Professional Documents
Culture Documents
Project Summary
Chicago historically has a long tradition of community activism as a way to
affect change, especially during times of political and economic upheaval. As
the leaders of yesterday reach retirement age and increasingly shift towards
roles of an advisory capacity, the activists and leaders of tomorrow must be
prepared for a life of civic engagement and political service.
Drawing on UIC Great Cities Institute’s access to faculty expertise throughout
the campus, we propose to pilot the Civic Leadership Training Program
that will offer young leaders from Chicago’s neighborhood-based non-profit
organizations the opportunity to grapple with complex problems of urban policy
and begin to discuss, understand and propose solutions that can propel us into
this new century. Great Cities Institute will utilize existing relationships with
these neighborhood-based organizations to select individuals and create a
cohort of young and emerging leaders to participate in the program based on
criteria outlined in detail within the proposal.
Participants will also be required to engage with each other and their
instructors outside of the classroom through an online forum, designed to
provide experience utilizing the multimedia and social networking tools vital to
achieving success in today’s political landscape.
We will use critical knowledge gained through previous work at Great Cities
Institute to evaluate this program to refine the role for universities working to
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build civic capacity and engagement. We seek to use this background as a
jumping off point to examine the kinds of programs that are most effective in
disseminating knowledge about political issues relevant to cities.
Others were spurred into action because of the economic and political changes
occurring in the city. The manufacturing sector was in decline and certain
neighborhoods - particularly those with a large share of ethnic and racial
minorities - experienced the brunt of unemployment, poor schools, and
substandard housing. At the political level, these sections of the city were also
poorly represented; the largely African American West side, the Puerto Rican
Northwest side and the Mexican Near Southwest side had less power in City
Hall. In the 1980s, many young activists joined community-based organizations
that were forming to improve neighborhood conditions. These activists
became the foot soldiers of the movement to support and elect Harold
Washington. In Chicago, the Washington administration represented the
pinnacle of civic engagement for many progressive activists. Movement
politics and community organizations both have produced a large number of
successful politicians and community leaders, including Congressman Bobby
Rush (Black Panther Party), Congressman Luis Gutierrez (Puerto Rican Socialist
Organization and Bickerdike Redevelopment Organization), and County Clerk
and former Illinois State Senator Miguel Del Valle (Director of Association
House).
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But this was 30 years ago! Many of the current leadership are nearing
retirement age, and a younger cohort of activists is interested in taking their
place. Although many of the same problems still exist, new channels for
political involvement and new telecommunications tools currently exist to offer
fresh opportunities for creating solutions. Meanwhile Mayor Daley’s retirement
and the State of Illinois economic crisis will unleash a new wave of activism as
the flood of candidates begins to develop precinct and campaign organizations.
How are young leaders currently being prepared for a life of civic engagement
and political service? What kinds of training do they receive, and how can the
university enhance their knowledge about critical policy issues?
The UIC Great Cities Institute has access to faculty expertise throughout the
campus. We propose to pilot the Civic Leadership Training Program, a
model short-term training program that will offer young leaders from Chicago’s
neighborhood-based non-profit organizations the opportunity to grapple with
these complex problems of urban policy and begin to discuss, understand and
propose solutions that can propel us into this new century. The purpose of this
program is to prepare and support the next generation of leaders in the City of
Chicago.
As staff with some of the city’s numerous community development and job
training organizations, participants already have access to a number of
different types of workshops and short courses intended to help them attain
needed technical skills. For individuals who cannot attend workshops or short
courses, online training for job skills is also available. Typically offered through
universities, such as the Great Cities Institute’s Non-Profit Management
Certificate Program, online training allows individuals to virtually connect to the
CDC community without having to leave their homes or work spaces, saving
the participant time and money.
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policy issues are often isolated, idiosyncratic, and can appear to be the norm
rather than the exception.
Selection criteria: To identify young leaders, the Great Cities Institute will
build off of previous work of its Neighborhoods Initiative in seven Chicago
neighborhoods including Humboldt Park, East and West Garfield Park, Pilsen,
Little Village (South Lawndale), North Lawndale, and the Near West Side. The
ChiWest Program worked with 40 organizations closely (70 organizations total)
to build capacity in the areas of leadership development, program
development, organizational development, and community engagement. Four
individuals were outreach coordinators and coaches to community
organizations in these neighborhoods and have developed relationships to staff
at organizations in each of the targeted neighborhoods. These individuals will
form an interim advisory committee, their sole responsibility for which will be to
propose the names of 5-8 individuals who meet the selection criteria. These
criteria require that individuals be under the age of 40, have created or led a
new innovative organization or program delivery model; have utilized media in
an innovative or effective way including using social media to advance political
or progressive causes; have developed and built successful collaborative
efforts; and have run effective advocacy campaigns or have implemented a
new approach to advocacy.
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GCI will contact each of the candidates, tell them about the program, and ask
them to submit a resume and short statement if they are interested in
participating. We will ask them to collect the signature of their immediate
supervisor so that they are aware of the program and the time commitment
involved.
Instructors: From these four topics, we will select three to deliver during the
Spring 2011 semester. Each workshop will be co-taught by a pair of former or
current GCI Faculty Scholars (Education Policy: Pauline Lipman and David
Stovall; Real estate development: Rachel Weber and David Merriman); Youth
violence: John Hagedorn and Lisa Frohmann; Foreclosures and sub-prime
lending: Janet Smith and Phil Ashton). These faculty are not only affiliated with
the Great Cities Institute (and therefore have expressed a commitment to
engaged, locally relevant research), they are among the most respected in
their fields nationally and globally. They are some of the most cited experts in
Chicago and have extensive experience working with practitioners and policy
makers on these issues locally. Each instructor will design a syllabus, set of
relevant reading materials, and a series of slides for their portion of the course,
which will be vetted by Dr. Rachel Weber, faculty advisor for this program.
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provide details about the issue as it has played out in Chicago neighborhoods.
The courses will be designed specifically for adult learners who have
experience-based knowledge about city politics in their own neighborhoods.
The onus is on instructors to create a setting for a rich but accelerated form of
learning. This requires the possession of current knowledge of an issue that,
for the most part, cannot be gleaned from books or articles. Instead this
knowledge must be gained from hands-on experience with the subject that can
come from one’s research or from discussions with practitioners working in the
field. At the same time, instructors must be able to abstract from their own
specific experiences to help students through the different phases of the
learning process. Each workshop will last four hours with two 20 minute
breaks. One workshop will be held every other week on Saturday mornings
April 2, April 16 and April 30The workshops will be held in the GCI conference
room.
Chat room/blog: The learning process must also help emerging leaders
develop their critical thinking skills outside of the educational program, so that
each participant enhances their own capacity to complete the cycle of learning
on their own in the future. After the completion of each weekend workshop,
participants will have access to the faculty member for the following two weeks
through a structured, online forum. Information sharing via multimedia and
modal platforms will empower participants to engage with each other outside
of class, adding to the knowledge being created and disseminated. Posting,
broadcasting audio podcasts, and uploading discussion materials on a class
blog will facilitate this process.