University of Idaho Bioregional Planning and Community Design

Report
“CommUniversity”
Partnerships
1 OCTOBER 15, 2010 – IDAHO APA Conference
Presentation Overview
• Introductions
• Community/University Partnerships
• University of Idaho’s Building Sustainable Communities
Initiative
• University of Idaho’s Partnership Model
• Academic Program Chronology
• Community Projects
• Community Insights
• Student Insights
• Value Added
• Lessons Learned
• Session Discussion Questions
2
Introductions
• Tammi Laninga, UI
Bioregional Planning
and Community Design
faculty
• Wayne Benner, Chair,
Priest River Community
Advisory Board
(university/community
interface)
3
• Michele Vachon, UI
Building Sustainable
Communities Initiative
and graduate student
• Morgan Bessaw, UI
Bioregional Planning
and Community Design
program graduate
student
Quick Poll
• How many of you have worked with a
university on a project before?
4
Community-University Partnerships
• Historic University/
Community Involvement
– Land Grant Universities
– Design Centers
• University of Chicago
• University of Maryland
• Critiques
– Treating communities as
“pockets of need,
laboratories for
experimentation, or
passive recipients of
expertise
5
• Recent Resurgence of
Partnerships
– Support by University
Presidents and Provosts for
universities to “be engaged
in problem solving for the
broader society and the
state and local community”
– Broadening Pedagogical
Paradigms (servicelearning)
BSCI
Focus: Professional
Development and
Capacity Building
Focus: Bioregional
Planning and
Community Design
Interdisciplinary
M.S. Degree
Graduate
Certificate
Upper-Division
Undergraduate
and Graduate
Courses
6
Academic
Programs
Collaborative
for Effective
Planning and
Governance
(CEPG)
Learning and
Practice
Collaborative
(LPC)
Participatory
Research
Audience: Elected and
Appointed Community
Leaders
Certified Public
Official Program
UI - Community
Engagement
UI Extension
Service
Learning
Bioregional Planning Practice
Considers
Historic, Cultural,
Economic, Social
and Political
Values
Collaborative
for Effective
Planning and
Governance
(CEPG)
Engages citizens
and communities
Academic
Programs
Learning and
Practice
Collaborative
(LPC)
Considers ecological
boundaries & functions
7
Emphasizes solutions
within the limits and
potential of a region
Participating Colleges/Departments
• College of Art and
Architecture
– Landscape Architecture
– Architecture
• College of Natural
Resources
– Conservation Social Sciences
• College of Letters, Arts and
Social Sciences
– Political Science
• College of Science
– Geography
8
• College of Engineering
– Civil Engineering
(Transportation)
• College of Agriculture
– Agricultural Economics and
Rural Sociology
– Extension
• College of Education
– Health, Physical Education,
Recreation and Dance
• College of Law
• College of Graduate Studies
• UI Extension
University of Idaho Partnership Model
UI
Extension
Architecture
Community
Bioregional
Planning
9
Landscape
Architecture
Academic Planning Program
2nd
• Atlas
• Comp Plan
1st Semester
Semester
• Studio I
• Hands-on
• Project
scale
3rd & Beyond
Where have we worked……
• CDA Reservation, Plummer
• Priest River
• Valley County & Cascade
Where next?
• Clearwater Basin
• City of Moscow
11
How did it all begin?
• Idaho Department of Environmental Quality,
Brownfield division, contacted U of I about several
upcoming projects in Priest River
– Old dump site –grants in place, needed design concepts
– Waterfront - development options (commercial and park)
• City ready to update comprehensive plan,
• Community interested in economic development ideas
• Summer of 2009 –
– Faculty/staff from U of I met with the mayor and about 20
interested community members.
12
Commitments from the
City of Priest River
• Mayor formed the Priest River Community
Advisory Board – interface between city and
university
• City agreed to support student/faculty travel
and printing costs
• City gave U of I $10,900, which was also used
as in-king match on joint grant application
Fall 2009 Projects
• Architecture, landscape architecture and
planning programs focused class work in the
region
– City master plans
– Old dump site/new park conceptual designs
– Regional atlas
Spring 2010 Studio Projects
• Priest River, ID
1. Waterfront Redevelopment
Project
2
15
2. Comprehensive Plan
Update & Future land
use map
3. Economic Development
Case Studies
4. Community Engagement
Project, including a
Participation Toolbox
Priest River:
Community Engagement Project
16
Goals:
1. Create a youth voice, instill pride within the community.
2. Establish a community vision.
3. Find local organizations or individuals to keep PRIDE
moving forward.
4. Create a toolbox of resources for the community to use in
future community engagement.
17
What Happened:
1. Researched active organizations in Priest River area –
Complied contact information for community
2. First two meetings: Facilitated conversation with community
members to identify:
- Threats
- Strengths
- Strategies
- Values
3. Third and fourth Meetings:
- Presented findings from previous meetings
- Created an action plan for identified strategies
- Generated commitment for action strategies
4. Presented results to community with “tool box” of
resources
18
Community Packet ‘toolbox’
•
•
•
•
•
•
•
•
19
Teambuilding exercises
Community case studies
Active community groups
National Park Service Community Toolbox
Meeting data and results
Community worksheets
Articles
Resources
Results:
• Student constraints
– Funding
– Compressed time frame
• Lack of community trust
• Differences in schedules
• Unable to recover materials
• Community apathy and fear
• Good experience for what working in a
community can actually be like!!
20
ECONOMIC DEVELOPMENT
CASE STUDIES
21
ECONOMIC DEVELOPMENT
CASE STUDIES
RESEARCH FOCUS AND SCOPE OF WORK
• Research Goal
– Hypothesis Generating Study
– To examine case studies of rural communities that have been
successful in achieving community and economic development
goals in the face of changing rural conditions

22
Communities selected incorporated successful strategies into
their economic development and revitalization efforts
ECONOMIC DEVELOPMENT
CASE STUDIES
Social Capital
• Relationships within a community
• Social networks as an asset
• Positive or Negative
Human Capital
• Knowledge through education and experience
• Increases in productivity correspond to higher wages
Natural Capital
• Natural amenities and resources
• Natural Amenity Index as proxy
Financial Capital
• Wages, Labor vs. Non-labor Income
23
Priest River’s Capitals Framework
Natural Capital
Physical Capital
• Natural Amenity index = 5
• Waterfront, virgin lumber, scenery,
national forest, mountains
• Recreation, Water Sports, Snow Skiing,
camping, hiking, mt. biking, fishing
• Priest River Experimental Forest (1911)
• Buildings: Beardmore Building
Renovation 2009
• Historic Charbonneau Hotel-Renovation
underway
• Priest River Museum
• Albeni Falls Dam
Human Capital
Social Capital
• Education
• Priest River Lamanna High School
• Priest River Elementary
• West Bonner County Library
• Creative class 19% in 2000
• Community Groups
• Priest River’s Soup Kitchen/ Churches
to 4H and boy scouts (93)
• Priest River Timber Days Celebration
• Voter turnout 78% (2008)
24
Lessons from Peer Communities
Leavenworth
Dayton
Hailey
Cultural
Tourism
Historic
Preservation
Resort
Tourism
Main Street
Regional
Spill-over
Quality of
Life
Agrotourism
Bedroom
Community
Common
Vision
25
Lessons from Peer Communities
Twisp
Burlington
Coeur d’
Alene
Tourism
Energy
Tourism
Art
University
Open Space
Regional
Natural
Amenities
Ecology
26
What does this mean for Priest River?
Important economic and social
trends taken from case studies
• Downtown Renewal
• Quality of Life
• Attract Creative Class/
Growing Industries
• Diversified economy
• Celebrate town heritage in
future development
• Think regionally/ maximize use
of natural amenities
• Sustainable projects
• Cooperation with one vision
27
Partner Community Benefits
•
•
•
•
•
•
Students help citizens imagine the future
Volunteer hours – “grant match” [email protected] $17/hour
Publicity = donor interest
Conceptual designs, draft plans/ordinances
Faculty and student expertise
Spin-off projects for focused student work
28
Benefits to the Community
Increased citizen
awareness of
community
planning issues
Increased
community’s
ability to gain
grant funding
Increased
citizen
involvement in
community
decision making
Students/
faculty
Value Added
$36,839.85
VALUE
2,167
hours
Community Quotes:
- Community Engagement
“All the students made the
community of Priest River feel
important, in my opinion, and
when a community feels that
they are more than "Just a
Grade" then individual pride in
the community, as a whole,
becomes more stimulated and
I feel the students excelled in
this regard.”
31
Common Vision
“I have truly enjoyed working
with the students and
faculty. I learned a lot of
great ideas and hope to
continue being educated for
the next two years.”
Priest River – “Value Added”
USDA Rural Community • +University of Idaho $163, 846
Development Initiative • $40K of which goes directly to community for
“economic development coach” for 18 mos.)
Grant
Inland NW Community
Foundation
Extension training
• Community Strategies Grant $24,295
• Full-time Summer Intern, Part-time during school year
• PRICELESS!!!
• Grant writing for Chamber
• Victory Garden Series, Food preservation, etc.
Future’s Game - $2,500 • Visioning process, by David Beurle
32
Garden Intern
University Benefits
•
•
•
•
Hands-on/applied learning
Faculty and student research
Successful grants (student volunteer hours)
Regional Awards (C. Peter Magrath
University/Community Engagement)
To learn more, please visit us on the web:
http://www.bioregionalplanning.uidaho.edu/
34
Student Quotes
“working with the
community of Priest
River made the
experience real. We
were able to provide
documents and maps
that would be used. It
made the hard work
worth while.”
35
“utilizing students is a
good way to get
participation from
communities, since they
can be seen as a third
party, impartial source;
and it also is a good way
for students to add
value to their education
by adding real world
experience.”
Lessons Learned
• Community
– Commitment to get the
community engaged
• “From my standpoint I
believe the city did not do
enough to prep the
community for the UI
program. We should have
had 50% city participation
and 50% UI and I feel it
was more 10%, 90% with
the City expecting to get a
lot for nothing.”
36
• University
– Coordination among
numerous departments
– Contracts/money
– Academic calendar vs.
community calendar
Questions/Comments
THANK YOU!
37
Discussion Questions
Partnership Questions
Engagement Questions
1. Have you partnered with a 1. Does your community
University or other group?
have good public
involvement in decision
2. If so, what projects?
making?
3. What are some lessons
2. What steps has your
learned from your
community taken to
partnership experiences?
engage
community
4. What are the
members/increase
advantages/challenges of
citizen participation?
working with Universities or
other partners?

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