Radio?

4

2A

How many courses

are

offered in

Television?:

28

1 2 3

'4 ormore.

->-11,Qns,

4 4 0 7 64

2 3 4 or more'

.

None - -

,5 ,7 0

'\

7 60

One college

preside

responded but not toquestion listed in

survey

'

1111

mrt

s4I1

I

Inform tion

Request -d

How man

technical

courses are offered .

2C

Number of

Questions

Possible

Number of

Answers

Respondents

Ilunc;;;

16

'-2 -

2.

'

3..

,'1

-

4 or more

2

None

.

.68

Will you

egin courses

3

or enlarg- the number

of course- in broad-

casting wethin the

next 5 ye rs?

Yes

No

47

20

Do you ha e a

School of Communica-

tions?

Yes

No

2

77

Is a degre

in

Broadcast' g offered?

5A

Yes

No

k5

74

What degre

given?

5B

BA, BS

'

5.

\.

AAMA

HovPmany fa ulty people

do you have

broadcastip

in

5C

1 - 3

.4 - 5

6 or more

- None

5 1 2 1

(Inforn tion

.Number of

Possible

Questions

Answers

Requested

How many troadc t1ng

.Majors do you h

e?

-.

,.

5D

?

c,.

1-10

10-20

21-30

30-40

40 or

morp

Do you offer

a,

Graduate Degree

Broadcas ting?

5E

Yes

No

'SECTION B - TYPES OF SOMMUNICATIONS

So

you have a

-ractio station'

campus?

6A

Yes

No

Number of

,

Respondents

1 1,ti

1 1

Number not

Resiponding

2

02

77

,

.P

14

3

_62

Is it carrier

I6B'

current?

a.

DO you have an

1

audio/visual

7dept, with video

equipment?.

,44,

Yes

No

Yes

pc.

,4

Do you havea

Learning Resources

8'

Center with

video equipment?

"

Yds

No

a4A

NC

. -JO

WL

.4.

444

t

Informat-i-hm--/

Requested

4.11

.110

111

-w-

1

Number of

Possible

Number of

tNumber

Questions

Answers

Respondents

Res7.ongim,

Do you have a

-9

\

Datalke-eteyal

Yes

System?

No

30

Are any

departments

using ,video equip?

Which departments use

video equipment?

... =

What size video

tape do you use?

N-

...

10A

Yes

- No

SECTION C - INVENTORY OF EQUIPMENT

Film and TV

,3

10B

Academic

40

Non-Academic

5

All departments

.

.12

Other

2

58

18

11A

None

'15

1/2"

-

.

14

3/4"

Is

3

1"

41'.,)

12'

Other

1

3 4

40

How many cameras do_--

you have?

)

118,-

1-2

,-3,-4

4-5+

16

15 22

4

How many video

'tape recorders

do you have?

11C.

1-2'

3-4'

5-6

P'ti`

-0

.::-

24 18 3

11

7 or more

Requested

Now

man

y m

onito

rsdo

you

have

?

110

questions

Answers

0R

esvo

nden

ts

1-2

3-4

5-10'

11-20

0 or more

138 13

10 8

Uar

p-or

-4.3

.4v7

._

8

Bow mzuly,)TV

studios

do you have?

1.1,E

Non

eSi

One

18T

wo

7

;tie

Som

e of

you

r..

.

cam

etas

por

tabl

e?:.

lir,,

Yes

43

.,

..

No

102

#

Tha

t typ

e of

equ

ipol

lent

11G-

do y

ou a

vt?

1

Ampex

Sony

Cassetts

Concord

Panasonic

Craig

.p O

ther

7

32 -

5.5 3 .1 7

19

Are classes taught'.

via

CC

TV

?.0

Yes

NoTaped, but not

CC

TV

-2'17 59

1

classes

are taught over:

CCTV

12)3

..

1-2

3-4

5-7

A o

r m

ore

7 .1 5 4

Are the CCTV

claSses taped o campus?

Yes

No

OE

Mck

=sn

sI1

3-r=

IC0

frtr

vii

r;".

1011

"..1

111

Eri

s

181

1103

11W

111

WiT

IIrE

Vil

Irin

a

Informat

nNumber of

Potsi

Number of

Requested

Questions

Answers

Respondents

Is your campUs-part

13

Yes

of: the state ETV

No

72

network?

not

-Responding

2

/

SECTION D - CABLE INVOLVEMENT

Is' cable .TV available

14

Yes

38

.

in your city 7-

No

.36

,Some activity, but

4.

Inot installed

Detis your city

dnticipate having

CATV within the next

twci years?

3.5

Has your campus been

involved with cable?

Yes

26.

No

12

1 5

16A

Yes

22,

No

55

2

.

How has your campus

Participation in CATV

5

been involved with

Committees

cable?

16B

Student interest in CATV 2

Talks with .CATV Opera-

,tors?

6

Cablecasting Plans

6-

Others

14

it

A

Would your campus-be

interested.in getting

17

Yes

64

=6

',Z

involved in cable?

No

9w

Apiotepdix 0

TASK/PAGEftligOS -REFERENCEBlacX/Colleges-Communit Developthent Program

18-3563

a. b.' c. , d. - e.

TASK I p. 7 p. 10-13 p. 12 - --

TASK I(amended)

p. 18 p. 18 . p. 27;30

--,

---,

- --

TASK II.

p. 13-14 p. 13-14 p. 32;33App. 8,L,M,N

App. C&D.

---

TASK II(amended)

p. 17;19;32; App.L

App. LI

p. 3App. I&L

--- - --

TASK PFI Modelp. 23-29

- -- --- ,--- --.-

,

TASK III(amended)

p. 32App. K

p. 32App. L,.

p.'33 -34 ---0

--

TASK IV p. 20App. E

PFI ModelApp. E,F,G,H,I

App. E p. 20 '

I

App.E,

TASK IV(amended)

p. 30App, L&M .

p. 14;31App. I

.--- --_.....

___

.

112