From sarena@u.washington.edu Wed Sep 30 16:32:25 1998 Received: from jason02.u.washington.edu (root@jason02.u.washington.edu [140.142.76.8]) by lists.u.washington.edu (8.8.4+UW97.07/8.8.4+UW98.06) with ESMTP id QAA14196 for ; Wed, 30 Sep 1998 16:32:25 -0700 Received: from homer09.u.washington.edu (sarena@homer09.u.washington.edu [140.142.77.13]) by jason02.u.washington.edu (8.8.4+UW97.07/8.8.4+UW98.06) with ESMTP id QAA31998 for ; Wed, 30 Sep 1998 16:32:23 -0700 Received: from localhost (sarena@localhost) by homer09.u.washington.edu (8.8.4+UW97.07/8.8.4+UW98.06) with SMTP id QAA118970 for ; Wed, 30 Sep 1998 16:32:22 -0700 Date: Wed, 30 Sep 1998 16:32:22 -0700 (PDT) From: "Krieger, James" To: ccp@u.washington.edu Subject: RE: Gould 208J (fwd) Message-ID: MIME-Version: 1.0 Content-Type: TEXT/PLAIN; charset=US-ASCII Serena...this looks very exciting. A great benefit to Seattle Partners (SPHC)and community would be to have this initiative link up with Technical Assistance Group, which is a network of faculty committed to providing TA in program evaluation and development to community partners in SPHC. Some of this TA may, we hope, lead to joint grant submissions and thus bring resources to the community and faculty. If there is a way to incorporate this in, that would be great. As far as the SPHC description: Seattle Partners for Healthy Communities - collaborative involving UW, Health Department and community-based organizations, which focuses on assuring community interests in the context of community-based research, on evaluating community-based health related programs (currently focused on those which address the relationship between economic status and health), and on developing approaches to disease prevention and health promotion which address the social determinants of health. Jim James Krieger, MD, MPH Chief, Epidemiology Planning and Evaluation Unit Seattle-King County Department of Public Health First Interstate Building, Suite 1200 999 Third Avenue Seattle, WA 98104-4039 tel: 206-296-6817 fax: 206-205-5314 email: james.krieger@metrokc.gov -----Original Message----- From: Sarena Seifer [SMTP:sarena@u.washington.edu] Sent: Tuesday, September 29, 1998 1:58 PM To: Community-Campus Partnerships Subject: Re: Gould 208J (fwd) Dear CCP'ers, We are writing to remind you of our meeting on October 1 at 11 am in Gould Hall Room 208J to discuss the draft preliminary UIF proposal, "The Community-Campus Partnerships Collaborative." We expect the meeting to run for 90 minutes. The text of the draft proposal appears below and is also included as attached word for windows files in two versions of word. You will want to print it out to read. Please review the draft proposal and be prepared to contribute your constructive suggestions during the meeting on October 1. We are sorry for the delay in getting this to you - we had intended on getting it to you by Friday, but ran into some computer glitches but fortunately recovered the file! If you are unable to attend the meeting, please email questions and suggestions to sarena@u.washington.edu Thank you, Jeff Ochsner Sarena Seifer Michael Verchot ---------------------------------------------------------------------------- The Community-Campus Partnerships Collaborative A Model for the Engaged University Note to Reviewer: Please review and provide constructive suggestions for improving any aspect of this proposal. When you see this symbol: + we are asking you for input on a specific question. Collaborative Participants Architecture and Urban Planning: S. Badanes, B. Filley, J. Ochsner, I. Robertson; S. Palleroni, G. Rolfe, S. Sutton; Business: T. Spratlen, M. Verchot; Geography: L. Jarosz; Harborview Medical Center. J. LoGerfo; E. Simpson; Office of Undergraduate Education: K. Johnson-Bogart, M. Zucker; Office of the Provost: L. Fox; Law: L. Salzarulo; Library: B. Wilson; Medicine: S. Dobie, A. Hagopian, P. House, J. Kelday, J. Kirk, S. Seifer; Minority Affairs: B. Baker; Nursing: N. Chrisman, R. Kang; Pharmacy: J. Gardner; ; Public Affairs: F. Brown, C. Bui, D. Carlson, S. Doyle, P. Sommers; Public Health and Community Medicine: A. Cheadle, A Kimball; Social Work: N. Amidei, K. Cahn, R. Nagda, S.Sohng, E. Uehara; UW-Tacoma: J. Primomo (nursing), S. DeTray (Center for the Study of Community and Society) + If you emailed your contact information but do not see it here, or if your name and affiliation is not correct, please do not take it personally! It's been a challenge to manage all of this information by email. Please tell us about the correction at the October 1 meeting, or by email to sarena@u.washington.edu + If there are people missing from this list that you know would want to be involved in this proposal, please bring their name and contact information to the October 1 meeting, or send by email to sarena@u.washington.edu Abstract As a team of [#] administrators and faculty from [#] schools and colleges, we have convened to form the Community-Campus Partnerships Collaborative in order to achieve this fundamental goal: To strengthen the University of Washington's core missions of education, research and service while at the same time finding solutions to pressing local, state and regional issues through community partnerships. The UW is poised to be a national model for the "engaged university" by creating synergy among dozens of community-based individuals and programs that until now have been operating in isolation from one another. During a time of unprecedented public expectations of accountability and value from higher education, the Collaborative will foster the strategic investment of UW resources in partnerships that bring demonstrable and meaningful benefits to communities and to the UW. The Collaborative will enable the UW to create new interdisciplinary models of community-based education and research, advance the scholarship of "engagement" and make community partnerships an integral part of the intellectual life of the University. Why Should the UW invest in the Community-Campus Partnerships Collaborative? Community partnerships will advance - indeed, will integrate - the university's core missions of education, research and service. A growing body of empirical evidence supports the importance of community partnerships in advancing an academic institution's core missions. Community partnerships for education - service-learning - are structured learning experiences that integrate community service that responds to community-identified concerns with explicit learning objectives. Students engaged in service-learning are not only expected to provide direct community service but also to learn about the context in which the service is provided, the connection between the service and their academic course work, and their roles as citizens. Currently, there are [#] service-learning courses being taught by UW faculty in disciplines as diverse as geography, chemistry and nursing. Service-learning enhances the didactic curriculum by extending learning beyond the lecture hall and allowing students to apply what they are learning to real-worlds situations and critically reflect on the connection between theory and practice. Service-learning does not only benefit student learning and citizenship. Many faculty find their involvement in service-learning to be transformational by reinvigorating their commitment to teaching and connecting their scholarly work to real-world application. Further, community agencies place great value on having meaningful and integral roles as teachers as well as the actual services provided by students and faculty. [the Carlson Center will be contributing more information on the "case" for service-learning in the undergraduate curriculum]. Community partnerships for research - community-based research or participatory action research - take place in community settings and involve community members in the design and implementation of research projects. Community-based research enhances the relevance, usefulness and use of the research data by all partners involved. It can improve the quality and validity of research by engaging local knowledge and local theory based on the lived experience of the people involved. It creates theory that is grounded in social experience, and creates better informed, more effective practice that is guided by such theories. Further, community-based research increases the possibility of overcoming the understandable distrust of research on the part of communities that have historically been the "subjects" of such research. We can more effectively advance these core missions if we act collectively and strategically. In reviewing the work of the UW President's Task Force on Public Service and Outreach and our own cross-campus assessment, there are dozens of community partnership, service and outreach programs across all three campuses of the University, involving hundreds of faculty, staff and students. Most of these initiatives are advancing the core missions of the university: education (through service-learning courses and K-12 partnerships, for example), research (through community-based and participatory action research, for example) and service (through volunteerism, for example).. But we and the Task Force readily acknowledge that many of these efforts are not well known, rewarded or recognized inside or outside the UW. There are structural, procedural and attitudinal barriers to community partnerships. There are few campus structures for facilitating the development and evaluation of community partnerships. Community-based research and teaching often viewed as less academic or scholarly than other forms of research and teaching. As a result, there are missed opportunities for interdisciplinary collaboration, few incentives to expand into new directions, and a common belief that the university is not interested in addressing pressing community or societal concerns. By providing a vehicle for community and campus leaders who have content expertise [i.e., in welfare reform (AC, SD), migrant housing (SB, SP), urban health (SD)] with those who have methodological expertise [i.e., in service-learning (JG, KJB, SS2, MZ), participatory action research (RN)], the Collaborative will advance the practice and scholarship of community-based learning, research and service, and thus strengthen UW's teaching and research programs as a whole. + These are intended as examples and are not exhaustive of the content and methodological expertise that the Collaborative represents. If we inadvertently left your initials off, please let us know. We can achieve greater community impact if we act collectively and strategically. Complex societal issues demand interdisciplinary responses that involve all key stakeholders. Rarely do societal problems lend themselves to an "expert" approach by which the university defines the problem and the solutions on behalf of the community. By bringing together individuals who have previously been working largely in isolation from each other, the Collaborative will facilitate the interdisciplinary teams needed to address a wide range of community issues and problems. The Collaborative will enrich what we are already doing individually by building on our collective strengths in addressing important issues facing society - building community capacity (NA, AC, AH, PH, RN), creating jobs and an economic base in low-income communities (TS, MV), enhancing the quality of K-12 education (BB, SS1) and increasing access to preventive and primary care (NC, JG, AK, RK, JL), to name only a few. + These are intended as examples and are not exhaustive of the collective strengths that the Collaborative represents. If we inadvertently left your initials off or put them in the wrong place, please let us know. As a leading public institution in a major city, the UW has a responsibility and a unique opportunity to contribute to the well-being of Seattle, the State of Washington and the Northwest region. During a time of unprecedented public expectations of accountability and value from higher education, the Collaborative will foster the strategic investment of UW resources in partnerships that bring demonstrable and meaningful benefits to communities and to the UW. Why is the UW poised to be a national model? The UW is poised to be a national model for the "engaged university" for a number of reasons, but first and foremost is our commitment to engage communities as equal partners for mutual benefit. We possess the necessary leadership to achieve this vision, from UW President McCormick, who chose to appoint a Task Force on Public Service and Outreach, to administrators, deans, department chairs, faculty, staff and students across the campus who value community-based scholarship and acknowledge that relevant expertise exists outside the academy as well as within. We possess the necessary skills and experience to achieve this vision. The Collaborative builds on our collective and considerable strengths in community partnerships. Together we seek to learn from our community partners in collaborative projects, not just to teach them. These reciprocal learning opportunities will enhance the quality and relevance of our educational programs and our research. The Collaborative is a new way of thinking about what a university does. Rather than simply a set of programs, it forms a formal and explicit link between education, research, service and the important issues facing society. To our knowledge, it is the first faculty-initiated effort to create a permanent university-wide structure for community partnerships that is clearly connected to the university's mission and strategic goals. The Collaborative places a priority on faculty, staff, student and community partners development and acknowledges that all of these key stakeholders must be actively engaged for the Collaborative to achieve its goals. The Collaborative seeks to strengthen and expand interdisciplinary service-learning and community-based research, build our knowledge base about community-campus partnerships, and position the UW as a leader in the "scholarship of engagement." What are the objectives of the Community-Campus Partnerships Collaborative? The goal of the Collaborative is to further the University of Washington's core missions of education, research and service while at the same time finding solutions to pressing local, state and regional issues through community partnerships. Three important objectives form the cornerstones of the Collaborative as a national model of "the engaged university": To foster the strategic investment of university resources in partnerships that bring demonstrable and meaningful benefits to communities and to the University To add value to and create synergy among existing community-campus partnerships To make community partnerships an integral part of the intellectual life of the University Implementation We propose to accomplish these goals by creating a Collaborative among the dozens of individuals and programs across the UW that are involved in community-based education, research and service (referred to in this proposal as "Collaborative participants"). A small core staff will support the Collaborative, but most of the Collaborative's activities, as described in more detail below, will take place through or in partnership with, the participants in the Collaborative. As a result, the core staff will continually pose the questions: Who on campus or in the community should be involved in this? Who on campus and in the community can accomplish this task? How can we accomplish more with what we have? Form "clusters" to focus interdisciplinary attention to 5 unifying areas: Education, Community and Economic Development, Arts and Culture, Partnership Assessment and Improvement, and Partnership Policy Development. These clusters are the heart and soul of the Collaborative, where administrators, faculty, staff, students and community partners who are working in a particular area convene to pursue interdisciplinary and inter-partnership collaboration that furthers the Collaborative's goals. Three of the clusters (Education, Community and Economic Development, Arts and Culture) will address the most predominant focus areas of existing and emerging community partnerships involving UW. The remaining two clusters (Partnership Assessment and Improvement, Partnership Policy Development) will address issues concerning community-campus partnerships themselves. Under the leadership of two co-chairs who are provided release time for their role (a University faculty and a community partner), each cluster will determine its own process for working together, develop an action plan and implement that plan using funds provided for this purpose by the UIF grant. Each cluster is expected to advance interdisciplinary and inter-partnership education and research through community partnerships. In other words, new and expanded interdisciplinary service-learning and community-based research activities will be achieved through the Education, Community and Economic Development, and Arts and Culture clusters. New and expanded research, evaluation and policy development will be achieved through the Partnership Assessment and Improvement, and Policy Development clusters. A graduate assistant will support each cluster. The Collaborative's core staff will also provide support. Below are some examples of how the clusters might work to maximize the use and impact of existing resources: The Community and Economic Development Cluster determines that faculty in 5 different disciplines have been unaware of the fact that they are all teaching service-learning courses that place students with businesses or community agencies in the Central District of Seattle (business, social work, public affairs, public health and landscape architecture). After inviting the community agencies into the discussion (and into the cluster), the cluster concludes that there are wonderful opportunities to strengthen both student learning and community benefit by collaborating. They decide to use their UIF funds to develop new service-learning curricula that pair interdisciplinary teams of students with the community agencies, and to include several interdisciplinary discussions to foster reflection. They also dedicate funds for a one-day conference on "Community Revitalization in the Central District" that will convene neighborhood leaders and will include presentations by the students and community agencies on their accomplishments and recommendations for future directions. The Education Cluster identifies three distinct partnership programs focused on strengthening K-12 math and science education that are models to build upon. They decide to use their UIF funds to integrate the most successful components of each model in five new schools and to evaluate it. This expansion provides opportunities for faculty in social work and education the opportunity to study and evaluate the model, and two faculty who are new to community partnerships to integrate service-learning into their courses (an education faculty member who teaches a "Teaching and Learning in Science" course, and a medical school faculty member who teaches a "Medicine, Health and Society" courses). These faculty are referred to the Carlson Center's faculty development workshop on service-learning. Many untenured faculty find they must choose between "doing the work that would contribute to career advancement" and doing the work of the institution in linking with communities and educating students. The Partnerships Policy Development cluster decides to undertake a review of institutional and public policies that may facilitate or hinder the development of community-campus partnerships. UIF funds are used to support faculty and staff release time to conduct the analysis and prepare a report. The report is shared with UW administrators, deans, department chairs and faculty leaders. UIF funds are also used to sponsor three university-wide forums to gather feedback and develop a plan for implementing the report's recommendations. The policy analysis and recommendations are published in a peer-reviewed journal on higher education policy. + Are you interested in being a cluster co-chair? In what area? Please let us know if you are and why. + Will the UIF review committee go for the idea that funds will be allocated each cluster but the specific activities those funds will support won't be decided until after the UIF is awarded and the clusters decide how best to use those funds. If we propose specific activities now, we're doing an end-run around a more thoughtful collaborative process of decisionmaking that involves community partners and others. Create a governing council that reflects the key stakeholders of community-campus partnerships. A governing council will be comprised of the cluster co-chairs, at-large university-based members, at-large community-based members, at-large student members, others? The Council will meet bimonthly in the first year to provide strategic direction for the Collaborative and determine and oversee the process of awarding mini-grants (more on mini-grants below). The council will determine its own process for working together. The Collaborative core staff will provide staff support to the governing council. Assess campus and community assets as they relate to the Collaborative's goals and objectives. The Collaborative will undertake a comprehensive assessment of campus and community assets that can serve to strengthen the UW's involvement in community partnerships. The assessment that has already been completed as a result of the work of the Task Force on Public Service and Outreach and the process of drafting this proposal is an excellent start but is far from comprehensive. The assessment will inform the work of the clusters and draw more community-based and campus-based individuals into the clusters, and will also contribute to the annual report and web site described below. Broker, or in some cases directly provide faculty, staff, student and community partner development. The Collaborative core staff will support the clusters (and indeed community-campus partnerships across the university) by brokering, or in some cases directly providing, faculty, staff, student and community partner development with UIF funds provided for this purpose. The emphasis of these development activities will be building capacity and skills for more effective community-based learning and research. Whenever possible, these will be offered through existing structures and programs within the university. Examples of this approach include: a series of service-learning skill-building workshops led by the Carlson Center, a series of workshops on developing partnerships with public schools led by the Center for Environment, Education and Design Studies, a mentoring program that pairs faculty who are experienced in community-based research with faculty that are new but eager to learn led by Seattle Partners for Healthy Communities. In some cases, the Collaborative's core staff will be directly responsible for planning and implementation. Examples of this approach include: providing an annual orientation to the university for new community partners, sponsoring a forum for university administrators on strategic planning for community partnerships. The Collaborative will also support attendance of Collaborative participants at conferences and trainings so that new knowledge is brought back and shared. Administer competitive mini-grants to support new and expand existing community-campus partnerships. The Collaborative will award mini-grants to support new and expand existing community-campus partnerships. To receive funding, proposals will be expected to support the Collaborative's goals and objectives and participate in a longitudinal evaluation of the partnership in collaboration with the Collaborative and other grantees to help build the knowledge base about community-campus partnerships. The partnerships that have contributed to this proposal identify a wide range of needs that could be addressed in part through these mini-grants.(In three years of experience with a similar program at the University of Illinois-Chicago, seed fund projects have attracted an average of $14 in new external support for every $1 received through the seed fund.) Raise funds to support new and expand existing community-campus partnerships. The Collaborative will be pro-active in seeking out funding opportunities to implement the Collaborative's priority programs and projects, and will work closely with the Office of Grants and Contract Services and the Development Office to achieve our fundraising goals. Because the Collaborative core staff will be intimately familiar with the priorities of each cluster and the partnership programs participating in each cluster, they will be able to quickly assemble the interdisciplinary teams needed to successfully compete for grants. Our intent is to implement new programs and projects through the clusters. For example, a new grant may or may not come through the Collaborative, but the program itself would be administered through the clusters or partnership programs within the clusters. In other words, it is not our intention to keep adding new staff with each program, but to strengthen and expand new and existing community-campus partnerships. Disseminate information about UW's community-campus partnerships to key stakeholders, including the UW community and alumni, legislatures in the WWAMI states, UW funders, etc. The Collaborative will produce an annual report on the work and outcomes of the Collaborative and the community-campus partnerships affiliated with it. The Collaborative will also develop and maintain a website that will contain a searchable database of individuals at UW who are involved in community-campus partnerships and the partnerships themselves. The Collaborative will sponsor an annual forum on community-campus partnerships that will serve as a "report to the community" on what UW has done to benefit community concerns and issues and dialogue on ways to strengthen the community involvement of the university. The forum will also serve to celebrate the achievements of UW administrators, faculty, staff and students who have played leadership roles in community partnerships. Assess the impact of the Collaborative with the goal of continuous improvement, and synthesize what is known about the impact of the partnerships themselves. The Collaborative will employ an evaluator who, in collaboration with the Council and the clusters, will develop an assessment and improvement plan for the Collaborative as a whole and for the programs receiving Collaborative mini-grants. The evaluator will also be available to assist the clusters in assessing and improving their partnership programs. Foster the "scholarship of engagement" among faculty. The Collaborative will facilitate opportunities for faculty and graduate students to present and publish their work. The Collaborative will support faculty presentations at national meetings to disseminate learning and connect with community-campus partnership programs across the country. Create a national advisory council. A national advisory council will annually review and critique the Collaborative, and keep the Collaborative informed of national trends and opportunities. Possible members include: Judith Ramaley, President, University of Vermont and chair of the engaged university task force of the Kellogg Commission on the Future of State and Land-Grant Universities; Barbara Holland, Associate Provost for Strategic Planning and Outreach, Northern Kentucky Universities; Edward Zlotkowski, senior associate, service-learning project, American Association of Higher Education and editor of AAHE's monograph series on service-learning in the academic disciplines; John Saltmarsh, director, Program to Integrate Community Service into Academic Study, Campus Compact; Lorilee Sandmann, Vice Provost for University Outreach, Michigan State University; Edward O'Neil, UCSF Center for the Health Professions; Russ Edgerton, Director of Education Programs, The Pew Charitable Trusts; Ira Harkavy, Director, Center for Community Partnerships, University of Pennsylvania. National advisory council members will be invited to participate in the Collaborative's national forum, but will primarily convene by conference call. + Who else would you recommend to serve in a national advisory council? Impact on existing programs at the UW [#] existing programs in [#] schools will benefit as participants in the Community-Campus Partnerships Collaborative in the following ways. We are also aware of three UIF proposals that will be submitted at the same time as our to develop or expand community-campus partnership programs that are consistent with the Collaborative's goals: Center for Environment, Education and Design Studies (involving Architecture and Urban Planning, Education, Public Health and Social Work); Multicultural Research (involving Social Work); and Child Advocacy Center (involving Social Work and Law). All three will be participants in the Community-Campus Partnerships Collaborative and this proposal will not duplicate the important work they are proposing in their proposals, but rather strengthen it in the following ways: Enhanced opportunities for interdisciplinary collaboration Enhanced opportunities to integrate service-learning and/or community-based research into existing partnerships Access to cluster funds, mini-grant funding, training and technical assistance and collaborative fundraising to expand their activities and help move them in new directions Increased opportunities to present and publish Access to the expertise of an experienced evaluator Increased publicity and recognition of their program's accomplishments Contribute to institutional policy change that supports community-based scholarship For cluster co-chairs, release time to contribute to the development of the Collaborative. Others? Affordable Housing Development Clinic - provides legal assistance to affordable housing developers in Washington state . Business and Economic Development Program - provides business school students with the opportunity to integrate their classroo learning by working in an entrepeneurial small business setting in Seattle's federally-designated enterprise community. Center for Community Development and Real Estate - undertakes primary research in community cevelopment issues facing our region on behalf of public bodies and private interests. Center for Environment, Education and Design Studies - need one sentence description. UW Tacoma Center for the Study of Community and Society - convenes faculty, staff, students and community members who are concerned with finding solutions to pressing social problems in the Tacoma area through collaborative projects. Community Health Advancement Program - a student designed and run community service program addressing some unmet need in an underserved community. Community-Campus Partnerships for Health - national organization that fosters partnerships between communities and educational institutions that improve health. Edward E. Carlson Leadership and Public Service Center - coordinates service learning programs, internship programs, volunteer and internship clearinghouse, service-learning workshops for faculty, community leaders, and students. Health Science Interdisciplinary Clinical Education Program - develops interdisciplinary community-based and clinical education for students in medicine, dentistry, nursing, social work, public health, physician assistant and library science. Howard S. Wright design/build studio - this spring class completes small community based projects for nonprofits here in Seattle. Human Services Policy Center - maintains awareness of the significant interests, issues, problems and priorities of the communities served by the university, particularly related to children and families. (need description of the Center) Injury Prevention and Research Center - develops and tests injury prevention programs througout the region. Involving partnerships with law enforcement, public health, education, emergency medical services, and public works agencies. Institute for Public Policy and Management - need description of Institute. Nonprofit Student Clinic - new clinic that will pair nonprofit management students with nonprofit agencies. Northwest Center for Public Health Practice - coordinates community-based practica for public health students. Northwest Institute for Children and Families - provides training, technical assistance, community work group facilitation and program evaluation to promote effective supports for families and children. Northwest Policy Center - need description of the Center. Partners for Seamless Education - developing K-12 and community projects designed to give UW students new kinds of opportunities to connect course work with work in minority communities. Programs for Healthier Communities - works with rural communities in the WWAMI region to strengthen and expand health systems, evaluate community development projects, provide infrastructure for the UW's telemedicine initiatives, teach courses for health sciences students and mentor students. Rural/Underserved Opportunities Program - a region- wide summer experience where students live in an underserved community and work with a primary care medical provider. Seattle Partners for Healthy Communities - collaborative involving UW, Health Department and community-based organizations, with a primary focus on the link between economics and health. South Park Latin Neighbors Project - a grassroots effort to work with Latino householders to determine directions for community building. Student Providers for Rural and Underserved Practice - a voluntary group of health professions students who are interested in serving underserved communities. Training for Interprofessional Collaboration Project - Project works to train UW students in the necessary skills for interagency/interdisciplinary social service practice. The Undergraduate Research Program - Supports several programs and resources to promote challenging experiential learning opportunities for students U-District - University Partnership for Youth - an effort to combine the resources of an urban research university with local community groups, on behalf of street youth; it was begun in 1994 to address the mutual needs of homeless youth and of other stakeholders in the U District community. Washington Welfare Reform Coalition - need description. Western Washington Area Health Education Center - Sponsor six area health education centers in the WWAMI states that work to attract and keep health personnel of all kinds in underserved rural and urban areas. There are additional community partnership programs that were mentioned in the Task Force report on Public Service and Outreach, and we are contacting them to become a part of the Collaborative. + If you emailed information about a Center, Institute or partnership program you are involved in, but do not see it here, or if the name is not correct, please do not take it personally! It's been a challenge to manage all of this information by email. Please tell us about any additions or corrections to this list at the October 1 meeting, or by email to sarena@u.washington.edu + Are you aware of other UIF proposals in the works that relate to the work of the Collaborative? If so, please let us know who to contact for details. Preliminary budget outline The Collaborative core staff will be comprised of three full-time staff (director, program coordinator and evaluator) and one graduate student assistant. Beginning in the year 2000, Community-Campus Partnerships for Health (CCPH) will be housed in the same office as the Collaborative and will bring additional staff resources to the Collaborative. CCPH is a national nonprofit organization currently housed at the University of California-San Francisco, but directed by UW faculty member who is involved in this Collaborative proposal (SS). CCPH will bring with it four full-time staff (executive director, associate director, program coordinator and program assistant), each of whom will contribute a portion of their time to the Collaborative. Each cluster will be co-chaired by a university-based individual and a community partner and supported by a graduate assistant. UIF funds will provide support for release time for each of the co-chairs and funds for strategic planning and partnership development and/or expansion. The financial commitment of the UW will be reduced in subsequent years as the Collaborative succeeds in raising additional funds. The budget for year one will be between $1-1.2 million. Nearly half of these funds will directly benefit participating partnerships through cluster-funded collaborative activities, mini-grants, training and technical assistance, and funds to attend and present at national conferences. + We will include a section on "leverage and sustainability" that describes how the Collaborative will be attractive to funders. Are you aware of grants that we would be more competitive for if the Collaborative is in place? For example, HUD's Community Outreach Partnership Centers program would be one. Are there others? Personnel: Ph.D level director ($60K), Ph.D level evaluator ($50K) program coordinator ($35K), Graduate staff assistant ($20K); Release time for 10 cluster co-chairs ($144K); 5 graduate student assistantships for clusters ($100K). Equipment: Three desk-top computers ($12K); 1 fax machine; 1 printer (fax machine and printer may be shared with existing programs). Other: Cluster operating funds @ $60,000 each ($300K); Partnership mini-grants in the range of $1000-$5000 each ($150K); Core funds for training and technical assistance provided primarily through existing university and community structures ($50K); Annual forum ($50K); Annual report/directory and Website development ($50K); Fund for conference participation/presentation ($15K); Phone/fax ($3K); Office supplies ($2K). << File: >> << File: >> .