Outreach personnel present the learning community model and solicit volunteers at meetings of schools, companies, and community groups. Through coalition-building efforts, CUOS has found that these groups have been doing similar projects for children to promote math and science. The Coalition provides a mechanism to bring together isolated efforts to reduce duplication and extend the reach of all groups. Groups presented to include businesses such as Detroit Edison and Ford Motor Company, community organizations, foundations, university student groups, university administrators, and the 1997 National Conference of the Women in Engineering Program Advocates (WEPAN) and the National Association of Minority Engineering Program Administrators (NAMEPA). Three times a year, Coalition members meet at sites rotating among the three counties of Wayne, Washtenaw, and Oakland to share problems and celebrate progress, and to develop new stakeholders in each area.
|Stakeholder Development, Coalition Meetings, Program Planning, Jan. 1997Feb. 1998|
|4 Coalition meetings||93 participants [22 K12, 34 higher ed., 22 community, 8 business, 7 govt.]||At Cobble Creek Apts. in Ypsilanti, Detroit Edison in Detroit, McMath-Hulbert Observatory in Pontiac, and George School in Ypsilanti|
|5 teacher inservices||84 served||Owen, George, Saline Christian Schools|
|14 planning meetings for specific programs||114 attendees||Planning for mentoring, science clubs, math and science programs, etc.|
|13 presentations of coalition model||160 attendees||Stakeholder development, recruiting|
CUOS has noted, in working with community sites and schools, that lack of adequate computers and Internet access is an almost universal problem. As a partial solution, we have linked sites with the UM Volunteer Computer Corps (VCC) for technical advice and support. During 199697, VCC provided outreach services to two CUOS tutoring sitesCobble Creek Learning Center (CCLC) in Ypsilanti and Pioneer High School in Ann Arbor.
At CCLC, VCC donated, transported, and set up 3 Macintosh computers, printers, software, and a Bernoulli box. A VCC volunteer assisted children with computer activities. Ten students, along with CCLC Director, attended a computer workshop conducted by VCC and the School of Information. VCC also organized a series of tours on the UM campus for CCLC students, which included the Media Union, the Plasma labs and the Virtual Reality labs.
At Pioneer High School, VCC volunteers installed computer software for the library and wired the entire building for network capabilities. Students also toured the UM Media Union, which included the computing site, virtual reality labs, and computer-equipped classrooms.
Overall, VCC's experience with the K-12 community was very positive and they planned to expand their efforts. They also intended to schedule longer tours so there would be time to discuss "what they saw, why it's needed, and what it's needed for."
A UM School of Information Practical Engagement class conducted a study, An Assessment of Information Technology Needs in Small Non-Profit Organizations in Southeastern Michigan. This class took a look at what organizations are using and needs that could be supported. Students visited CUOS to discuss the status of technology usage and needs with Coalition stakeholder organizations from the nonprofit sector.
We continually strive to work cooperatively with othersparticularly within the university communitywho offer K12 services and resources. While we investigate many collaborative possibilities, however, we have learned to be very clear with others about our perceived mission and to align ourselves only with those whose goals are congruent.
|1998 Progress Report|
|A. The Problem|
|B. The Solution|
|A. Organization and Management|
|B. Systemic Initiatives to Build School-Centered Learning Communities|
|C. Coalition Web Site|
|D. Reach Out! Student Organization|
|E. Math-Science Tutor/Mentoring Programs|
|F. Science Outreach Programs|
|G. Coalition Building and Stakeholder Development|
|Appendix A: Coalition Partners List|
|Appendix B: Web-Site Home Page|