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March 2006

Dear Colleagues:

Im pleased to present you with a new resource, Partnering with Communities:A Guide on How to Get Involved in Tufts Partner Communities. Partneringwith Communities is intended as a resource guide to facilitate, expand anddeepen connections between Tufts and local partner communities.

This guide is dedicated to the memory of Jeff Coolidge, member of TischColleges Board of Overseers, who was a tireless and compelling advocate forstrong community partnerships to be a defining commitment of Tisch College.

Many Tufts colleges and departments have had long and productivepartnerships with the broader community. Partnering with Communities is astarting point, a work-in-progress, and intended to stimulate your interest ingetting involved. We invite your feedback to inform future editions.

Partnering with Communities is organized by three sections:I. An Introduction to Partner Communities

II. A Guide on How to Get InvolvedIII. Resources AvailableThe guide is posted on the web and will be updated annually on the Tisch

College web site (activecitizen.tufts.edu and click on Lincoln Filene Centerfor Community Partnerships). Partnering with Communities is a companionto Partnering for Community Impact: A Resource Guide to Active Citizenshipand Public Service Activities at Tufts. Both PDF documents are available onthe web site.

Special thanks to the Swearer Center for Public Service at Brown Universityand the University of Brightons Community University PartnershipProgramme in the United Kingdom, whose resources have informed this guide.

Sincerely,

Shirley MarkDirectorLincoln Filene Center for Community Partnerships


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Principles for Community Partnerships

Tisch College strives to operate its community partnership activities inaccordance with the following principles:

To focus its programs in communities where TuftsUniversity campuses are located: Boston's Chinatown,Medford, Somerville, Grafton, the Mystic River Watershedand Talloires, France.

To plan, conduct, and manage teaching, service andresearch activities in full collaboration with community

partners. To take into consideration the impressive assetsof local communities as well as the problems andchallenges that they face.

To fully orient and prepare people from Tufts to beeffective in their community work. To elevate communityrepresentatives knowledge about Tufts.

To maximize both (a) contributions to the education ofTufts students and to faculty research, and (b) benefits tocommunities. To support university and community

representatives to jointly define high standards of quality,and to produce work that meets these standards. Todocument, evaluate and disseminate information aboutboth educational outcomes and community benefits.

To support and elevate faculty participation in communitypartnerships through their teaching, research and publicservice activities.


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Sponsoring Organizations

Lincoln Filene Center for Community Partnerships

The Lincoln Filene Center for Community Partnerships (LFC), a program of theJonathan M. Tisch College for Citizenship and Public Service at Tufts University(activecitizen.tufts.edu), facilitates connections between Tufts and itshost communities of Bostons Chinatown, Medford, Somerville, and anenvironmental partnership with the Mystic Watershed Collaborative. The LFC hasalso recently begun to work collaboratively with the Grafton campus.

The Lincoln Filene Center forges partnerships between Tufts and local communitiesthat build on community assets, advance shared interests, create civic engagementopportunities, and address community-identified needs and social justice.

Jonathan M. Tisch College of Citizenship and Public Service

The mission of the Jonathan M. Tisch College of Citizenship and Public Service is toensure that students graduate from Tufts prepared to be committed public citizensand leaders who take an active role in building stronger communities and societies.

Strategy:To catalyze civic engagement and community building by identifying and supportingTufts students, faculty, staff, alumni and community partners who develop creative,effective approaches to active citizenship at the university and in communities

around the world.

Tufts University Office of Community Relations

Tufts University Office of Community Relations serves the university and its hostcommunities by working to foster positive relationships through cooperation andcommunication. Community Relations formally represents Tufts University to awide range of public, private, and non-profit entities in Tufts host communities.Community Relations also coordinates access to Tufts facilities, facilitatescommunity and high school auditing of courses, and manages the Neighborhood

Service Fund. It is an important source of guidance for the community work ofTufts students, faculty and staff. Tisch College and the Office of CommunityRelations work together closely to ensure that community needs are addressed.


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Table of Contents

Opening Letter from Lincoln Filene CenterPrinciples of Community PartnershipsSponsoring Organizations

I. Tufts Partner Communities 1Medford 3Somerville 7

Bostons Chinatown 11Grafton 14Mystic River Watershed 16

II. A Guide on How to Get Involved 19

1. Getting Started 212. Making Plans 233. Getting Down to Work 264. Sharing the Results 285. Tying up Loose Ends 296. Glossary of Terms 307. Endnotes 32

III. Resources 34

Local resources pertaining to Tufts Partner Communities 36National and Regional Resources 44Maps of Partner Communities 47


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Section I: Tufts Partner Communities

BackgroundFounded in 1852, Tufts University has four campusesMedford/Somerville, BostonsChinatown, Grafton, and Talloires, France. This section provides an overview ofcommunities surrounding Tufts Massachusetts campuses. All of these communities arerich in history and culture and provide ample resources and opportunities for learning and

civic engagement.

Medford and Somerville are home to the main campus of Tufts University. This campushouses the School of Arts and Sciences, School of Engineering, the Fletcher School of

Law and Diplomacy, and the Jonathan M. Tisch College of Citizenship and PublicService. There are approximately 5,000 undergraduate, 1,500 graduate students, 426 full-time faculty, and 550 full-time staff on the main campus.

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Bostons Chinatown is home to the Gerald J. and Dorothy R. Friedman School ofNutrition Science and Policy, the School of Dental Medicine, the School of Medicine,and the Sackler School of Graduate Biomedical Sciences. There are over 1,800 graduatestudents, 236 faculty, and almost 600 full-time staff at the Tufts Chinatown campus.

Graftonis home to the Cummings School of Veterinary Medicine at Tufts University.There are 330 graduate students, 75 faculty, and 266 full-time staff at the Grafton campus.

Mystic River Watershed - Tuftsmain campus is located in the Mystic River watershed.The Mystic River runs less than a mile from campus. For years, students have benefitedfrom real-life learning experiences throughout the watershed. Since 2000, more studentsare exposed to watershed issues through the Mystic Watershed Collaborative, aformalized partnership between Tufts and the Mystic River Watershed Association.

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MedfordMedford has some truly unique cultural resources the Chevalier Theater,Medford Brooks Estate Land Trust, Royall House, and others. It is alsohome to some nationally known artists, sculptors, and studio furniture

makers. We, at Springstep, are proud to be breaking new ground as aunique center for community participation in dance and music traditionsfrom around the world. This is an interesting city in which to buildprograms that celebrate our world heritage.

Claudia Thompson, Executive DirectorSpringstep

History

One of the oldest settlements in the country, Medford was incorporated as a town in 1630and as a city in 1892. It is the fourth oldest English settlement in North America and was

a center for industry, such as manufacturing brick and tile and building clipper ships.Medford was a site for the Underground Railroad and several residents were committedabolitionists. At the same time, the historic Royall House remains one of the few existingformer slave quarters in the Northeast and is known as a significant site in theRevolutionary War. The classic songs, Jingle Bells and Over the River and Throughthe Woods, were written by Medford residents James Pierpont and Lydia Maria Child,respectively.

Today

This diverse community of nearly 56,000 people ranges from recent immigrants to long-term resident families spanning multiple generations. Medford is designated a "Tree CityUSA" and is the recipient of the Massachusetts Governors Award for Open Space.Medford is part an innovative partnership called a tri-city. Its partners are Malden andEverett, and in addition to the economic goals of creating 7,500 jobs and increasing thetax base, the collaboration also provides community resources and support for itsresidents.ii Medford also has a high population of elderly people, many with chronicillness and few family supports to meet physical (daily living) needs. Obesityand substance abuse are universal social and health issues. Medford Health Mattersworks to improve the health and well being of all who live, work, school and play inMedford. Medfords other community resources include the Chevalier Memorial

Auditorium, Royall House, Medford Cultural Council, the Middlesex Fells Reservationand the Brooks Estate, among others. Annual community events include an OpenStudios Weekend, Black Lab Craft and Fine Art Event, and performances by The MysticPlayers.

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Medford is a city with a strong sense of community, although it has seenconsiderable change in recent decades. Parents who grew up here talkabout the freedom they had as children to go outdoor ice-skating andneighborhood roaming without any kind of adult supervision. Twenty-fiveyears later, they aren't about to let their own young kids have the

same kind of freedom. Although the city is still graced by the naturalbeauty of the Middlesex Fells, the Mystic River and the Mystic Lake,much of it has become decidedly urban, with all of the real and imagineddangers that go along with urban life. Medford has also seen strikingdemographic change. Immigrant families are introducing more ethnic,cultural and linguistic diversity to a city that has been predominantlywhite European and African American... This influences public schoolculture, as some parents lobby for the "traditional" forms of schoolingthey had growing up in Medford, while others push the district tocultivate progressive classrooms that resemble those in affluent schoolsystems.

Cynthia H. Krug, Medford resident andProgram Director of the Tufts Literacy Corps

General information about Medford:iii

Land Area: 8.14 square miles

Total Population: 55,765

Population Density: 6,851 per square mile

Median Household Income: $52,476

Individuals Below the Poverty Line: 3,418 (6.5% of the population)

Percent of Owner-occupied Units: 58.6%

Percent of Renter-occupied Units: 41.4%

Key Facts about Immigrants:

Immigrants comprise 16 percent (9,037 persons) of Medfords population.

Twenty-three percent of individuals living in poverty are foreign-born. The four largest immigrant groups are from Haiti (979), Brazil (827), China (624)

and Portugal (516). These groups comprise 32.5 percent of the total foreign-bornpopulation.

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While, the total population has declined from 1990 (57,407) to 2000 (55,765) by2.9 percent, the immigrant population has increased by 33.4 percent (from 6773 in1990 to 9037 in 2000).

Medford has high population of elders, many with chronic illness andfewer family supports to meet physical (daily living) needs. Obesityand substance abuse are universal health issues and a huge social as wellas medical issue. Medford Health Matters works to improve the healthand well being of all who live, work, school and play in Medford.

Lisa O'Loughlin, Executive DirectorGreater Medford Visiting Nurses Associationand Medford Health Matters

Political Representation

The chief elected official in Medford is Mayor Michael J. McGlynn. A seven-person CityCouncil serves as the elected legislative body. Medford is represented at the state level bySenator Patricia D. Jehlen, Representative Paul J. Donato, Representative J. JamesMarzilli, Jr. and Representative Carl M. Sciortino, Jr. The federal level elected officialsare Senator Edward Kennedy, Senator John F. Kerry, and Representative Edward J.Markey.

Geographic Boundaries

Medford is bordered by Winchester and Stoneham to the North, Malden and Everett tothe East, Somerville to the South and Arlington to the West. It is five miles from Boston.The northern sections of the city contain significant open space. The Mystic Riverflows through the center of Medford.

Tufts Involvement

For many years, Tufts students have contributed greatly to the quality oflife in our community. Their caring and compassion for their fellowhuman beings, coupled with their energy, vision and commitment to

excellence have made a positive impact upon Medford and its citizens. TheTufts community understands not only the value of education, but also the

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importance of protecting our environment, giving new life to the MysticRiver, and promoting green space within our borders. Tufts students whotake the leadership role and want to give back to our city only enhance thelandscape of our neighborhoods. Come and experience Medford...theFord by the Meadow.

Mayor Michael J. McGlynnMedford, Massachusetts

There are numerous programs that connect the Tufts community with Medford. Dozensof Tufts students, undergraduate and graduate, are engaged in community-basedorganizations and schools in Medford each year. For example, Citizenship and PublicService Scholars Program, a program of Tisch College, develops and leads projects inMedford Public Schools. Other students are engaged through academic courses, researchand internships. Community partners include Medford Health Matters, Springstep,Medford Family Network and others.

In 2004, the President of Tufts University entered a 10-year Partnership Agreement withthe Mayors of Medford and Somerville. In the Partnership Agreement, Tufts commitsannual financial payments to the cities, a set level of financial aid to local residents whoare admitted for undergraduate study, and expansion of Jonathan M. Tisch College ofCitizenship and Public Service programs and other community service programs, such asTufts Literacy Corps and Tufts Jumpstart.

Medford's proximity to Tufts and its varied community-building projectsrelating toculture, public health, and the environment, for examplemake it an ideal partner forTufts students and faculty who support education for active citizenship.

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Somerville

Despite being a suburb, Somerville is undeniably urban: dense,diverse, and dynamic, with real urban problems, constituencies, andresources. At the same time, all of these "big-city" elements are presentedin a very approachable packagepolitics are local, close, and familiar;government is neither faceless nor overly technocratic. The result is anexciting place to live, and an even more exciting place to work or conductapplied research.

Ezra Haber Glenn, Director of Planning and DevelopmentMayors Office of Strategic Planning & Community DevelopmentCity of Somerville

Historyiv

Until after the Revolutionary War, Somerville was a section of Charlestown often knownas beyond the neck, referring to the narrow spit of land between the Mystic and CharlesRivers that joined the two areas at that time. In 1639, eleven years after they first settledhere, English settlers formally bought the land from the Pawtucket tribe. In 1842, the1,000 residents of the Somerville area successfully gained state approval to become theirown town. Farming was still the main occupation, with brick making the primaryindustry. The advent of the railroad forever changed the landscape of the town. Farmsbecame streets of houses and many new people moved to the town, including early wavesof immigrants from Canada, Ireland and Great Britain. With a population of 14,000,Somerville became a city in 1872.

The next big wave of immigrants into the United States between 1892 and 1930 brought

new languages and cultures to the city streets, continuing the trend of populationexplosions. Italians and Irish were the two largest groups, but there were also largenumbers of people from Greece, Scotland, Germany, Armenia, and Eastern Europe. By1930, Somerville was the most densely populated city in the United States. By the end ofWorld War II, the population peaked at 105,800 rivaling the density of Calcutta, India.Two- and three-family homes were tucked closely together, creating tight neighborhoodsof working class families who supplied labor for industries, including heavy industry,warehouse, and meat packing. The range of new groups coming to Somerville after 1960expanded, shifting the racial profile of the city to include immigrants from Haiti,Vietnam, Cambodia, Sri Lanka, China, Colombia, Brazil, El Salvador, Guatemala, andNicaragua.

Today

Since 1980, the racial, ethnic, and socioeconomic diversity of the city has increasedmarkedly. Due to the large percentage of artists living and working in Somerville, the

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Paris of the 90s was among its epithets. By 1997, Somerville had begun to gain morepopularity as a place to be, with Utne magazine declaring Davis Square one of thehippest places to live in the country. As the city gained popularity as a desirable city tolive and work in, real estate prices soared, which further shifted the socioeconomicdisparity. Currently, almost a third of the population in Somerville is foreign born and

half of those residents arrived in the past ten years. The schools truly reflect the changingdemographics of the city, with 75% of the children in one school coming from immigrantfamilies.

...a resurgence of progressive politics has brought aboutthe defeat of several more traditional state and local office holders.In a series of elections in 2005/6, politicians identified withprogressive issues and/or members of the Progressive Democrats ofSomerville, have been elected to School Committee, the Board of Aldermen,State Representative and State Senator. The PDS group now has gainedalmost 1/3 representation on the Democratic City Committee... Somerville is

a vibrant, politically active city with tremendous cultural/social/humanresources.Alex Pirie, CoordinatorSomerville Immigrant ServiceProviders Group


The chief elected official in Somerville is Mayor Joseph A. Curtatone. An eleven-personBoard of Alderman serves as the elected legislative body. Somerville is represented at the

state level by Senator Jarrett T. Barrios, Senator Patricia D. Jehlen, Representative DeniseProvost, Representative Carl M. Sciortino, Jr., and Representative Timothy J. Toomey, Jr.The federal level elected officials are Senator Edward Kennedy, Senator John F. Kerry,and Congressman Michael E. Capuano.

General information about Somervillev:

Land Area: 4.11 square miles

Total Population (2000): 77,478.

Population Density: 18,851 per square mile

Median Household Income (1999): $46,315

Individuals Below the Poverty Line: 9,395 or 12. 2% of the population

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Immigrants comprise 29.3 percent of Somervilles population. Thirty-five percent of those below the poverty line are foreign-born. In 2004-2005, Somervilles school system had 14.23 percent of the students

designated as having limited English proficiency. This is nearly triple the stateaverage of 5.1 percentvi.

The largest immigrant groups in the city originated from Brazil (4,182), Portugal(3,039), El Salvador (2,188), Hati (1,765) and China (1,529).

As of 2000, 5.4 percent of Somervilles residents were from Brazil, but thisnumber is likely higher. Between 2000 and 2003, one in every five newimmigrants to Massachusetts was from Brazilvii.


Somerville is bounded by Medford to the North, Everett and Boston to the East,Cambridge to the South, and Arlington to the West. Its 4.1 square miles lie between theMystic River and lower Charles watersheds in the Mystic Valley corridor. Tufts straddlesthe border of Somerville and Medford.

Tufts Involvement

Somerville is the base of one of Tufts most robust partnerships, with hundreds of studentsengaged each year. Faculty, graduate and undergraduate students from a range of coursesand student programs actively work with public agencies and community-basedorganizations throughout Somerville. These include academic partnerships and studentorganizations. Community partners include groups such as the Community ActionAgency of Somerville, Somerville Arts Council, Somerville Community Corporation,Somerville Immigrant Providers Group, Somerville Public Schools, Somerville YouthWorkers Network, the Welcome Project, and many others. Some organizations, such asNational Student Partnerships Somerville office, were established thanks to extensiveenergy and input from Tufts students and staff.

When SCC and the City of Somerville Housing Department decided tocollaborate on a housing study, UEP faculty graciously shared theirextensive housing policy expertise SCC has benefited from two projectsdone by teams of UEP students working under excellent faculty oversight.

Danny LeBlanc, CEOSomerville Community Corporation

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In 2004, the President of Tufts University entered a 10-year Partnership Agreement withthe Mayors of Medford and Somerville. In the Partnership Agreement Tufts commitsannual financial payments to the cities, a set level of financial aid to local residents whoare admitted for undergraduate study, and expansion of Jonathan M. Tisch College ofCitizenship and Public Service programs and other community service programs, such as

Tufts Literacy Corps and Tufts Jumpstart.

Somerville is a very vibrant place, always has been. With all the changesin demographics, it's a real microcosm of societywhite working class,immigrants and refugees of colormany of whom live in poverty, and"YUPPIES", all living in close proximity and attempting to shareresources. There's always tension, but also there are ambassadors andbridgers from every sector trying to make dialogue and communityhappen. The boundaries between different groups appear to be somewhatmore open. The fact that community agencies and Tufts are working

together more deeply, is an indication of shared mission and will thatmakes me feel hopeful.Adina Davidson, The Family Center

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Boston Chinatown

Chinatown is a hub of rich Asian culture, tradition and heritage. It offersan array of needed services for the fast growing community. It needsresources, manpower and space to preserve and maintain this vibrant

community.Esther Lee, Director of DevelopmentSouth Cove Community Health Center

History

While there is evidence of Chinese coming to Boston as early as the late eighteenthcentury, Chinatown was formally settled in the 1880's. In 1870, C.T. Sampson hired 70Chinese laborers to break a strike at his North Adams shoe factory. The following year,he hired an additional 50 Chinese workers because of their high productivity level. After

two or three years of this work, some Chinese renewed their contract, others returned toChina, and still others moved to Boston. Some were employed to construct the PearlStreet Telephone Exchange and others came from the recently finished transcontinentalrailroad. These early pioneers created a tent settlement near Harrison Avenue and OxfordPlace called Ping On Alley, creating one of the country's earliest Chinatowns. viii

Discrimination and prejudice restricted the Chinese to living in an insular andgeographically tight-knit community. There were very few Chinese women in the UnitedStates because of anti-Chinese legislation, including the Chinese Exclusion Act of 1882.Discrimination also restricted job opportunities to those available within the Chinatowncommunity, such as groceries, laundries, restaurants or to jobs few white Americans

wanted.

Today

Bostons Chinatown is currently a thriving immigrant community and is home to morethan 5,000 residents.There is a strong residential base, and tens of thousands ofChinese Americans and other Asian Americans living in eastern Massachusetts look toChinatown for services. The opening of immigration legislation and immigrationpatterns over the last 40 years has diversified the community, which is reflected in thediverse Asian restaurants and retail outlets. Chinatown serves as a cultural, social, and

economic hub, and it is also a social service center for the regions Chinese and Asianresidents.

In recent years, Boston Chinatown has also emerged as a neighborhood with increasedpolitical clout. Chinatown has influenced city politics, as demonstrated by the 2005elections of At-Large Boston City Council members Felix Arroyo, a Latino, and SamYoon, an Asian American.

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General information about the Boston Chinatown community:ix

Total land area: 46 acres

Population: 5,563




Key Facts about Immigrantsx:

Immigrants comprise 55.7 percent of Chinatowns population. Forty percent of the population has lived in Boston five years or less. The rate of poverty is significantly higher in Chinatown (28%) than in the whole

of Boston (18%). In 1990, 35.2 percent of the community residents claimed to speak English not

well or not at all.

The Asian population in Boston is increasing at an annual rate of more than 10%.It has more than doubled in each of the last two censuses. xi

A major challenge for Chinese immigrants in Boston is securing jobsthat pay a living wage. Many immigrant workers live in poverty,despite working 60 or more hours per week, because employersroutinely violate wage and hour laws. Tufts students, working withinthe Asian Outreach Unit of Greater Boston Legal Service, and the

Chinese Progressive Association's Workers Center, help workersobtain unpaid wages, and secure their rights to receive the minimumwage (i.e., $6.75 per hour in Massachusetts) and overtime.

Cyndi Mark, Managing AttorneyAsian Outreach UnitGreater Boston Legal Services.


The chief elected official in Boston is Mayor Thomas M. Menino. A thirteen-person City

Council serves as the elected legislative body. Bostons Chinatown area is represented atthe state level by Senator Dianne Wilkerson and Representative Salvatore F. DiMasi. Thefederal level elected officials are Senator Edward Kennedy, Senator John F. Kerry, andCongressman Michael E. Capuano.

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The boundaries of this neighborhood as defined by The Chinatown Coalitionxii areroughly Essex Street to the north, by Lincoln Street and Interstate 93 to the east, by EastBerkeley Street to the south, and by Tremont Street to the west.

Tufts Involvement

The Tufts Chinatown Partnership, a program of the Lincoln Filene Center, workscollaboratively with The Chinatown Coalition, community-based organizations, publicagencies, and schools to develop projects that address community needs, as well asadvance education for active citizenship for Tufts students. Dozens of Tufts students,undergraduate and graduate, are engaged in community-based organizations and schoolsin Chinatown each year. They are placed through courses, internships, and student

programs.

For example, Tufts Medical School has a Community Service Selectives course wherefirst and second year students work with community organizations and public schools.The Urban and Environmental Policy and Planning graduate program also workscollaboratively with Chinatown organizations supporting development issues. Some ofthe agencies that undergraduate students work with include: Asian American ResourceWorkshop, Asian Community Development Corporation, Asian Task Force AgainstDomestic Violence, Boston Chinatown Neighborhood Center, Chinese ProgressiveAssociation, South Cove Community Health Center, the Josiah Quincy School (K-5) andthe Josiah Quincy Upper School (grades 6-12).

There are numerous opportunities for Tufts students, faculty and staff to engage and learnabout the Chinatown community.

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Grafton

Historyxiii

Situated to the southeast of Worcester, Grafton is a dynamic rural community with

approximately 13,000 residents. Grafton has a close bond with its natural surroundings.Founded in 1784, when it seceded from the town of Sutton, it was the third of the originalpraying towns dedicated to Christianizing the regions Native America population. Theareas link with nature has continued from this early rural heritage.

Today

The town has a diverse mix of land uses including farming, forest, residential, andcommercial. Both agriculture and advanced technological research flourish in the citysdiverse and vibrant economy. Graftons citizens are committed to developing its potential

as modern a community that retains its rural character.

General information about Grafton:

Total Land Area: 22.74 square miles

Population: 13,035

Density: 573 per square mile


Individuals Below the Poverty Line: 828 or 5.6 percent of the population

Owner-occupied Units: 72.3%

Renter-occupied Units: 27.7%


Immigrants comprise 4.3 percent of the town of Grafton. In 2004-2005, Graftons school system had .48 percent of the students

designated as having limited English proficiency. This is significantlybelow the state average of 5.1 percent.(Massachusetts Department ofEducation)xiv

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Mystic River Watershed

The biggest challenge for those who advocate for the Mystic Riverwatershed is that most of its beauty has been masked by the decades ofindustrial use. Fences have blocked access to both the rivers beauty and

also its beastly neglect and abuse. There need to be more opportunities foreducation in the watershed.

Officer Patrick JohnstonEverett Police-Marine Unit

Overview

The Mystic River watershed encompasses 7,658 square miles northeast of Boston, fromthe upper reaches of the Aberjona River in Reading down to the Boston Harbor. Thisbeautiful region provides a habitat for a variety of year-round wildlife and seasonalguests, including bald eagles, harbor seals, and porpoises. However, the area also

includes 21 cities or towns and is densely populated with more than three-quarters of amillion residents. The majority of the most threatened environmental justice communitiesin Massachusetts are located in the Mystic River watershed. The long history of industryin the region has raised concerns over water quality, public health and safety, toxicpollutants, and more. Some of these issues are known nationwide: Jonathan Harrs book,The Civil Action, unfolded in Woburn where two Superfund sites were identified.

A series of planning efforts have helped to guide activity in the Mystic River watershed.In 1999, a diverse group of regional stakeholders met over three days for a Future Searchand Focus Workshop. They determined key concerns in the watershed and identified sixthemes for further work: watershed identity/awareness, habitat restoration, new

governance and partnerships, public access, water quality and quantity restoration, andenvironmental and social justice.

In 2000, a goal of fishable and swimmable by 2010 was proposed as a means tosuccinctly articulate a comprehensive long term goal. In November of 2005, the MysticRiver Watershed Association released the Mystic Action Plan, a major effort to gatherexisting assessment data and lay out the potential next steps to make improvementsthroughout the watershed. In addition to rich background information, this plan outlines anumber of action items that would address the priority issue areas that have evolved fromthe early planning stages: water quality, water quantity and flooding, land use and openspace, recreation, habitat, environmental justice, community capacity, watershed

awareness and funding. The next phase will involve an expanded range of stakeholdersadopting discrete action opportunities, working locally while building towards watershed-wide goals.

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General Information about the Mystic River watershed:

Land Area: 7,658 square miles

Total Population (2000): 759,737

Population Density: Ranges from 18,868 (persons per square mile) in Somervilleto 1,247 (persons per square mile) in Wilmington.

Median HH Income (2000): A range from $30,161 in Chelsea to $94,049 in Winchester

Individuals Below the Poverty Line: Average of 7.88 percent with a range from 1.9percent in Wilmington and Burlington to 23.3% in Chelsea.


The towns and cities in the Mystic River watershed demonstrate a full range ofgovernmental structures from strong elected mayoral governments to Town Meetingformats with appointed administrators. The major communities in the watershed arerepresented at the state level by four Senators and eleven state representatives. Thefederal level elected officials whose districts include significant portions of the MysticRiver watershed include: Senator Edward Kennedy, Senator John F. Kerry, CongressmanMichael E. Capuano and Representative Edward J. Markey.


The Mystic River watershed stretches from the headwaters in Reading to the North, to thecoast of Winthrop to the East, to Boston, Somerville, and Cambridge to the South, andBelmont, Arlington and Lexington to the West. The major water bodies in the watershedinclude the Aberjona River, Horn Pond, the Mystic Lakes, Spy Pond, Fresh Pond, theMystic River, the ponds of the Middlesex Fells area, and tributaries of Mill Brook,Alewife Brook, Malden River, Island End River, Chelsea Creek. The Mystic Riverwatershed drains into the Boston Harbor, which is part of the Gulf of Maine watershed.

Tufts Involvement

The Mystic River Watershed Association (MyRWA) has had a long-standing relationship with Tufts University, which is located in thewatershed. Working with Tisch College, we have been able to engage

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students in our efforts to protect and restore the watershed'sresources. The result for MyRWA is a boost to our work, and, for thestudents, a chance to make a real difference in their communities.

Nancy Hammett, Executive DirectorMystic River Watershed Association

The Tufts Boathouse is situated on a major tributary of the Mystic, the nearby MaldenRiver. The sailing team practices regularly at the Upper Mystic Lakes. The watershedhas provided a laboratory for a number of theses for students from Engineering toEconomics, offering a wide range of research opportunities in this complex watershedsystem. In 2000, a number of departments and schools across Tufts formally joinedcommunity partners to address environmental concerns through the Mystic WatershedCollaborative (MWC), a partnership between Tufts University and the Mystic WatershedAssociation. Students are engaged in Mystic activities each year ranging from clean-upsto extensive field-based research projects on policy topics. Over the years, a broader

array of organizations and public agencies have teamed with the Mystic WatershedCollaborative to focus on improving conditions in the watershed through grants, directedresearch and community involvement.

The graduate Field Projects course in the Urban and Environmental Policyand Planning Program is a classic example of a partnership that focuses onan often-overlooked part of the academic missionpublic service. Studentsform consulting teams that then work with local communities. Challengeslike designing a development plan that respects the integrity of a cityneighborhood, restoring and protecting an urban river or helping a town

think through its commitment to greenhouse gas reductions become realonly when university and partner communities join hands. To nurture aprocess like this is to witness the strength of community-based learning andservice."

Rusty Russell, J.D., Lecturer in Environmental LawDepartment of Urban & Environmental Policy &Planning, Tufts University

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Section II: How to Get Involved

The Lincoln Filene Center for Community Partnerships has compiled information thatmay assist your preparation for work with local communities.xv

When thinking about working with communities, we suggest that you take a few minutesand ask yourself the following questions:

What issues are you interested in? What communities would you like to work with? What are the assets and opportunities available for your learning,

orientation and potential project? What are the community-identified needs that are of interest? What are the anticipated outcomes from your involvement?

An exploration of such questions will help you to clarify your goals, interests andexpectations for working with a community.

These questions are challenging to answer. Therefore, we have assembled a guide to helpyou:

1. Getting Started2. Making Plans3. Getting Down to Work4. Sharing the Results5. Tying up Loose Ends6. Glossary of Terms

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1. Getting Started

Faculty, students, and staff can work toward developing community-based learningexperiences that are of mutual benefit to community partners.

Learn about the community you want to engage indo your research!

History of the area Geographical location and environment. Current population demographics and how they have changed over time. How geography and/or population affects life in this community.

Community assets and alliances Cultural institutions Social service, organizing and advocacy organizations Educational institutions and libraries Municipal services and programs

Identify specific challenges in the community What have community members done in response? What progress has been made? What are new challenges? What continues as long term challenges?

University role in the community. What relationships, partnerships and history exist between the university

and community? Are there any tensions you should be aware of?

Research community-based organizations or public agencies you are interested in: Mission, History and Structure

Budgetwhat are funding sources? Main expenditures? What otherresources/assets are available to the organization?

Stakeholderswho is affected by the organization? Who belongs to thisorganization?

How can you reach your goals and help address a communitys identified needs?

Who are you, in relation to the community you wish to work with, and whatstrengths and challenges does this comparison present?

What are your personal and academic expectations for the project?

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Examples of Opportunities to Serve Community-based Organizations or Public Agencies

Issue Area Sample Ideas

Advocate for An Issue

Research, write, and publish articles

Produce a newspaper Start a campus chapter of an organization Speak to civic groups Organize a speakers forum, a public hearing, a conference

Health

Present health information to peers and community Provide basic health care (with training) Coach youth sports Organize health fair, health screenings, blood drive Comfort hospital patients Develop curriculum and lead health education workshops

Environment

Monitor habitats and/or analyze water/air/habitat quality Conduct energy/resource audits, Assist researchers Design native habitat restoration Landscape using native plants Set up recycling and composting Organize a trash clean-up

Public Safety

Staff Hotlines Organize safe driving/bicycling/walking to school campaigns, a peer

mediation training

Organize training for emergency preparedness Organize home safety audits, a anti-violence campaigns

Education

Tutor and/or train tutors Lead after school clubs for middle/high school students Serve as teachers aides Organize forums Develop curriculum Make displays

Economic Cook/work at soup kitchens Conduct research for economic planning Staff shelters, work at training centers Hold a tax training workshop, collect planning data

Immigrants

Organize opportunities to share culture Teach citizenship classes, ESL classes Teach language classes to elementary students Hold an educational forum for the public

Political Participation

Lead voter education and registration activities Teach classes, write/read letters Organize a public issues forum, volunteer to lead outings to public

agencies, museums, etc.

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2. Making Plans

Once you have identified the issues and potential communities you would like to workwith, it is important to research what relationships may already exist.

The Lincoln Filene Center for Community Partnerships (LFC) hasrelationships with a number of community organizations and is a great place tostart. Go to activecitizen.tufts.edu or 617.627.3453. The following are a few ofthe resources LFC has to offer.

Partnering for Community Impact:A Resource Guide to Active Citizenship& Public Service Opportunities at Tufts provides information ondepartments and organizations at Tufts involved in the community and isavailable on the Tisch College website: activecitizen.tufts.edu

Watch for LFC or Tisch College presentations that highlight partnercommunity activities.

There are resource binders describing community-based organizations andpublic agencies in the LFC office for Chinatown, Medford, the MysticWatershed and Somerville. (Grafton is in development.)

Tufts University Office of Community Relations has a long history of workingwith partner communities and is a great source of information and expertise onTufts relationships with its host communities. Tel. 617.627.3780

Other Suggestions: Conduct basic research on local communities and partnership organizations

to determine opportunities and options.

Talk with Tufts faculty or students about their experiences in the community. If you are proposing a project that includes research, check the

http://www.tufts.edu/central/research/IRB/Forms.htm to determine if yourplans would trigger the Internal Review Process (IRB).

Research plans that propose the use of living human subjects, tissuesor materials from living humans, or data on humans must be reviewed

and approved or granted an exemption by the IRB before the researchbegins. This includes all research at Tufts University regardless offunding source, whether conducted by members of the faculty, students,fellows, administrators or others, across all departments and campuses.http://www.tufts.edu/central/research/IRB/Forms.htm

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Considerations for Faculty

If you are planning community-based research or teaching you may want to consider thefollowing:

For Community-Based Research

Recognize that there are many research questions that are of interest tocommunity members and that might fit well with your own research agenda.

To the extent possible build on existing relationships that have been establishedwith the community.

There are a range of ways to involve community members in research. Dontunderestimate the value that community can add to every aspect of your researchproject from identifying the research question, to designing the research approach,

to analyzing the results.

Remember that the institutions that fund research often require communityinvolvement.

For Community-Based Teaching

Identify ways a community project can enhance the pedagogic goals of yourcourse and create opportunities to integrate theory with practical experience.

Provide the students structured opportunities to reflect on what they are learningin the community.

Are there any special security or safety considerations? Space considerations?

Will your students work with children? Do they need to complete a CORI formto check for past criminal record?

For All Community-Based Work

Create mechanisms to evaluate progress and adapt as needed.

Work with community partners to determine how to measure the success ofthe experience Make plans from the outset to either conclude the project at a certain point

or transition it so that gains made are not lost

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Considerations for Community Based Organizations and Public Agenciesxvi

:

What type of commitment does your organization expect?

How long a term of service would your organization prefer?

To what degree are students and faculty able to meet the needs of people servedby your organization?

What skills or expertise are you seeking?

Have you worked with volunteers or students in the past? What have they done?What were the challenges? How could that be continued or expanded?

What knowledge, skills and experiences are students able to gain from workingwith your organization? What do you want them to learn?

Are there logistical concerns? Are there any issues with liability?

Do you have questions about the academic components of the class and how itrelates to your organization?

What are your expectations regarding communications between the program,students, and your organization?

What kind of orientation and training will students need to work at yourorganization?

What financial implications do you foresee, if any, from this collaboration?

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3. Getting Down to WorkTips for Students

When beginning work at a community-based organization, consider the followingguidelines. These can serve as a reference for faculty, staff or students supporting athoughtful and reflective experience for the student and the community partner.

Approach your position as you would any job. Each organization has certainpolicies and expectations you must respect. If you have to miss a scheduled visit,make every effort to get in touch with your supervisor well in advance.

A student establishing rapport with local communities needs to have a non-judgmental attitude, acceptance, an understanding of peoples rights to maketheir choices and decisions, and respect for each individuals worth, dignity,empathy and authenticity. Show respect for traditions and difference, andavoid imposing your culture and value systems on others.

Set goals for service and for learning. Sit down with community partner, bestraightforward about your learning requirements, and ask them to do the sameabout their needs.

Articulate each persons role. Decide and document in a project agreementprogram and logistical details such as transportation, supervision, timeline, andreporting systems. Refer to this agreement in the future for clarification ofexpectations. Contact the Lincoln Filene Center if you would like assistance.

Be sure to intentionally engage in reflection throughout this experience.Reflection has proven to be an essential element for best practice in active

citizenship. It increases both project effectiveness as well as enhances studentlearning. Contact Tisch College Student Programs if you would like assistance.

Create a schedule of days and times that you are available to work. Be prompt.Be sure to inform your supervisor if you are not able to go in, about Tuftsacademic schedule, breaks, etc. Keep a time log of your hours and how yourtime is delegated. This is useful for periodic assessment as well as valuabledocumentation for the organization. Some organizations can use the value ofyour time as a match for grant funding.

Expect uncertainty at first. Your level of comfort and responsibility will increaseas the semester progresses. Ask for help or feedback when you are in doubtabout how or what you are doing.

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Recognize your limits by accepting assignments that you can handle. Dont beafraid to speak up if you dont think you are qualified to work on a particulartask.

Communicate with your site supervisor; ask for feedback from your supervisoron a regular basis.

Be aware that as a community based learner you may learn information aboutindividuals you are working with that is covered by rules of confidentiality.Speak to your community supervisor to discuss how the obligations ofconfidentiality may apply to you.

Be realistic about what you can accomplish. Dont expect to accomplish in twohours of weekly service what a trained professional cannot accomplish in 40.

Consider how you can link this experience to your future goals and academicexperience.

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4. Sharing the Results

Sharing your experience with the Tufts community and with the public is an importantpart of your learning:

Plan ahead for a final presentation of the work.Formal public presentations in the community can highlight outcomes and raiseawareness of issues. Plan strategically to enhance the mission and goals of thecommunity-based organization and to facilitate interest in sustaining the project.Be aware that this might involve some longer-term planning and may involve acommitment outside the typical academic calendar frame. Discuss whether thisis an option for you.

Consider whether you can produce a communications product that may beused multiple times for learning. Final written reports are often the product mostuseful to a host organization. Can you also produce a digital story for viewing

and make extra DVDs for distribution to key stakeholders? Be sure to provideon-line and hard copies.

Brainstorm ways to share your efforts with the Tufts campuses.Host an open class session with a presentation and food. Organize a campus-wide event and announce it on www.tuftslife.com. Post a website from yourcourse that can serve as a link to both Tufts and the broader community.

Consider web postings of your project. This might be on the organizationswebsite or within a Tufts department. Make sure to obtain permission from yourcommunity partner prior to posting. This is especially true with photo

documentation which may require release forms.

Be alert to press and media coverage possibilities. Contact the Tufts Daily andother Tufts publications about features. Local cable access can often providetechnical support to create a short video on a local topic of interest.

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5. Tying up Loose Ends

Transitioning your project

Make sure to document your process and activities regularly for your ownrecords and reports to supervisors. A journal can be a very useful tool forrecording ideas for later reflection.

Create a contact list and documents folder that can be passed on to successors orsupervisors.

Maintain an organized work space and files so that your community supervisorcan easily access information once you leave. Create a CD of important files asdocumentation to share with community partner as you complete your project.

Provide your supervisor(s) with any passwords or account information that iscritical for project sustainability.

Create an annotated bibliography of literature related to your topical issue can bea useful tool for both academics and community sites, so consider creating oneas part of final products.

Final Steps Take a moment to consider your work. How would you assess your own

strengths? Areas for improvement? What would you have done differently?What lessons will you carry to your next experience?

Update your resume or CV to reflect your experience and accomplishments.

Share your experience with Lincoln Filene Center for Community Partnershipsstaff to help strengthen Tufts knowledge base of university-communitypartnership efforts.

Send a thank you letter to the organization in appreciation of their time andenergies. Dont be afraid to offer diplomatically constructive feedback to

improve future partnerships.

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6. Glossary of Terms

Education for Active Citizenship

At the Jonathan M. Tisch College of Citizenship and Public Service, our focus is on

education for active citizenship. We support student and faculty efforts to becomeengaged in communities and civic life. Our goal is to prepare effective public citizenswho will take an active role in addressing the core problems of society throughout theirlifetimes, whatever professions they choose.

Community-based learningCommunity-based learning moves beyond the traditional placement model of work-basedlearning to learning from experience in a community context, with mutual benefits toboth student learning and partner organizations. Generally, definitive products are one ofthe direct outcomes. Project ideas are typically identified by a community organization,

or grow from students experience through prior community exposures such asvolunteering.

While the language of community-based learning can be overwhelming and confusing attimes, below are some clearly defined terms that can assist faculty, staff and students.

Community

Community can be used in a number of ways to apply to almost any group of individuals.It is often used to describe a geographic group whose members engage in some face-to-face interaction. The term community can also be used in a more meaningful sense to

emphasize the common bonds and beliefs that hold people together.

Community ServiceCommunity Service is volunteerism that occurs in the communityaction taken to meetthe needs of others and better the community as a whole. Programs of all types, likescouts, schools or YMCAs, often perform "community service."

Experiential EducationEmotionally engaged learning in which the learner experiences a visceral connection to

the subject matter. Good experiential learning combines direct experience that ismeaningful to the student with guided reflection and analysis. It is a challenging, active,student-centered process that impels students toward opportunities for taking initiative,responsibility, and decision making.

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ReciprocityA central component in service-learning and community engagement that suggests thatevery individual, organization, and entity involved in service-learning functions as both ateacher and a learner.

Reflection

The critical component of successful service-learning programs is "reflection." Reflectiondescribes the process of deriving meaning and knowledge from experience and occursbefore, during and after a service-learning project. Effective reflection engages bothteachers and students in a thoughtful and thought-provoking process that consciouslyconnects learning with experience. It is the use of critical thinking skills to prepare forand learn from service experiences.

Watershed

A watershed is an area that drains into a single body of water, such as a stream, river, orocean. Sometimes watersheds are called basins or catchment basins. The boundaries of awatershed are determined by the surface features of the land or its topography.Watersheds can be nested one inside the other.

VolunteerismThe performance of formal service to benefit others or one's community withoutreceiving any external rewards; such programs may or may not involve structuredtraining and reflection.

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7. Endnotei Tufts University Fact Book, 2004-2005, and 2005-2006.ii http://www.medfordchamberma.com/index.asp?pageID=138iii

Source: 2000 Census Summary File 3 (SF 3) - Sample Data and 1990 Summary Tape File 3(STF 3) - Sample dataiv The Well-Being of Somerville 2002, Cambridge Health Agenda and City of Somerville andThe History of Somerville: a fourth grade unit of study (1985) compiled by Marsha E. Roselli."Somerville- community profile", Massachusetts Dept of Housing and Community Developmenthttp://www.mass.gov/dhcd/iprofile/274.pdfv Sources: 2000 Census Summary File 3 (SF 3) - Sample Datavi Massachusetts Department of Educationvii MassInc., 2005viii Doris Chu, The Chinese in Massachusetts (1987), Chinese Historical Society of New England.ix Source: 2000 Census Summary File 3 (SF 3)- Sample data* This data set encompasses an area larger than Chinatown (Census blocks groups 7011, 7021,

7022, 7023 and 7041), but it indicates demographic, economic and social trends in the areax 2000 U. S. Census.xi http://asiancdc.org/demographics.htmlxii A Chinatown coalition that works on issues of interest to the broader Chinatown community,has members representing social service and advocacy organizations, hospitals, and universities.xiii Source: The community profile from the Department of Housing and CommunityDevelopment (http://www.mass.gov/dhcd/iprofile/110.pdf) and the description on the cityswebpage (http://www.town.grafton.ma.us/Home/)xiv 2000 Census Summary File 3 (SF 3)- Sample dataxv References: This section has been compiled with resources from numerous sites. Theseinclude: The Swearer Center for Public Service at Brown University, the University ofBrightons Community University Partnership Programme, National Service LearningClearinghouse, Massachusetts Campus Compact, the Lincoln Filene Center for CommunityPartnerships and Tisch College of Citizenship and Public Service.xvi Building Bridges: Student Placement Handbook for Chinatown Community Organizations.Tisch College of Citizenship and Public Service, Tufts University. 2005-2006.

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Section III: Resources

The Lincoln Filene Center for Community Partnerships has compiled the followingresources which may assist your preparation for community-based work, research, andcurriculum efforts.

I. Local resources pertaining to Tufts partner communities includingmunicipal websites, community resources, and media outlets. Ourpartner communities are:

A) MedfordB) SomervilleC) Bostons ChinatownD) GraftonE) Mystic River Watershed

II. An Annotated list of national and regional resources

III. Maps of Partner Communities

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I. Local Resources pertaining to Tufts Partner CommunitiesA) Medford:

Municipal Website: Medford: http://www.medford.org/ Community Resources:

Medford Chamber of Commerce

One Shipyard Way, Medford, MA 02155Phone: 781-396-1277 Fax: 781-396-1278Email: [email protected]: http://www.medfordchamberma.com/index.asp

Medford Environmental Alliance

Phone: 781-395-4664Website: http://groups.yahoo.com/group/MedfordEnvAlliance

Medford Family Network

The Medford Family Network (MFN) is a program of the MedfordPublic Schools. Its mission is to provide family support and parentingeducation programs for families with children six years of age and

under. The MFN supports collaborative efforts among Medfordagencies to improve services for children, as well as linking familiesand children with direct services and service providers.

The Medford Family NetworkMedford High School489 Winthrop Street, Medford, MA 02155Phone: 781-393-2106 Fax: 781-393-2123http://www.medford.k12.ma.us/mfamnet/famhom.htm

Medford Health Matters

Medford Health Matters (MHM) is working to implement the principlesof Healthy Communities in Medford. Founded in 1995 as a coalition ofcommunity organizations and agencies, MHM became an independentnon-profit organization in 2002. The initial efforts included a

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community assessment and development of a community action plan tomobilize community resources and address needs identified in theevaluation.

Contact: Lisa OLoughlin

Address: 278 Mystic Ave.Phone: 781-396-2633Email: [email protected]://www.medford.org/CityLinks/MedfordHealthMatters/history.htm

Media Outlets: Community Newspapers

Medford TranscriptNell Escobar Coakley

Phone: 781-393-1826Email: [email protected]: http://www.townonline.com/medford/

Medford Daily MercuryEmail: [email protected]

Community Access Television

TV3 MedfordPhone: 781-395-5993

Website: http://www.tv3medford.org

B) Somerville Municipal Website:Somerville: http://www.ci.somerville.ma.us/ Community Resources:

Cambridge and Somerville Resource Guide

A collaborative project between the Cities of Cambridge andSomerville and the Cambridge Health Alliance. This database maynot be totally up to date, but is still offers a sense of the diversity of

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programs offered in Somerville in the areas of housing, health care,child care, after-school programming, food and nutrition, educational,employment, recreation, and others.

Website: http://www.mnip-

net.org/Cambridge/CambridgeRDB.nsf/wfp?open

Early Childhood Advisory Council

The Somerville Early Childhood Advisory Council (ECAC) is acitywide collaboration representing a wide range of early educationand care, health, and social services organizations working to ensurethat the needs of young children and their families are being met.

Pamela Holmes 617-625-6600x3640Carolyn Camina 617-623-5510

Somerville Chamber of Commerce

The Chamber of Commerce is a network of Somerville businesses anda clearinghouse for business and government information.

Somerville Chamber of Commerce2 Alpine StreetP.O. Box 440343Somerville, MA 02144Phone: 617-776-4100 Fax: 617-776-1157Website: http://www.somervillechamber.org/

Somerville Community Health Agenda (SCHA)

The Somerville Community Health Agenda (SCHA) is an innovativepartnership between Cambridge Health Alliance, Somerville HealthDepartment and the community that facilitates collaborativecommunity processes to improve the health of Somerville residents.Two publications from the SCHA that offer insight into Somervilleare the Guide to Somerville Groups and Coalitions and The Wellbeingof Somerville 2002. These can be found athttp://www.challiance.org/comm_affairs/som_health_agenda.shtml

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Jessica CollinsDirector, Somerville Health AgendaCommunity AffairsCambridge Health Alliance230 Highland Ave, Somerville, MA 02143

Phone: 617-591-6940Email: [email protected]

Somerville Grantwriters and Fundraising Group

Grantwriters, development consultants, or staff at nonprofitorganizations or city agencies in Somerville meet every six weeks toshare information and to coordinate fundraising efforts.

To learn more, contact:Dennis Fischman: [email protected]

Kate Ashton: [email protected]

Somerville Immigrant Service Providers Group

The ISPG was formed in December 2003, to represent Somervillesimmigrant communities. Most of the membership has worked togetherin immigrant ad hoc coalitions and initiatives since 2000.

Alex Pirie, Coordinator 617-776-5931 x 243 [email protected]

Somerville Youth Worker Network

Engages Somerville youth workers in networking, informationsharing, training and grantwriting opportunities. Meetings are heldmonthly on the third Tuesday of the month at the 165 BroadwayYouth Center. The Somerville Youth Council is a program of theNetwork.

Website: http://groups.yahoo.com/group/SomervilleYouthWorkers/Somerville Health Agenda, Jessica Collins 617-591-6940


Somerville JournalKathleen PowersPhone: 617-625-6300

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Email: [email protected] or [email protected]: http://www.townonline.com/somerville/

Somerville NewsEmail: [email protected]


Somerville Community Access TelevisionPhone: 617-628-8826Website: http://www.access-scat.org

C) Boston Chinatown Municipal Website: Boston Chinatown: http://www.cityofboston.gov Community Resources:

The Chinatown CoalitionA coalition of community-based organizations, social serviceagencies, and public schools focused on working collaboratively oncommunity-wide issues. These include public safety, health, land useand development, and public resources (e.g. an effort to develop apublic library in the community).

Contact information:The Chinatown Coalitionc/o Boston Chinatown Neighborhood Center885 Washington St.Boston, MA 02111(617) 635-5129 x1099Email: [email protected]

Chinatown Residents AssociationMission: The Chinatown Resident Association (CRA) was formedin 1999 to increase the resident voice on issues that affect Chinatown.Its mission is to advance the quality of life of Chinatown residentsand preserve Chinatown as a neighborhood for working families andthe elderly. The goals of the agency are to:

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Promote resident decision-making over the future ofChinatown

Preserve and expand affordable housing Work for a safe and healthy living environment Cooperate with community organizations and businesses

to strengthen Chinatown as a social, cultural, political andeconomic center

33 Harrison Avenue, 3/FBoston, MA 02111Telephone: 617-851-1701Email: [email protected]

Media Outlets: Community Newspaper (bilingual English-Chinese)

Sampan Newspaper

Asian American Civic Association200 Tremont StreetBoston, MA 02116Phone: [email protected]: http://www.sampan.org


Boston Neighborhood Network Television8 Park PlazaSuite 2240Boston, MA 02116Phone: 617-720-2113 Fax: 617-720-3781Website: http://www.bnntv.org/

D) Grafton Municipal Website: Grafton: http://www.town.grafton.ma.us/Home/

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Community Resources: Grafton Volunteers: http://www.grafton-ma.org/ Links to Grafton organizations: http://www.grafton-ma.org/links.html

Media Outlets: Community Newspaper

Grafton NewsPhone: 508-839-2259Email: [email protected]


Worcester Community Cable Access, Inc.415 Main St.

Worcester, MA 01608Phone: 508-755-1880Website:http://www2.wccatv.com/index.php?option=com_contact&Itemid=3

E) Mystic River Watershed Municipal Website: none Community Resources:

Mystic River Watershed AssociationMyRWA's mission is to protect and restore clean water and relatednatural resources in the basin's communities and to promoteresponsible stewardship of our natural resources through educationalinitiatives. The overarching goal is to make the Mystic Riverfishable and swimmable by 2010. A small organization, MyRWAaccomplishes its mission by forging links with citizens groups,universities, businesses, and government agencies.

Nancy Hammett, Executive DirectorMystic River Watershed Association20 Academy Rd, Suite 203Arlington, MA 02476Phone: 781-316-3428Website: http://www.mysticriver.org

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Boston Globe

PO Box 2378Boston, Ma 02107-2378Phone: 617) 929-2809 (617) 929-2000Email: [email protected]

Boston Globe CalendarPO Box 2378,Boston, MA 02107-2378Phone: 617-929-2793 (tape)Submit to www.boston.com/ae/eventsInclude event name, date and time, location, whether wheelchair

accessible, name of sponsoring group(s), brief description, stateincorporation number, fee, and if benefit, for whom, contact areacode and phone number for publication

Community Newspaper CompanyPhone: 781-433-8200Email: [email protected]

Arlington Advocate9 Meriam St.Lexington, MA 02420

Phone: 781-674-7726Email: [email protected]

Belmont Citizen-Herald9 Meriam St.Lexington, MA 02420Phone: 781-674-7723Email: [email protected]

Cambridge Chronicle240A Elm St., Suite 20

Somerville, Ma 02144-2948Phone: 617-629-3387Email: [email protected]

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Cambridge TabPO Box 9113Needham, Ma 02192-9113Phone: 617-629-3395Email: [email protected]

Lexington Minuteman9 Meriam St.Lexington, MA 02420Phone: 781-674-7725Email: [email protected]

Malden Observer57 High St.Medford, Ma 02155-3808Phone: 781-393-1820

Email: [email protected]

Medford Transcript57 High St.Medford, Ma 02155-3808Phone: 781-393-1826Email: [email protected]

Somerville Journal240A Elm St., Suite 20Somerville, Ma 02144-2948Phone: 617-625-6300Email: [email protected]

II. National and Regional ResourcesAssociation American Colleges & Universities (AAC&U)

AAC&U is the leading national association concerned with the quality, vitality,and public standing of undergraduate liberal education. Its members arecommitted to extending the advantage of a liberal education to all students,regardless of their academic specialization or intended career. Founded in 1915by college presidents, AAC&U now represents the entire spectrum of Americancolleges and universitieslarge and small, public and private, two-year and

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four-year. AAC&U comprises more than 1000 accredited colleges anduniversities that collectively educate more than five million students every year.http://www.aacu.org/about/index.cfm

AAC&U

1818 R Street NW, Washington, DC 20009Phone: 202-884-7435Email: [email protected]: http://www.aacu-edu.org/

Campus CompactCampus Compact is a national coalition of college and university presidents-representing some 5 million students-who are committed to fulfilling the civicpurposes of higher education. As the only national higher education associationdedicated solely to campus-based civic engagement, Campus Compact

promotes public and community service that develops students' citizenshipskills, helps campuses forge effective community partnerships, and providesresources and training for faculty seeking to integrate civic and community-based learning into the curriculum. http://www.campuscompact.org/about

Publications:Introduction to Service-Learning ToolkitIntroduction to Service-Learning Toolkit: Readings and Resources for Faculty

Campus CompactPO Box 1975

Brown UniversityProvidence, RI 02912Phone:401-867-3950Fax: 401-867-3925Website: http://www.compact.org/

Massachusetts Campus Compact

The Massachusetts Campus Compact is a membership organization of college

and university presidents leading Massachusetts institutions of higher educationin building a state-wide collaboration to promote service as a critical componentof higher education.

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Executive Director: Barbara CanyesMA Campus CompactTufts UniversityMedford, MA [email protected]

Phone: 617-627-3889Website: http://ase.tufts.edu/macc

Corporation for National and Community Service

Senior Corps, AmeriCorps, and Learn and Serve are the well known programsof this national government agency dedicated to supporting opportunities forcommunity service in the United States.

Corporation for National and Community Service

1201 New York Avenue, NWWashington, DC 20525Phone: 202-606-5000TTY: 202-606-3472Email: [email protected]: http:www.nationalservice.org/

National Service Learning Clearinghouse

A program of the Learn and Serve component of the Corporation for National

and Community Service, the website offers valuable contacts, tips and tools forthose engaged in service learning related to strengthening schools andcommunities.

National Service Learning ClearinghousePhone: 1-866-245-SERV (7378)Email: [email protected]: http://www.servicelearning.org/hehome/index.php

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Acknowledgements

The Lincoln Filene Center for Community Partnerships would like toexpress a debt of gratitude to all the individuals from local community

partners and the multiple campuses of Tufts University for their support withthe production ofPartnering with Communities.

Special thanks to Barbara Rubel, Director, Office of Community Relationsfor her assistance.

We are immensely grateful to the staff and students at Jonathan M. TischCollege of Citizenship and Public Service for all their assistance andconcentrated efforts: Michael C. Castagna, Robert Hollister, EmilyKeifenheim, Audra S. Ladd, Julia Martinez, Molly Mead, Bobbie l. Peyton,Emilienne Prophete, Derek W. Tam-Scott, and Nancy Wilson.


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Lincoln Filene Center for Community PartnershipsJonathan M. Tisch College of Citizenship and Public ServiceTufts UniversityMedford, MA 02155

Web: activecitizen.tufts.eduTel: (617) 627-3453Fax: (617) 627-3401

StaffShirley MarkDirector, Lincoln Filene [email protected](617) 627-3656

Lisa BrukilacchioCommunity Engagement [email protected](617) 627-3076

Rachel SzymanMACC AmeriCorps*[email protected](617) 627-2811

partnering with communities march 2006 v4

Documents