1. Partnered Community Visioning A Proposed Campus Community Impact Plan
Tricia Simon
Kelsey Ivancich
Anthony Maly
Cara Grussing
St. Cloud State University

2. The Importance of Visioning
To regain positive community relations between Sunnyvale University and the greater community.
Our discussion will include:
A History of Town and Gown Relations
Guidelines for Partnerships
Current Issues
Short/Long Term Recommendations
Expected Outcomes

3. Town and Gown Relations
Town and Gown Origination
During Middle Ages, scholars wore long, black gowns to distinguish themselves from local citizens, hence the Town and Gown term
Normally viewed as a misunderstanding between the community and university
Can be described as a clash of different interests between people who share a geographical place
Why the Concept of Town and Gown is Mutually Beneficial
Creates dialogue on a variety of life issues between leaders who might not otherwise engage
Students develop a more positive, well-rounded understanding of the community and themselves as students
Enhances the quality of living and learning in the community and university through fostering improved communications and partnerships
Jackson-Brown, G. (2011). Building a “town and gown” collaborative partnership to promote diversity and literacy: A university library’s involvement in the national african american read-in chain literacy initiative. Association of College & Research Libraries. Mar 30-Apr 2. Retrieved from confs/national/2011/papers/building_collaborati.pdf
Miller, D., S. & Rivera, J., D. (2005). The history and future of town and gown: Historical conflicts that shape modern understanding of the collegetown. Retrieved from

4. Guidelines for Town and Gown Partnerships
A commitment to a shared vision, values, and goals
Partnerships should be based on respect between and among the partners, as well as a respect for and commitment to the partnership
The partnership should be long-term, serious, and sustained, involving multiple sectors in deepening and broadening relationships
Partnerships should be based on mutual and common benefit and the need for change and improvement of all partners
Learning, research, and assessment of the partnership and its results should be ongoing
Partnerships should be based on actions that involve concrete, real world successes that lead to achieving sustainable communities
Partnerships should involve institutional structures that promote institutional change and ongoing innovation, as well as cooperation and collaboration among partners
Scott, A. (1999). Working guidelines for community-university partnerships. Retrieved from

5. Reasons for Today's Discussion
Ongoing campus and community issues
Growth of University into community
Late night parties are disrupting the quaint New England community
Roaming groups of students who don't seem to respect the community in which their University resides
Noise problems
Enforcement issues
Sestercentennial celebration
Community feels overcrowded and "under siege" by former and current students of the University
Behavior during large, annual celebrations of the University is causing further disconnection from the community
Our goal is to set the tone for how to move forward together and continue to build partnerships between the city and university

6. Task Force Formation Goal: Who is involved? Why are they involved?
The task force was formed to increase communication between interested parties in order to address current issues and to develop innovative university-community partnerships
Who is involved?
President, Mayor, committee members, town council member, subcommittee of the Board of Trustees, Deputy Mayor, student government, faculty, administration, local community members
Why are they involved?
This group represents key stakeholders in building better university and community relations and will establish key cross-functional coalitions, planning committees, and assessments to gather information to build and support an initiative titled "Together We are Community"
Possible sub-committees of the task force:
-Civic Engagement
-Student/Administration Relations
-Student Enforcement
-Neighborhood Relations
-Bar/Establishment Relations

7. Task Force's Considerations
When making recommendations for improving town and gown relations, the task force considered:
Relevant literature on effective town and gown relations
Examples of successful university-community partnerships
College student development theory
Chickering's Theory of Identity Development
Seven vectors in social, emotional, and intellectual areas of well-being important to the identity development of college students (Hamrick, Evans, & Schuh, 2002)
Kohlberg's Theory of Moral Development
Six stages of moral judgment in which "progression to more advanced stages of reasoning requires the ability to see others' viewpoints and to reason logically" (Hamrick, Evans, & Schuh, 2002, p. 63)
Hamrick, F., Evans, N. & Schuh J. (2002). Foundations of student affairs practice: How philosophy, theory, and research strengthen educational outcomes. San Francisco, CA: Jossey-Bass.

8. Recommendations for Addressing Current Issues and Improving University-Town Relations
Nichols (1990) suggests five elements considered essential in effective town and gown relations:
A Commitment to Cooperation: Leadership and Communication
An Economic Partnership
Sharing Resources Effectively
Being Good Neighbors
Enhancing the Quality of Life
The task force's recommendations are organized around these five areas, with a focus on being good neighbors
Nichols, D. (1990). University-community relations: Living together effectively. Springfield, IL: Charles C. Thomas Publisher.

9. Immediate Implementations:
Being Good Neighbors
Most critical recommendations to alleviating current university-community tensions
Recommendations:
Educational campaign utilizing social media to educate students and community members about how to live together in the community
Community building efforts for neighborhoods with largest populations of students
Campus programming
Enforcement

10. Educational Campaign Objectives: Social Media Elements
Educate students and community members about how to be good neighbors and coexist
Inform students and community members about local programs and events
Provide a platform for formal and informal dialogue between community and the university
Social Media Elements
YouTube-Series of videos providing information on a variety of topics including hosting parties responsibly, community safety, etc. which will enhance awareness and the importance of respect and being a good neighbor
Facebook page-Provide up-to-date information on events, allow for conversation, and link to recordings of task force meetings and other relevant information
The start of our Facebook page:
Additional marketing
Bus ads-Advertisement for university programming and events and awareness of responsible drinking and appropriate behavior
The educational campaign will support student development in the vector of moving through autonomy toward interdependence by engaging students in community conversation about living and working together and increasing awareness of how their actions affect the larger community.
Chickering's Theory of Identity Development
Moving Through Autonomy Toward Interdependence -An individual develops ability to have an independent outlook on life but understands successful relationships are based upon an interdependence.
Evans, N.J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

11. Community Building Efforts
Neighborhood walks
Door-to-door greeting and delivery of relevant university information each semester
Annual community picnic/block party
Bring together students and community members to get to know one another
Can include demonstrations by local law enforcement officials on safety issues and provide an opportunity for local businesses to advertise
Meet and Greet events in neighborhoods
Regular meetings of students and community members to discuss community issues including livability and local revitalization projects
Safety notices
Provide information to residents about current safety concerns
Website
Provides information related to renting and landlords, city regulations, and community safety
Online community survey to collect information about current issues and ways to improve the relationship between the university and community
Complaint form for community members and students to report problems
The community building efforts address the following areas of Chickering’s Theory of Identity Development and Kohlberg’s Moral Development Theory by providing students with the opportunity to develop relationships with each other and community members, to learn about the perspectives of others in their community, and to reflect on how their actions affect their community and society as a whole:
Chickering's Theory of Identity Development
Developing Mature Interpersonal Relationships -An individual develops intercultural relations, appreciation for others, and tolerance for those around them.
Kohlberg's Moral Development Theory
Level III. Post conventional Morality: Stage 4. Maintaining the Social Order
In stage 4, subjects make moral decisions from the perspective of society as a whole, they think from a full-fledged member-of-society perspective.
Evans, N.J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.
NASPA. (2011). Building a bridge between town and gown. Retrieved from
Syracuse Creates Neighbor Complaint Hotline. (2005). National On-Campus Report, 33(5), 1-4.

12. Campus Programming Late Night Program Implementation House Party 101
Provide entertainment opportunities for students on campus as alternatives to off-campus parties and to provide opportunities to engage with other students
Movie nights
Live music
Talent shows
"Celebration of cultures" night
House Party 101
Experimental event placing students in a simulated house party
Demonstrate the dangers of house parties and how to handle situations properly and safely
Off-Campus Living Fair/Orientation Programs
Provide students information about living off campus
Alcohol and Other Drug Advisory Board. (2012). St. Cloud State University: Biennial review in compliance with the drug-free schools and communities act.
Husky Neighbors, St. Cloud State University. (2013). Programs and Events. Retrieved from
Latta, S. (2002). Late-night programming can reduce high-risk drinking, provide quality student development. Bulletin, 70(5),
Off-Campus Housing, University of Maryland. (2013). Off-campus living fairs-general information. Retrieved from

13. Enforcement Task force review of relevant policies and procedures
Student code of conduct and city ordinances
Alcohol Program for Education (APE) prevention
Drug and alcohol online and classroom education
Registering parties held by students
Students can register parties to be informed of a complaint before police arrive
Additional patrol
Daily with increased patrol during special events
Police partnering to share resources for planning and problem solving, review documentation process, and training of officers (GIS hotspots)
Increased discussion around and presence of enforcement helps students develop postconventional moral reasoning related to how following rules and regulations promotes a safer and more peaceful community for all individuals.
Kohlberg's Theory of Moral Development
Level III. Post conventional Morality: Stage 5. Social Contract and Individual Rights - Students believe that a good society is best conceived as a social contract into which people freely enter to work toward the benefit of all.
APE Prevention Program - Would have similar structure to the Alcohol and Drug Education Program (ADE) at Boston College
Alcohol Drug and Education Program, Boston College. (2013). Early intervention and education program. Retrieved from
GIS Hotspots – Focused enforcement areas with more issues, using mapping software based on incidents and reports
National Institute of Justice. (2009). MAPS: How mapping helps reduce crime and improve public safety. Retrieved from
Clavelle, P. (2001). Progressive approaches to university-community relations: The town-gown story in Burlington. Connection: New England's Journal Of Higher Education And Economic Development, 15(3),
Gebhardt, T. L., Kaphingst, K., & DeJong, W. (2000). A campus-community coalition to control alcohol-related problems off campus: An environmental management case study. Journal Of American College Health, 48(5),

14. Long-Term Implementation Plans:
Continued relationship building through:
A Commitment to Cooperation: Leadership and Communication
Student Affairs Commission and City Council position for student
An Economic Partnership
Business partnerships
Sharing Resources Effectively
Joint safety efforts
Funding
Research and training
Partnerships
Enhancing the Quality of Life
University Strategic Planning - mission/vision
Community Service and Service-learning
Opportunities and Amenities

15. A Commitment to Cooperation: Leadership and Communication
Student Affairs Commission
Create a permanent tie between City Government and students by creating a City Student Affairs Board
Who is represented?
Rental property owners, business owners, neighborhood organization representatives, various students from different constituency groups
Student Representatives on City Council and Other Decision-Making Boards
Regular Meetings of City and University Officials
Student City Council Position
-To serve as a liaison between students and the city -Attends all City Council meetings and functions -Promotes student involvement and educates students on issues related to city government
-Student is selected by the student government association for a one-year term.
By providing students with the opportunity to serve in leadership and decision-making positions, they develop their identity and integrity as defined by Chickering in the following vectors:
Chickering's Theory of Identity Development
Developing Integrity -An individual is able to articulate and emulate his or her own values affirmed as an individual through three stages: humanizing values, personalizing values, and developing congruence
Establishing Identity -An individual processes through his or her identity to emerge with a healthy self-concept in all facets of identity
City of Ames. (2013). Student affairs commission. Retrieved from
Evans, N.J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.

16. An Economic Partnership
Develop synergy - share and develop knowledge between the university and community
Bring local businesses on campus for events
Work with local businesses to develop healthy partnerships with the university
Develop workshops and draw speakers to benefit the community
Create incentives for students to use local businesses
Askew, P. E. (2001). The university as a source for community and academic partnerships. New Directions For Student Services, (96),
Martin, L., Smith, H., and Phillips, W. (2005). Bridging ‘town and gown’ through innovative university-community partnerships. Innovation Journal, 10(2). Retrieved from partner4final.pdf
Weill, L. V. (2009). The president's role in cultivating positive town-gown relations. Planning For Higher Education, 37(4),

17. Sharing Resources Effectively
Joint safety efforts-police, fire, etc.
Exchange information on events
Police involvement with planning and problem solving
Agree on documentation process and training of officers
Shared funding of projects
Academic and technical training for community members
Faculty/student research efforts to support community initiatives
Utilize community members' abilities
Adjunct faculty
Internship or hands-on learning activities for students
Partner to bring speakers, artists, entertainers, etc. to benefit local business and community members
Askew, P. E. (2001). The university as a source for community and academic partnerships. New Directions For Student Services, (96),
Martin, L., Smith, H., and Phillips, W. (2005). Bridging ‘town and gown’ through innovative university-community partnerships. Innovation Journal, 10(2). Retrieved from partner4final.pdf
Weill, L. V. (2009). The president's role in cultivating positive town-gown relations. Planning For Higher Education, 37(4),

18. Enhancing the Quality of Life
University Strategic Planning
Align mission/vision statements to include university and community and a quality of life element
Community Service
Discussions of how university and community are interrelated
Share how students are affecting the community
Civic Engagement Program
Building connection with community service programs (United Way, Local food shelves, neighborhood cleanup and restoration projects)
Recognition program to promote administration and faculty involvement
Service Learning
Begin with bringing community history into the classroom
Studying neighborhood demographics/growth plan, housing, economic development, transportation & environment in the classroom (Community in Classroom Program)
Opportunities and Amenities provided by the University and Community
Farmer’s market, community garden, fine arts, entertainment and speakers
Community service and service learning benefit the community while also promoting development for students in a variety of areas including a better understanding of themselves and their community. These opportunities are supported by the environmental influences suggested by Chickering to help students develop:
Chickering's Identity Development Theory
Environmental Influences
An individual’s vectors can be influenced by the institution through a multitude of influences
Institutional Objectives – Consistency in policies, programs and objects can lead individuals to challenge or accept
Institutional Size – The degree to which a student has the ability to participate in the larger community
Student-Faculty Relationships – Positive relationship facilitates a deeper intellectual and relationship identity for individuals
Curriculum – Individuals who can better relate to their curriculum have an increase ability to encounter situations and critically reason through situations
Teaching – Involvement of active learning help to students to develop better interpersonal relationships and positive intercultural identity
Friendships and Student Communities – Individuals learn best from one another and individual’s situation
Student Development Programs and Services – The collaborative environment are necessary to provide programs to challenge and support students
The Admonitions
Three essentials in the learning environment to increase positive development
Integration of Work and Learning – Intentionality integrating work opportunities into the campus and produces ways for students to find internships and eventually jobs
Recognition and Respect for Individual Differences – Educators must be actively aware of differences and create environment to learn from each other and each student
Acknowledgement of the Cyclical Nature of Learning and Development – Providing opportunities to challenge and stretch individual’s thought processes, gain a deeper understanding other themselves and others
Askew, P. E. (2001). The university as a source for community and academic partnerships. New Directions For Student Services, (96),
Evans, N.J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice (2nd ed.). San Francisco, CA: Jossey-Bass.
Martin, L., Smith, H., and Phillips, W. (2005). Bridging ‘town and gown’ through innovative university-community partnerships. Innovation Journal, 10(2). Retrieved from partner4final.pdf
Weill, L. V. (2009). The president's role in cultivating positive town-gown relations. Planning For Higher Education, 37(4),

19. Time Frame for Planning and Implementation
Shaded areas represent planning time for implementation

20. Budget
The majority of current recommendations can be funded through current campus department budgets and through the collaboration of university and city funding.
Future possible revenue sources:
Student Government Association sponsored referendum to fund events
Research grant opportunities for civic learning/engagement programs and alcohol education
Charitable gift campaign

21. Expected Outcomes/Benefits of Recommendations
Expected Student Outcomes:
Increase knowledge and demonstration of appropriate student behavior
Appreciation of cultural and human differences, social responsibility, and sense of civic responsibility
Enhance interpersonal skills and relationships
Expected Community Outcomes
Decrease the level of complaints from community members
Improve communication between university and community
Develop partnerships between university and community
How to measure outcomes:
Immediate Assessments
Community survey, Student survey, Review and comparison of annual disturbance/noise complaints
Future assessments:
University Audit/Typology Matrix, SWOT Analysis, Gap Analysis, Continued Environmental Scan
Council for the Advancement of Standards. (2008). CAS learning and developmental outcomes. Retrieved from developental-outcomes/

22. Next Steps
Bi-weekly meetings of the task force to review progress
Implementing work groups for identified recommendations out of the task force and with other partners from the greater community and campus
Continued updates to interested parties
Thank you for your time and commitment to improving university and community relations. Feedback can be directed to the Dean of Students at Sunnyvale University.