Partnering With Communities March 2006 V4

Partnering with Communities A Guide to Getting Involved with Tufts’ Partner Communities March 2006

March 2006 Dear Colleagues: I’m pleased to present you with a new resource, Partnering with Communities: A Guide on How to Get Involved in Tufts’ Partner Communities. Partnering with Communities is intended as a resource guide to facilitate, expand and deepen connections between Tufts and local partner communities. This guide is dedicated to the memory of Jeff Coolidge, member of Tisch College’s Board of Overseers, who was a tireless and compelling advocate for strong community partnerships to be a defining commitment of Tisch College. Many Tufts’ colleges and departments have had long and productive partnerships with the broader community. Partnering with Communities is a starting point, a work-in-progress, and intended to stimulate your interest in getting involved. We invite your feedback to inform future editions. Partnering with Communities is organized by three sections: I. An Introduction to Partner Communities II. A Guide on How to Get Involved III. Resources Available The guide is posted on the web and will be updated annually on the Tisch College web site (activecitizen.tufts.edu and click on “Lincoln Filene Center for Community Partnerships”). Partnering with Communities is a companion to Partnering for Community Impact: A Resource Guide to Active Citizenship and Public Service Activities at Tufts. Both PDF documents are available on the web site. Special thanks to the Swearer Center for Public Service at Brown University and the University of Brighton’s Community University Partnership Programme in the United Kingdom, whose resources have informed this guide. Sincerely, Shirley Mark Director Lincoln Filene Center for Community Partnerships

Principles for Community Partnerships Tisch College strives to operate its community partnership activities in accordance with the following principles: „

To focus its programs in communities where Tufts University campuses are located: Boston's Chinatown, Medford, Somerville, Grafton, the Mystic River Watershed and Talloires, France.

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To plan, conduct, and manage teaching, service and research activities in full collaboration with community partners. To take into consideration the impressive assets of local communities as well as the problems and challenges that they face.

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To fully orient and prepare people from Tufts to be effective in their community work. To elevate community representatives’ knowledge about Tufts.

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To maximize both (a) contributions to the education of Tufts students and to faculty research, and (b) benefits to communities. To support university and community representatives to jointly define high standards of quality, and to produce work that meets these standards. To document, evaluate and disseminate information about both educational outcomes and community benefits.

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To support and elevate faculty participation in community partnerships through their teaching, research and public service activities.

Sponsoring Organizations Lincoln Filene Center for Community Partnerships The Lincoln Filene Center for Community Partnerships (LFC), a program of the Jonathan M. Tisch College for Citizenship and Public Service at Tufts University (activecitizen.tufts.edu), facilitates connections between Tufts and its host communities of Boston’s Chinatown, Medford, Somerville, and an environmental partnership with the Mystic Watershed Collaborative. The LFC has also recently begun to work collaboratively with the Grafton campus. The Lincoln Filene Center forges partnerships between Tufts and local communities that build on community assets, advance shared interests, create civic engagement opportunities, and address community-identified needs and social justice.

Jonathan M. Tisch College of Citizenship and Public Service The mission of the Jonathan M. Tisch College of Citizenship and Public Service is to ensure that students graduate from Tufts prepared to be committed public citizens and leaders who take an active role in building stronger communities and societies. Strategy: To catalyze civic engagement and community building by identifying and supporting Tufts students, faculty, staff, alumni and community partners who develop creative, effective approaches to active citizenship at the university and in communities around the world.

Tufts University Office of Community Relations Tufts University Office of Community Relations serves the university and its host communities by working to foster positive relationships through cooperation and communication. Community Relations formally represents Tufts University to a wide range of public, private, and non-profit entities in Tufts’ host communities. Community Relations also coordinates access to Tufts facilities, facilitates community and high school auditing of courses, and manages the Neighborhood Service Fund. It is an important source of guidance for the community work of Tufts students, faculty and staff. Tisch College and the Office of Community Relations work together closely to ensure that community needs are addressed.

Table of Contents

Opening Letter from Lincoln Filene Center Principles of Community Partnerships Sponsoring Organizations

I. Tufts’ Partner Communities Medford Somerville Boston’s Chinatown Grafton Mystic River Watershed

II. A Guide on How to Get Involved 1. 2. 3. 4. 5. 6. 7.

Getting Started Making Plans Getting Down to Work Sharing the Results Tying up Loose Ends Glossary of Terms Endnotes

III. Resources Local resources pertaining to Tufts’ Partner Communities National and Regional Resources Maps of Partner Communities

1 3 7 11 14 16

19 21 23 26 28 29 30 32

34 36 44 47

Section I: Tufts’ Partner Communities Background Founded in 1852, Tufts University has four campuses—Medford/Somerville, Boston’s Chinatown, Grafton, and Talloires, France. This section provides an overview of communities surrounding Tufts’ Massachusetts campuses. All of these communities are rich in history and culture and provide ample resources and opportunities for learning and civic engagement.

Medford and Somerville are home to the main campus of Tufts University. This campus houses the School of Arts and Sciences, School of Engineering, the Fletcher School of Law and Diplomacy, and the Jonathan M. Tisch College of Citizenship and Public Service. There are approximately 5,000 undergraduate, 1,500 graduate students, 426 fulltime faculty, and 550 full-time staff on the main campus.i

Boston’s Chinatown is home to the Gerald J. and Dorothy R. Friedman School of Nutrition Science and Policy, the School of Dental Medicine, the School of Medicine, and the Sackler School of Graduate Biomedical Sciences. There are over 1,800 graduate students, 236 faculty, and almost 600 full-time staff at the Tufts Chinatown campus.

Grafton is home to the Cummings School of Veterinary Medicine at Tufts University. There are 330 graduate students, 75 faculty, and 266 full-time staff at the Grafton campus.

Mystic River Watershed –- Tufts’ main campus is located in the Mystic River watershed. The Mystic River runs less than a mile from campus. For years, students have benefited from real-life learning experiences throughout the watershed. Since 2000, more students are exposed to watershed issues through the Mystic Watershed Collaborative, a formalized partnership between Tufts and the Mystic River Watershed Association.

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Medford Medford has some truly unique cultural resources— the Chevalier Theater, Medford Brooks Estate Land Trust, Royall House, and others. It is also home to some nationally known artists, sculptors, and studio furniture makers. We, at Springstep, are proud to be breaking new ground as a unique center for community participation in dance and music traditions from around the world. This is an interesting city in which to build programs that celebrate our world heritage. Claudia Thompson, Executive Director Springstep History One of the oldest settlements in the country, Medford was incorporated as a town in 1630 and as a city in 1892. It is the fourth oldest English settlement in North America and was a center for industry, such as manufacturing brick and tile and building clipper ships. Medford was a site for the Underground Railroad and several residents were committed abolitionists. At the same time, the historic Royall House remains one of the few existing former slave quarters in the Northeast and is known as a significant site in the Revolutionary War. The classic songs, “Jingle Bells” and “Over the River and Through the Woods,” were written by Medford residents James Pierpont and Lydia Maria Child, respectively. Today This diverse community of nearly 56,000 people ranges from recent immigrants to longterm resident families spanning multiple generations. Medford is designated a "Tree City USA" and is the recipient of the Massachusetts Governors Award for Open Space. Medford is part an innovative partnership called a “tri-city.” Its partners are Malden and Everett, and in addition to the economic goals of creating 7,500 jobs and increasing the tax base, the collaboration also provides community resources and support for its residents.ii Medford also has a high population of elderly people, many with chronic illness and few family supports to meet physical (daily living) needs. Obesity and substance abuse are universal social and health issues. Medford Health Matters works to improve the health and well being of all who live, work, school and play in Medford. Medford’s other community resources include the Chevalier Memorial Auditorium, Royall House, Medford Cultural Council, the Middlesex Fells Reservation and the Brooks Estate, among others. Annual community events include an Open Studios Weekend, Black Lab Craft and Fine Art Event, and performances by The Mystic Players.

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Medford is a city with a strong sense of community, although it has seen considerable change in recent decades. Parents who grew up here talk about the freedom they had as children to go outdoor ice-skating and neighborhood roaming without any kind of adult supervision. Twenty-five years later, they aren't about to let their own young kids have the same kind of freedom. Although the city is still graced by the natural beauty of the Middlesex Fells, the Mystic River and the Mystic Lake, much of it has become decidedly urban, with all of the real and imagined dangers that go along with urban life. Medford has also seen striking demographic change. Immigrant families are introducing more ethnic, cultural and linguistic diversity to a city that has been predominantly white European and African American... This influences public school culture, as some parents lobby for the "traditional" forms of schooling they had growing up in Medford, while others push the district to cultivate progressive classrooms that resemble those in affluent school systems. Cynthia H. Krug, Medford resident and Program Director of the Tufts Literacy Corps

General information about Medford:iii Land Area: 8.14 square miles Total Population: 55,765 Population Density: 6,851 per square mile Median Household Income: $52,476 Individuals Below the Poverty Line: 3,418 (6.5% of the population) Percent of Owner-occupied Units: 58.6% Percent of Renter-occupied Units: 41.4% Key Facts about Immigrants: • Immigrants comprise 16 percent (9,037 persons) of Medford’s population. • Twenty-three percent of individuals living in poverty are foreign-born. • The four largest immigrant groups are from Haiti (979), Brazil (827), China (624) and Portugal (516). These groups comprise 32.5 percent of the total foreign-born population.

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While, the total population has declined from 1990 (57,407) to 2000 (55,765) by 2.9 percent, the immigrant population has increased by 33.4 percent (from 6773 in 1990 to 9037 in 2000).

Medford has high population of elders, many with chronic illness and fewer family supports to meet physical (daily living) needs. Obesity and substance abuse are universal health issues and a huge social as well as medical issue. Medford Health Matters works to improve the health and well being of all who live, work, school and play in Medford. Lisa O'Loughlin, Executive Director Greater Medford Visiting Nurses Association and Medford Health Matters

Political Representation The chief elected official in Medford is Mayor Michael J. McGlynn. A seven-person City Council serves as the elected legislative body. Medford is represented at the state level by Senator Patricia D. Jehlen, Representative Paul J. Donato, Representative J. James Marzilli, Jr. and Representative Carl M. Sciortino, Jr. The federal level elected officials are Senator Edward Kennedy, Senator John F. Kerry, and Representative Edward J. Markey.

Geographic Boundaries Medford is bordered by Winchester and Stoneham to the North, Malden and Everett to the East, Somerville to the South and Arlington to the West. It is five miles from Boston. The northern sections of the city contain significant open space. The Mystic River flows through the center of Medford.

Tufts Involvement For many years, Tufts students have contributed greatly to the quality of life in our community. Their caring and compassion for their fellow human beings, coupled with their energy, vision and commitment to excellence have made a positive impact upon Medford and its citizens. The Tufts community understands not only the value of education, but also the

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importance of protecting our environment, giving new life to the Mystic River, and promoting green space within our borders. Tufts students who take the leadership role and want to give back to our city only enhance the landscape of our neighborhoods. Come and experience Medford...the Ford by the Meadow. Mayor Michael J. McGlynn Medford, Massachusetts

There are numerous programs that connect the Tufts community with Medford. Dozens of Tufts students, undergraduate and graduate, are engaged in community-based organizations and schools in Medford each year. For example, Citizenship and Public Service Scholars Program, a program of Tisch College, develops and leads projects in Medford Public Schools. Other students are engaged through academic courses, research and internships. Community partners include Medford Health Matters, Springstep, Medford Family Network and others. In 2004, the President of Tufts University entered a 10-year Partnership Agreement with the Mayors of Medford and Somerville. In the Partnership Agreement, Tufts commits annual financial payments to the cities, a set level of financial aid to local residents who are admitted for undergraduate study, and expansion of Jonathan M. Tisch College of Citizenship and Public Service programs and other community service programs, such as Tufts Literacy Corps and Tufts Jumpstart. Medford's proximity to Tufts and its varied community-building projects—relating to culture, public health, and the environment, for example—make it an ideal partner for Tufts students and faculty who support education for active citizenship.

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Somerville Despite being a suburb, Somerville is undeniably urban: dense, diverse, and dynamic, with real urban problems, constituencies, and resources. At the same time, all of these "big-city" elements are presented in a very approachable package—politics are local, close, and familiar; government is neither faceless nor overly technocratic. The result is an exciting place to live, and an even more exciting place to work or conduct applied research. Ezra Haber Glenn, Director of Planning and Development Mayor’s Office of Strategic Planning & Community Development City of Somerville Historyiv Until after the Revolutionary War, Somerville was a section of Charlestown often known as “beyond the neck,” referring to the narrow spit of land between the Mystic and Charles Rivers that joined the two areas at that time. In 1639, eleven years after they first settled here, English settlers formally bought the land from the Pawtucket tribe. In 1842, the 1,000 residents of the Somerville area successfully gained state approval to become their own town. Farming was still the main occupation, with brick making the primary industry. The advent of the railroad forever changed the landscape of the town. Farms became streets of houses and many new people moved to the town, including early waves of immigrants from Canada, Ireland and Great Britain. With a population of 14,000, Somerville became a city in 1872. The next big wave of immigrants into the United States between 1892 and 1930 brought new languages and cultures to the city streets, continuing the trend of population explosions. Italians and Irish were the two largest groups, but there were also large numbers of people from Greece, Scotland, Germany, Armenia, and Eastern Europe. By 1930, Somerville was the most densely populated city in the United States. By the end of World War II, the population peaked at 105,800 rivaling the density of Calcutta, India. Two- and three-family homes were tucked closely together, creating tight neighborhoods of working class families who supplied labor for industries, including heavy industry, warehouse, and meat packing. The range of new groups coming to Somerville after 1960 expanded, shifting the racial profile of the city to include immigrants from Haiti, Vietnam, Cambodia, Sri Lanka, China, Colombia, Brazil, El Salvador, Guatemala, and Nicaragua.

Today Since 1980, the racial, ethnic, and socioeconomic diversity of the city has increased markedly. Due to the large percentage of artists living and working in Somerville, the -7-

“Paris of the 90’s” was among its epithets. By 1997, Somerville had begun to gain more popularity as a place to be, with Utne magazine declaring Davis Square one of “the hippest places to live” in the country. As the city gained popularity as a desirable city to live and work in, real estate prices soared, which further shifted the socioeconomic disparity. Currently, almost a third of the population in Somerville is foreign born and half of those residents arrived in the past ten years. The schools truly reflect the changing demographics of the city, with 75% of the children in one school coming from immigrant families. ...a resurgence of progressive politics has brought about the defeat of several more traditional state and local office holders. In a series of elections in 2005/6, politicians identified with progressive issues and/or members of the Progressive Democrats of Somerville, have been elected to School Committee, the Board of Aldermen, State Representative and State Senator. The PDS group now has gained almost 1/3 representation on the Democratic City Committee... Somerville is a vibrant, politically active city with tremendous cultural/social/human resources. Alex Pirie, Coordinator Somerville Immigrant Service Providers Group

Political Representation The chief elected official in Somerville is Mayor Joseph A. Curtatone. An eleven-person Board of Alderman serves as the elected legislative body. Somerville is represented at the state level by Senator Jarrett T. Barrios, Senator Patricia D. Jehlen, Representative Denise Provost, Representative Carl M. Sciortino, Jr., and Representative Timothy J. Toomey, Jr. The federal level elected officials are Senator Edward Kennedy, Senator John F. Kerry, and Congressman Michael E. Capuano.

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General information about Somerville : Land Area: 4.11 square miles Total Population (2000): 77,478. Population Density: 18,851 per square mile Median Household Income (1999): $46,315 Individuals Below the Poverty Line: 9,395 or 12. 2% of the population -8-

Percent of Owner-occupied Units: 30.6% Percent of Renter-occupied Units: 69.4% Key Facts about Immigrants: • Immigrants comprise 29.3 percent of Somerville’s population. • Thirty-five percent of those below the poverty line are foreign-born. • In 2004-2005, Somerville’s school system had 14.23 percent of the students designated as having limited English proficiency. This is nearly triple the state average of 5.1 percentvi. • The largest immigrant groups in the city originated from Brazil (4,182), Portugal (3,039), El Salvador (2,188), Haïti (1,765) and China (1,529). • As of 2000, 5.4 percent of Somerville’s residents were from Brazil, but this number is likely higher. Between 2000 and 2003, one in every five new immigrants to Massachusetts was from Brazilvii. Geographic Boundaries Somerville is bounded by Medford to the North, Everett and Boston to the East, Cambridge to the South, and Arlington to the West. Its 4.1 square miles lie between the Mystic River and lower Charles watersheds in the Mystic Valley corridor. Tufts straddles the border of Somerville and Medford.

Tufts Involvement Somerville is the base of one of Tufts most robust partnerships, with hundreds of students engaged each year. Faculty, graduate and undergraduate students from a range of courses and student programs actively work with public agencies and community-based organizations throughout Somerville. These include academic partnerships and student organizations. Community partners include groups such as the Community Action Agency of Somerville, Somerville Arts Council, Somerville Community Corporation, Somerville Immigrant Providers Group, Somerville Public Schools, Somerville Youth Workers Network, the Welcome Project, and many others. Some organizations, such as National Student Partnerships’ Somerville office, were established thanks to extensive energy and input from Tufts students and staff. When SCC and the City of Somerville Housing Department decided to collaborate on a housing study, UEP faculty graciously shared their extensive housing policy expertise… SCC has benefited from two projects done by teams of UEP students working under excellent faculty oversight. Danny LeBlanc, CEO Somerville Community Corporation -9-

In 2004, the President of Tufts University entered a 10-year Partnership Agreement with the Mayors of Medford and Somerville. In the Partnership Agreement Tufts commits annual financial payments to the cities, a set level of financial aid to local residents who are admitted for undergraduate study, and expansion of Jonathan M. Tisch College of Citizenship and Public Service programs and other community service programs, such as Tufts Literacy Corps and Tufts Jumpstart.

Somerville is a very vibrant place, always has been. With all the changes in demographics, it's a real microcosm of society…white working class, immigrants and refugees of color—many of whom live in poverty, and "YUPPIES", all living in close proximity and attempting to share resources. There's always tension, but also there are ambassadors and bridgers from every sector trying to make dialogue and community happen. The boundaries between different groups appear to be somewhat more open. The fact that community agencies and Tufts are working together more deeply, is an indication of shared mission and will that makes me feel hopeful. Adina Davidson, The Family Center

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Boston Chinatown Chinatown is a hub of rich Asian culture, tradition and heritage. It offers an array of needed services for the fast growing community. It needs resources, manpower and space to preserve and maintain this vibrant community. Esther Lee, Director of Development South Cove Community Health Center History While there is evidence of Chinese coming to Boston as early as the late eighteenth century, Chinatown was formally settled in the 1880's. In 1870, C.T. Sampson hired 70 Chinese laborers to break a strike at his North Adams shoe factory. The following year, he hired an additional 50 Chinese workers because of their high productivity level. After two or three years of this work, some Chinese renewed their contract, others returned to China, and still others moved to Boston. Some were employed to construct the Pearl Street Telephone Exchange and others came from the recently finished transcontinental railroad. These early pioneers created a tent settlement near Harrison Avenue and Oxford Place called Ping On Alley, creating one of the country's earliest Chinatowns. viii Discrimination and prejudice restricted the Chinese to living in an insular and geographically tight-knit community. There were very few Chinese women in the United States because of anti-Chinese legislation, including the Chinese Exclusion Act of 1882. Discrimination also restricted job opportunities to those available within the Chinatown community, such as groceries, laundries, restaurants or to jobs few white Americans wanted. Today Boston’s Chinatown is currently a thriving immigrant community and is home to more than 5,000 residents. There is a strong residential base, and tens of thousands of Chinese Americans and other Asian Americans living in eastern Massachusetts look to Chinatown for services. The opening of immigration legislation and immigration patterns over the last 40 years has diversified the community, which is reflected in the diverse Asian restaurants and retail outlets. Chinatown serves as a cultural, social, and economic hub, and it is also a social service center for the region’s Chinese and Asian residents. In recent years, Boston Chinatown has also emerged as a neighborhood with increased political clout. Chinatown has influenced city politics, as demonstrated by the 2005 elections of At-Large Boston City Council members Felix Arroyo, a Latino, and Sam Yoon, an Asian American. -11-

General information about the Boston Chinatown community:ix Total land area: 46 acres Population: 5,563 Median Household Income: $25,321 Percent of Owner-occupied Units: 7.5% Percent of Renter-occupied Units: 92.5% Key Facts about Immigrantsx: • Immigrants comprise 55.7 percent of Chinatown’s population. • Forty percent of the population has lived in Boston five years or less. • The rate of poverty is significantly higher in Chinatown (28%) than in the whole of Boston (18%). • In 1990, 35.2 percent of the community residents claimed to speak English “not well” or “not at all.” • The Asian population in Boston is increasing at an annual rate of more than 10%. It has more than doubled in each of the last two censuses.xi A major challenge for Chinese immigrants in Boston is securing jobs that pay a living wage. Many immigrant workers live in poverty, despite working 60 or more hours per week, because employers routinely violate wage and hour laws. Tufts students, working within the Asian Outreach Unit of Greater Boston Legal Service, and the Chinese Progressive Association's Workers Center, help workers obtain unpaid wages, and secure their rights to receive the minimum wage (i.e., $6.75 per hour in Massachusetts) and overtime. Cyndi Mark, Managing Attorney Asian Outreach Unit Greater Boston Legal Services.

Political Representation The chief elected official in Boston is Mayor Thomas M. Menino. A thirteen-person City Council serves as the elected legislative body. Boston’s Chinatown area is represented at the state level by Senator Dianne Wilkerson and Representative Salvatore F. DiMasi. The federal level elected officials are Senator Edward Kennedy, Senator John F. Kerry, and Congressman Michael E. Capuano.

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Geographic Boundaries The boundaries of this neighborhood as defined by The Chinatown Coalitionxii —are roughly Essex Street to the north, by Lincoln Street and Interstate 93 to the east, by East Berkeley Street to the south, and by Tremont Street to the west.

Tufts Involvement The Tufts Chinatown Partnership, a program of the Lincoln Filene Center, works collaboratively with The Chinatown Coalition, community-based organizations, public agencies, and schools to develop projects that address community needs, as well as advance education for active citizenship for Tufts students. Dozens of Tufts students, undergraduate and graduate, are engaged in community-based organizations and schools in Chinatown each year. They are placed through courses, internships, and student programs. For example, Tufts Medical School has a Community Service Selectives course where first and second year students work with community organizations and public schools. The Urban and Environmental Policy and Planning graduate program also works collaboratively with Chinatown organizations supporting development issues. Some of the agencies that undergraduate students work with include: Asian American Resource Workshop, Asian Community Development Corporation, Asian Task Force Against Domestic Violence, Boston Chinatown Neighborhood Center, Chinese Progressive Association, South Cove Community Health Center, the Josiah Quincy School (K-5) and the Josiah Quincy Upper School (grades 6-12). There are numerous opportunities for Tufts students, faculty and staff to engage and learn about the Chinatown community.

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Grafton Historyxiii Situated to the southeast of Worcester, Grafton is a dynamic rural community with approximately 13,000 residents. Grafton has a close bond with its natural surroundings. Founded in 1784, when it seceded from the town of Sutton, it was the third of the original “praying towns” dedicated to Christianizing the region’s Native America population. The area’s link with nature has continued from this early rural heritage. Today The town has a diverse mix of land uses including farming, forest, residential, and commercial. Both agriculture and advanced technological research flourish in the city’s diverse and vibrant economy. Grafton’s citizens are committed to developing its potential as modern a community that retains its rural character.

General information about Grafton: Total Land Area: 22.74 square miles Population: 13,035 Density: 573 per square mile Median Household Income: $56,020 Individuals Below the Poverty Line: 828 or 5.6 percent of the population Owner-occupied Units: 72.3% Renter-occupied Units: 27.7%

Key Facts about Immigrants: • Immigrants comprise 4.3 percent of the town of Grafton. • In 2004-2005, Grafton’s school system had .48 percent of the students designated as having limited English proficiency. This is significantly below the state average of 5.1 percent.(Massachusetts Department of Education)xiv

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Political Representation Grafton is led by an elected Board of Selectmen, who appoint a Town Administrator. Current members are: Susan M. Mills, Christopher R. Lemay, Peter J. Adams, John L. Carlson, Craig Dauphinais. Grafton is represented at the state level by Senator Edward M. Augustus and Representative George N. Peterson, Jr. The federal level elected officials are Senator Edward Kennedy, Senator John F. Kerry, and Congressman Richard E. Neal.

Geographic Boundaries Grafton is located in east central Massachusetts. It is bordered by Shrewsbury to the North, Worcester to the Northwest, Upton and Westborough to the East/Northeast, Northbridge to the South, Sutton to the Southwest, and Millbury to the West. Grafton is 30 miles to the east of Boston and approximately six miles from Worcester.

Tufts Involvement The Cummings School of Veterinary Medicine is engaged in a range of community service activities that bring together veterinary students and faculty with the local community. These partnerships include work with Grafton and Worcester public schools, a pet visitation program that brings animals to nursing homes and other facilities, a Pet Loss Support Hotline that is staffed by students, faculty, and community members, and an annual open house that features educational programs for the community.

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Mystic River Watershed The biggest challenge for those who advocate for the Mystic River watershed is that most of its beauty has been masked by the decades of industrial use. Fences have blocked access to both the river’s beauty and also its beastly neglect and abuse. There need to be more opportunities for education in the watershed. Officer Patrick Johnston Everett Police-Marine Unit Overview The Mystic River watershed encompasses 7,658 square miles northeast of Boston, from the upper reaches of the Aberjona River in Reading down to the Boston Harbor. This beautiful region provides a habitat for a variety of year-round wildlife and seasonal guests, including bald eagles, harbor seals, and porpoises. However, the area also includes 21 cities or towns and is densely populated with more than three-quarters of a million residents. The majority of the most threatened environmental justice communities in Massachusetts are located in the Mystic River watershed. The long history of industry in the region has raised concerns over water quality, public health and safety, toxic pollutants, and more. Some of these issues are known nationwide: Jonathan Harr’s book, The Civil Action, unfolded in Woburn where two Superfund sites were identified. A series of planning efforts have helped to guide activity in the Mystic River watershed. In 1999, a diverse group of regional stakeholders met over three days for a Future Search and Focus Workshop. They determined key concerns in the watershed and identified six themes for further work: watershed identity/awareness, habitat restoration, new governance and partnerships, public access, water quality and quantity restoration, and environmental and social justice. In 2000, a goal of “fishable and swimmable by 2010” was proposed as a means to succinctly articulate a comprehensive long term goal. In November of 2005, the Mystic River Watershed Association released the Mystic Action Plan, a major effort to gather existing assessment data and lay out the potential next steps to make improvements throughout the watershed. In addition to rich background information, this plan outlines a number of action items that would address the priority issue areas that have evolved from the early planning stages: water quality, water quantity and flooding, land use and open space, recreation, habitat, environmental justice, community capacity, watershed awareness and funding. The next phase will involve an expanded range of stakeholders adopting discrete action opportunities, working locally while building towards watershedwide goals.

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General Information about the Mystic River watershed: Land Area: 7,658 square miles Total Population (2000): 759,737 Population Density: Ranges from 18,868 (persons per square mile) in Somerville to 1,247 (persons per square mile) in Wilmington. Median HH Income (2000): A range from $30,161 in Chelsea to $94,049 in Winchester Individuals Below the Poverty Line: Average of 7.88 percent with a range from 1.9 percent in Wilmington and Burlington to 23.3% in Chelsea.

Political Representation The towns and cities in the Mystic River watershed demonstrate a full range of governmental structures from strong elected mayoral governments to Town Meeting formats with appointed administrators. The major communities in the watershed are represented at the state level by four Senators and eleven state representatives. The federal level elected officials whose districts include significant portions of the Mystic River watershed include: Senator Edward Kennedy, Senator John F. Kerry, Congressman Michael E. Capuano and Representative Edward J. Markey.

Geographic Boundaries The Mystic River watershed stretches from the headwaters in Reading to the North, to the coast of Winthrop to the East, to Boston, Somerville, and Cambridge to the South, and Belmont, Arlington and Lexington to the West. The major water bodies in the watershed include the Aberjona River, Horn Pond, the Mystic Lakes, Spy Pond, Fresh Pond, the Mystic River, the ponds of the Middlesex Fells area, and tributaries of Mill Brook, Alewife Brook, Malden River, Island End River, Chelsea Creek. The Mystic River watershed drains into the Boston Harbor, which is part of the Gulf of Maine watershed.

Tufts Involvement The Mystic River Watershed Association (MyRWA) has had a longstanding relationship with Tufts University, which is located in the watershed. Working with Tisch College, we have been able to engage

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students in our efforts to protect and restore the watershed's resources. The result for MyRWA is a boost to our work, and, for the students, a chance to make a real difference in their communities. Nancy Hammett, Executive Director Mystic River Watershed Association

The Tufts Boathouse is situated on a major tributary of the Mystic, the nearby Malden River. The sailing team practices regularly at the Upper Mystic Lakes. The watershed has provided a laboratory for a number of theses for students from Engineering to Economics, offering a wide range of research opportunities in this complex watershed system. In 2000, a number of departments and schools across Tufts formally joined community partners to address environmental concerns through the Mystic Watershed Collaborative (MWC), a partnership between Tufts University and the Mystic Watershed Association. Students are engaged in Mystic activities each year ranging from clean-ups to extensive field-based research projects on policy topics. Over the years, a broader array of organizations and public agencies have teamed with the Mystic Watershed Collaborative to focus on improving conditions in the watershed through grants, directed research and community involvement.

The graduate Field Projects course in the Urban and Environmental Policy and Planning Program is a classic example of a partnership that focuses on an often-overlooked part of the academic mission—public service. Students form consulting teams that then work with local communities. Challenges like designing a development plan that respects the integrity of a city neighborhood, restoring and protecting an urban river or helping a town think through its commitment to greenhouse gas reductions become real only when university and partner communities join hands. To nurture a process like this is to witness the strength of community-based learning and service." Rusty Russell, J.D., Lecturer in Environmental Law Department of Urban & Environmental Policy & Planning, Tufts University

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Section II: How to Get Involved

The Lincoln Filene Center for Community Partnerships has compiled information that may assist your preparation for work with local communities.xv

When thinking about working with communities, we suggest that you take a few minutes and ask yourself the following questions: „ „ „ „ „

What issues are you interested in? What communities would you like to work with? What are the assets and opportunities available for your learning, orientation and potential project? What are the community-identified needs that are of interest? What are the anticipated outcomes from your involvement?

An exploration of such questions will help you to clarify your goals, interests and expectations for working with a community.

These questions are challenging to answer. Therefore, we have assembled a guide to help you: 1. 2. 3. 4. 5. 6.

Getting Started Making Plans Getting Down to Work Sharing the Results Tying up Loose Ends Glossary of Terms

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1. Getting Started Faculty, students, and staff can work toward developing community-based learning experiences that are of mutual benefit to community partners. Learn about the community you want to engage in—do your research! „

History of the area ¾ Geographical location and environment. ¾ Current population demographics and how they have changed over time. ¾ How geography and/or population affects life in this community.

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Community assets and alliances ¾ Cultural institutions ¾ Social service, organizing and advocacy organizations ¾ Educational institutions and libraries ¾ Municipal services and programs

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Identify specific challenges in the community ¾ What have community members done in response? ¾ What progress has been made? ¾ What are new challenges? What continues as long term challenges?

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University role in the community. ¾ What relationships, partnerships and history exist between the university and community? ¾ Are there any tensions you should be aware of?

Research community-based organizations or public agencies you are interested in: „ Mission, History and Structure „

Budget—what are funding sources? Main expenditures? What other resources/assets are available to the organization?

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Stakeholders—who is affected by the organization? Who belongs to this organization?

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How can you reach your goals and help address a community’s identified needs?

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Who are you, in relation to the community you wish to work with, and what strengths and challenges does this comparison present?

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What are your personal and academic expectations for the project?

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Examples of Opportunities to Serve Community-based Organizations or Public Agencies

Issue Area

Advocate for An Issue

Health

Environment

Public Safety

Education

Economic

Immigrants

Political Participation

Sample Ideas • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • •

Research, write, and publish articles Produce a newspaper Start a campus chapter of an organization Speak to civic groups Organize a speakers forum, a public hearing, a conference Present health information to peers and community Provide basic health care (with training) Coach youth sports Organize health fair, health screenings, blood drive Comfort hospital patients Develop curriculum and lead health education workshops Monitor habitats and/or analyze water/air/habitat quality Conduct energy/resource audits, Assist researchers Design native habitat restoration Landscape using native plants Set up recycling and composting Organize a trash clean-up Staff Hotlines Organize safe driving/bicycling/walking to school campaigns, a peer mediation training Organize training for emergency preparedness Organize home safety audits, a anti-violence campaigns Tutor and/or train tutors Lead after school clubs for middle/high school students Serve as teacher’s aides Organize forums Develop curriculum Make displays Cook/work at soup kitchens Conduct research for economic planning Staff shelters, work at training centers Hold a tax training workshop, collect planning data Organize opportunities to share culture Teach citizenship classes, ESL classes Teach language classes to elementary students Hold an educational forum for the public Lead voter education and registration activities Teach classes, write/read letters Organize a public issues forum, volunteer to lead outings to public agencies, museums, etc.

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2. Making Plans Once you have identified the issues and potential communities you would like to work with, it is important to research what relationships may already exist. „

The Lincoln Filene Center for Community Partnerships (LFC) has relationships with a number of community organizations and is a great place to start. Go to activecitizen.tufts.edu or 617.627.3453. The following are a few of the resources LFC has to offer. ¾

Partnering for Community Impact: A Resource Guide to Active Citizenship & Public Service Opportunities at Tufts provides information on departments and organizations at Tufts involved in the community and is available on the Tisch College website: activecitizen.tufts.edu

¾

Watch for LFC or Tisch College presentations that highlight partner community activities.

¾

There are resource binders describing community-based organizations and public agencies in the LFC office for Chinatown, Medford, the Mystic Watershed and Somerville. (Grafton is in development.)

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Tufts University Office of Community Relations has a long history of working with partner communities and is a great source of information and expertise on Tufts relationships with its host communities. Tel. 617.627.3780

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Other Suggestions: ¾ Conduct basic research on local communities and partnership organizations to determine opportunities and options. ¾

Talk with Tufts faculty or students about their experiences in the community.

¾

If you are proposing a project that includes research, check the http://www.tufts.edu/central/research/IRB/Forms.htm to determine if your plans would trigger the Internal Review Process (IRB). ¾

“Research plans that propose the use of living human subjects, tissues or materials from living humans, or data on humans must be reviewed and approved or granted an exemption by the IRB before the research begins. This includes all research at Tufts University regardless of funding source, whether conducted by members of the faculty, students, fellows, administrators or others, across all departments and campuses.” http://www.tufts.edu/central/research/IRB/Forms.htm

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Considerations for Faculty If you are planning community-based research or teaching you may want to consider the following: For Community-Based Research „

Recognize that there are many research questions that are of interest to community members and that might fit well with your own research agenda.

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To the extent possible build on existing relationships that have been established with the community.

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There are a range of ways to involve community members in research. Don’t underestimate the value that community can add to every aspect of your research project from identifying the research question, to designing the research approach, to analyzing the results.

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Remember that the institutions that fund research often require community involvement.

For Community-Based Teaching „

Identify ways a community project can enhance the pedagogic goals of your course and create opportunities to integrate theory with practical experience.

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Provide the students structured opportunities to reflect on what they are learning in the community.

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Are there any special security or safety considerations? Space considerations?

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Will your students work with children? Do they need to complete a CORI form to check for past criminal record?

For All Community-Based Work „

Create mechanisms to evaluate progress and adapt as needed. ¾ Work with community partners to determine how to measure the success of the experience ¾ Make plans from the outset to either conclude the project at a certain point or transition it so that gains made are not lost -24-

Considerations for Community Based Organizations and Public Agenciesxvi:

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What type of commitment does your organization expect?

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How long a term of service would your organization prefer?

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To what degree are students and faculty able to meet the needs of people served by your organization?

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What skills or expertise are you seeking?

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Have you worked with volunteers or students in the past? What have they done? What were the challenges? How could that be continued or expanded?

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What knowledge, skills and experiences are students able to gain from working with your organization? What do you want them to learn?

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Are there logistical concerns? Are there any issues with liability?

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Do you have questions about the academic components of the class and how it relates to your organization?

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What are your expectations regarding communications between the program, students, and your organization?

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What kind of orientation and training will students need to work at your organization?

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What financial implications do you foresee, if any, from this collaboration?

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3. Getting Down to Work—Tips for Students When beginning work at a community-based organization, consider the following guidelines. These can serve as a reference for faculty, staff or students supporting a thoughtful and reflective experience for the student and the community partner. „

Approach your position as you would any job. Each organization has certain policies and expectations you must respect. If you have to miss a scheduled visit, make every effort to get in touch with your supervisor well in advance.

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A student establishing rapport with local communities needs to have a nonjudgmental attitude, acceptance, an understanding of people’s rights to make their choices and decisions, and respect for each individual’s worth, dignity, empathy and authenticity. Show respect for traditions and difference, and avoid imposing your culture and value systems on others.

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Set goals for service and for learning. Sit down with community partner, be straightforward about your learning requirements, and ask them to do the same about their needs.

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Articulate each person’s role. Decide and document in a project agreement program and logistical details such as transportation, supervision, timeline, and reporting systems. Refer to this agreement in the future for clarification of expectations. Contact the Lincoln Filene Center if you would like assistance.

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Be sure to intentionally engage in reflection throughout this experience. Reflection has proven to be an essential element for best practice in active citizenship. It increases both project effectiveness as well as enhances student learning. Contact Tisch College Student Programs if you would like assistance.

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Create a schedule of days and times that you are available to work. Be prompt. Be sure to inform your supervisor if you are not able to go in, about Tufts academic schedule, breaks, etc. Keep a time log of your hours and how your time is delegated. This is useful for periodic assessment as well as valuable documentation for the organization. Some organizations can use the value of your time as a match for grant funding.

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Expect uncertainty at first. Your level of comfort and responsibility will increase as the semester progresses. Ask for help or feedback when you are in doubt about how or what you are doing.

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Recognize your limits by accepting assignments that you can handle. Don’t be afraid to speak up if you don’t think you are qualified to work on a particular task.

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Communicate with your site supervisor; ask for feedback from your supervisor on a regular basis.

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Be aware that as a community based learner you may learn information about individuals you are working with that is covered by rules of confidentiality. Speak to your community supervisor to discuss how the obligations of confidentiality may apply to you.

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Be realistic about what you can accomplish. Don’t expect to accomplish in two hours of weekly service what a trained professional cannot accomplish in 40.

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Consider how you can link this experience to your future goals and academic experience.

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4. Sharing the Results Sharing your experience with the Tufts community and with the public is an important part of your learning: „

Plan ahead for a final presentation of the work. Formal public presentations in the community can highlight outcomes and raise awareness of issues. Plan strategically to enhance the mission and goals of the community-based organization and to facilitate interest in sustaining the project. Be aware that this might involve some longer-term planning and may involve a commitment outside the typical academic calendar frame. Discuss whether this is an option for you.

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Consider whether you can produce a communications product that may be used multiple times for learning. Final written reports are often the product most useful to a host organization. Can you also produce a digital story for viewing and make extra DVDs for distribution to key stakeholders? Be sure to provide on-line and hard copies.

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Brainstorm ways to share your efforts with the Tufts campuses. Host an open class session with a presentation and food. Organize a campuswide event and announce it on www.tuftslife.com. Post a website from your course that can serve as a link to both Tufts and the broader community.

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Consider web postings of your project. This might be on the organization’s website or within a Tufts department. Make sure to obtain permission from your community partner prior to posting. This is especially true with photo documentation which may require release forms.

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Be alert to press and media coverage possibilities. Contact the Tufts Daily and other Tufts publications about features. Local cable access can often provide technical support to create a short video on a local topic of interest.

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5. Tying up Loose Ends Transitioning your project „

Make sure to document your process and activities regularly for your own records and reports to supervisors. A journal can be a very useful tool for recording ideas for later reflection.

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Create a contact list and documents folder that can be passed on to successors or supervisors.

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Maintain an organized work space and files so that your community supervisor can easily access information once you leave. Create a CD of important files as documentation to share with community partner as you complete your project.

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Provide your supervisor(s) with any passwords or account information that is critical for project sustainability.

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Create an annotated bibliography of literature related to your topical issue can be a useful tool for both academics and community sites, so consider creating one as part of final products.

Final Steps „

Take a moment to consider your work. How would you assess your own strengths? Areas for improvement? What would you have done differently? What lessons will you carry to your next experience?

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Update your resume or CV to reflect your experience and accomplishments.

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Share your experience with Lincoln Filene Center for Community Partnerships staff to help strengthen Tufts knowledge base of university-community partnership efforts.

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Send a thank you letter to the organization in appreciation of their time and energies. Don’t be afraid to offer diplomatically constructive feedback to improve future partnerships.

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6. Glossary of Terms “Education for Active Citizenship” At the Jonathan M. Tisch College of Citizenship and Public Service, our focus is on “education for active citizenship.” We support student and faculty efforts to become engaged in communities and civic life. Our goal is to prepare effective public citizens who will take an active role in addressing the core problems of society throughout their lifetimes, whatever professions they choose.

Community-based learning Community-based learning moves beyond the traditional placement model of work-based learning to learning from experience in a community context, with mutual benefits to both student learning and partner organizations. Generally, definitive products are one of the direct outcomes. Project ideas are typically identified by a community organization, or grow from students’ experience through prior community exposures such as volunteering. While the language of community-based learning can be overwhelming and confusing at times, below are some clearly defined terms that can assist faculty, staff and students. Community Community can be used in a number of ways to apply to almost any group of individuals. It is often used to describe a geographic group whose members engage in some face-toface interaction. The term community can also be used in a more meaningful sense to emphasize the common bonds and beliefs that hold people together.

Community Service Community Service is volunteerism that occurs in the community—action taken to meet the needs of others and better the community as a whole. Programs of all types, like scouts, schools or YMCAs, often perform "community service."

Experiential Education Emotionally engaged learning in which the learner experiences a visceral connection to the subject matter. Good experiential learning combines direct experience that is meaningful to the student with guided reflection and analysis. It is a challenging, active, student-centered process that impels students toward opportunities for taking initiative, responsibility, and decision making.

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Reciprocity A central component in service-learning and community engagement that suggests that every individual, organization, and entity involved in service-learning functions as both a teacher and a learner. Reflection The critical component of successful service-learning programs is "reflection." Reflection describes the process of deriving meaning and knowledge from experience and occurs before, during and after a service-learning project. Effective reflection engages both teachers and students in a thoughtful and thought-provoking process that consciously connects learning with experience. It is the use of critical thinking skills to prepare for and learn from service experiences.

Watershed A watershed is an area that drains into a single body of water, such as a stream, river, or ocean. Sometimes watersheds are called basins or catchment basins. The boundaries of a watershed are determined by the surface features of the land or its topography. Watersheds can be nested one inside the other.

Volunteerism The performance of formal service to benefit others or one's community without receiving any external rewards; such programs may or may not involve structured training and reflection.

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7. Endnote i

Tufts University Fact Book, 2004-2005, and 2005-2006. http://www.medfordchamberma.com/index.asp?pageID=138 iii Source: 2000 Census Summary File 3 (SF 3) - Sample Data and 1990 Summary Tape File 3 (STF 3) - Sample data iv The Well-Being of Somerville 2002, Cambridge Health Agenda and City of Somerville and The History of Somerville: a fourth grade unit of study (1985) compiled by Marsha E. Roselli. "Somerville- community profile", Massachusetts Dept of Housing and Community Development http://www.mass.gov/dhcd/iprofile/274.pdf v Sources: 2000 Census Summary File 3 (SF 3) - Sample Data vi Massachusetts Department of Education vii MassInc., 2005 viii Doris Chu, The Chinese in Massachusetts (1987), Chinese Historical Society of New England. ix Source: 2000 Census Summary File 3 (SF 3)- Sample data * This data set encompasses an area larger than Chinatown (Census blocks groups 7011, 7021, 7022, 7023 and 7041), but it indicates demographic, economic and social trends in the area x 2000 U. S. Census. xi http://asiancdc.org/demographics.html xii A Chinatown coalition that works on issues of interest to the broader Chinatown community, has members representing social service and advocacy organizations, hospitals, and universities. xiii Source: The community profile from the Department of Housing and Community Development (http://www.mass.gov/dhcd/iprofile/110.pdf) and the description on the city’s webpage (http://www.town.grafton.ma.us/Home/) xiv 2000 Census Summary File 3 (SF 3)- Sample data xv References: This section has been compiled with resources from numerous sites. These include: The Swearer Center for Public Service at Brown University, the University of Brighton’s Community University Partnership Programme, National Service Learning Clearinghouse, Massachusetts Campus Compact, the Lincoln Filene Center for Community Partnerships and Tisch College of Citizenship and Public Service. xvi Building Bridges: Student Placement Handbook for Chinatown Community Organizations. Tisch College of Citizenship and Public Service, Tufts University. 2005-2006. ii

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Section III: Resources

The Lincoln Filene Center for Community Partnerships has compiled the following resources which may assist your preparation for community-based work, research, and curriculum efforts.

I.

Local resources pertaining to Tufts’ partner communities including municipal websites, community resources, and media outlets. Our partner communities are: A) B) C) D) E)

II.

Medford Somerville Boston’s Chinatown Grafton Mystic River Watershed

An Annotated list of national and regional resources

III. Maps of Partner Communities

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I.

Local Resources pertaining to Tufts’ Partner Communities A) Medford: Municipal Website:

Medford: http://www.medford.org/

Community Resources: „

Medford Chamber of Commerce One Shipyard Way, Medford, MA 02155 Phone: 781-396-1277 Fax: 781-396-1278 Email: [email protected] Website: http://www.medfordchamberma.com/index.asp

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Medford Environmental Alliance Phone: 781-395-4664 Website: http://groups.yahoo.com/group/MedfordEnvAlliance

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Medford Family Network The Medford Family Network (MFN) is a program of the Medford Public Schools. Its mission is to provide family support and parenting education programs for families with children six years of age and under. The MFN supports collaborative efforts among Medford agencies to improve services for children, as well as linking families and children with direct services and service providers. The Medford Family Network Medford High School 489 Winthrop Street, Medford, MA 02155 Phone: 781-393-2106 Fax: 781-393-2123 http://www.medford.k12.ma.us/mfamnet/famhom.htm

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Medford Health Matters Medford Health Matters (MHM) is working to implement the principles of Healthy Communities in Medford. Founded in 1995 as a coalition of community organizations and agencies, MHM became an independent non-profit organization in 2002. The initial efforts included a

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community assessment and development of a community action plan to mobilize community resources and address needs identified in the evaluation. Contact: Lisa O’Loughlin Address: 278 Mystic Ave. Phone: 781-396-2633 Email: [email protected] http://www.medford.org/CityLinks/MedfordHealthMatters/history.htm Media Outlets: Community Newspapers

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Medford Transcript Nell Escobar Coakley Phone: 781-393-1826 Email: [email protected] Website: http://www.townonline.com/medford/ Medford Daily Mercury Email: [email protected] „

Community Access Television TV3 Medford Phone: 781-395-5993 Website: http://www.tv3medford.org

B) Somerville Municipal Website: Somerville: http://www.ci.somerville.ma.us/ Community Resources: „

Cambridge and Somerville Resource Guide A collaborative project between the Cities of Cambridge and Somerville and the Cambridge Health Alliance. This database may not be totally up to date, but is still offers a sense of the diversity of -37-

programs offered in Somerville in the areas of housing, health care, child care, after-school programming, food and nutrition, educational, employment, recreation, and others. Website: http://www.mnipnet.org/Cambridge/CambridgeRDB.nsf/wfp?open

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Early Childhood Advisory Council The Somerville Early Childhood Advisory Council (ECAC) is a citywide collaboration representing a wide range of early education and care, health, and social services organizations working to ensure that the needs of young children and their families are being met. Pamela Holmes 617-625-6600x3640 Carolyn Camina 617-623-5510

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Somerville Chamber of Commerce The Chamber of Commerce is a network of Somerville businesses and a clearinghouse for business and government information. Somerville Chamber of Commerce 2 Alpine Street P.O. Box 440343 Somerville, MA 02144 Phone: 617-776-4100 Fax: 617-776-1157 Website: http://www.somervillechamber.org/

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Somerville Community Health Agenda (SCHA) The Somerville Community Health Agenda (SCHA) is an innovative partnership between Cambridge Health Alliance, Somerville Health Department and the community that facilitates collaborative community processes to improve the health of Somerville residents. Two publications from the SCHA that offer insight into Somerville are the Guide to Somerville Groups and Coalitions and The Wellbeing of Somerville 2002. These can be found at http://www.challiance.org/comm_affairs/som_health_agenda.shtml

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Jessica Collins Director, Somerville Health Agenda Community Affairs Cambridge Health Alliance 230 Highland Ave, Somerville, MA 02143 Phone: 617-591-6940 Email: [email protected] „

Somerville Grantwriters and Fundraising Group Grantwriters, development consultants, or staff at nonprofit organizations or city agencies in Somerville meet every six weeks to share information and to coordinate fundraising efforts. To learn more, contact: Dennis Fischman: [email protected] Kate Ashton: [email protected]

„

Somerville Immigrant Service Providers Group The ISPG was formed in December 2003, to represent Somerville’s immigrant communities. Most of the membership has worked together in immigrant ad hoc coalitions and initiatives since 2000. Alex Pirie, Coordinator 617-776-5931 x 243 [email protected]

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Somerville Youth Worker Network Engages Somerville youth workers in networking, information sharing, training and grantwriting opportunities. Meetings are held monthly on the third Tuesday of the month at the 165 Broadway Youth Center. The Somerville Youth Council is a program of the Network. Website: http://groups.yahoo.com/group/SomervilleYouthWorkers/ Somerville Health Agenda, Jessica Collins 617-591-6940

Media Outlets: „

Community Newspapers Somerville Journal Kathleen Powers Phone: 617-625-6300 -39-

Email: [email protected] or [email protected] Website: http://www.townonline.com/somerville/ Somerville News Email: [email protected] „

Community Access Television Somerville Community Access Television Phone: 617-628-8826 Website: http://www.access-scat.org

C) Boston Chinatown Municipal Website: Boston Chinatown: http://www.cityofboston.gov Community Resources: „

The Chinatown Coalition A coalition of community-based organizations, social service agencies, and public schools focused on working collaboratively on community-wide issues. These include public safety, health, land use and development, and public resources (e.g. an effort to develop a public library in the community). Contact information: The Chinatown Coalition c/o Boston Chinatown Neighborhood Center 885 Washington St. Boston, MA 02111 (617) 635-5129 x1099 Email: [email protected]

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Chinatown Residents Association Mission: The Chinatown Resident Association (CRA) was formed in 1999 to increase the resident voice on issues that affect Chinatown. Its mission is to advance the quality of life of Chinatown residents and preserve Chinatown as a neighborhood for working families and the elderly. The goals of the agency are to:

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¾ Promote resident decision-making over the future of Chinatown ¾ Preserve and expand affordable housing ¾ Work for a safe and healthy living environment ¾ Cooperate with community organizations and businesses to strengthen Chinatown as a social, cultural, political and economic center 33 Harrison Avenue, 3/F Boston, MA 02111 Telephone: 617-851-1701 Email: [email protected] www.bostoncra.org Media Outlets: „

Community Newspaper (bilingual English-Chinese) Sampan Newspaper Asian American Civic Association 200 Tremont Street Boston, MA 02116 Phone: 617-426-9492 [email protected] Website: http://www.sampan.org

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Community Access Television Boston Neighborhood Network Television 8 Park Plaza Suite 2240 Boston, MA 02116 Phone: 617-720-2113 Fax: 617-720-3781 Website: http://www.bnntv.org/

D) Grafton Municipal Website: Grafton: http://www.town.grafton.ma.us/Home/

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Community Resources: „ „

Grafton Volunteers: http://www.grafton-ma.org/ Links to Grafton organizations: http://www.grafton-ma.org/links.html

Media Outlets: „

Community Newspaper Grafton News Phone: 508-839-2259 Email: [email protected]

„

Community Access Television Worcester Community Cable Access, Inc. 415 Main St. Worcester, MA 01608 Phone: 508-755-1880 Website: http://www2.wccatv.com/index.php?option=com_contact&Itemid=3

E) Mystic River Watershed Municipal Website: none Community Resources: „

Mystic River Watershed Association MyRWA's mission is to protect and restore clean water and related natural resources in the basin's communities and to promote responsible stewardship of our natural resources through educational initiatives. The overarching goal is to make the Mystic River “fishable and swimmable” by 2010. A small organization, MyRWA accomplishes its mission by forging links with citizens’ groups, universities, businesses, and government agencies. Nancy Hammett, Executive Director Mystic River Watershed Association 20 Academy Rd, Suite 203 Arlington, MA 02476 Phone: 781-316-3428 Website: http://www.mysticriver.org -42-

Media Outlets: „

Community Newspapers Boston Globe PO Box 2378 Boston, Ma 02107-2378 Phone: 617) 929-2809 Email: [email protected]

(617) 929-2000

Boston Globe Calendar PO Box 2378, Boston, MA 02107-2378 Phone: 617-929-2793 (tape) Submit to www.boston.com/ae/events Include event name, date and time, location, whether wheelchair accessible, name of sponsoring group(s), brief description, state incorporation number, fee, and if benefit, for whom, contact area code and phone number for publication Community Newspaper Company Phone: 781-433-8200 Email: [email protected] Arlington Advocate 9 Meriam St. Lexington, MA 02420 Phone: 781-674-7726 Email: [email protected] Belmont Citizen-Herald 9 Meriam St. Lexington, MA 02420 Phone: 781-674-7723 Email: [email protected] Cambridge Chronicle 240A Elm St., Suite 20 Somerville, Ma 02144-2948 Phone: 617-629-3387 Email: [email protected]

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Cambridge Tab PO Box 9113 Needham, Ma 02192-9113 Phone: 617-629-3395 Email: [email protected] Lexington Minuteman 9 Meriam St. Lexington, MA 02420 Phone: 781-674-7725 Email: [email protected] Malden Observer 57 High St. Medford, Ma 02155-3808 Phone: 781-393-1820 Email: [email protected] Medford Transcript 57 High St. Medford, Ma 02155-3808 Phone: 781-393-1826 Email: [email protected]

Somerville Journal 240A Elm St., Suite 20 Somerville, Ma 02144-2948 Phone: 617-625-6300 Email: [email protected]

II.

National and Regional Resources Association American Colleges & Universities (AAC&U) AAC&U is the leading national association concerned with the quality, vitality, and public standing of undergraduate liberal education. Its members are committed to extending the advantage of a liberal education to all students, regardless of their academic specialization or intended career. Founded in 1915 by college presidents, AAC&U now represents the entire spectrum of American colleges and universities—large and small, public and private, two-year and

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four-year. AAC&U comprises more than 1000 accredited colleges and universities that collectively educate more than five million students every year. http://www.aacu.org/about/index.cfm AAC&U 1818 R Street NW, Washington, DC 20009 Phone: 202-884-7435 Email: [email protected]. Website: http://www.aacu-edu.org/

Campus Compact Campus Compact is a national coalition of college and university presidentsrepresenting some 5 million students-who are committed to fulfilling the civic purposes of higher education. As the only national higher education association dedicated solely to campus-based civic engagement, Campus Compact promotes public and community service that develops students' citizenship skills, helps campuses forge effective community partnerships, and provides resources and training for faculty seeking to integrate civic and communitybased learning into the curriculum. http://www.campuscompact.org/about Publications: Introduction to Service-Learning Toolkit Introduction to Service-Learning Toolkit: Readings and Resources for Faculty Campus Compact PO Box 1975 Brown University Providence, RI 02912 Phone: 401-867-3950 Fax: 401-867-3925 Website: http://www.compact.org/

Massachusetts Campus Compact The Massachusetts Campus Compact is a membership organization of college and university presidents leading Massachusetts institutions of higher education in building a state-wide collaboration to promote service as a critical component of higher education.

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Executive Director: Barbara Canyes MA Campus Compact Tufts University Medford, MA 02155 [email protected] Phone: 617-627-3889 Website: http://ase.tufts.edu/macc

Corporation for National and Community Service Senior Corps, AmeriCorps, and Learn and Serve are the well known programs of this national government agency dedicated to supporting opportunities for community service in the United States. Corporation for National and Community Service 1201 New York Avenue, NW Washington, DC 20525 Phone: 202-606-5000 TTY: 202-606-3472 Email: [email protected] Website: http:www.nationalservice.org/

National Service Learning Clearinghouse A program of the Learn and Serve component of the Corporation for National and Community Service, the website offers valuable contacts, tips and tools for those engaged in service learning related to strengthening schools and communities. National Service Learning Clearinghouse Phone: 1-866-245-SERV (7378) Email: [email protected] Website: http://www.servicelearning.org/hehome/index.php

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Acknowledgements The Lincoln Filene Center for Community Partnerships would like to express a debt of gratitude to all the individuals from local community partners and the multiple campuses of Tufts University for their support with the production of Partnering with Communities. Special thanks to Barbara Rubel, Director, Office of Community Relations for her assistance. We are immensely grateful to the staff and students at Jonathan M. Tisch College of Citizenship and Public Service for all their assistance and concentrated efforts: Michael C. Castagna, Robert Hollister, Emily Keifenheim, Audra S. Ladd, Julia Martinez, Molly Mead, Bobbie l. Peyton, Emilienne Prophete, Derek W. Tam-Scott, and Nancy Wilson.

Lincoln Filene Center for Community Partnerships Jonathan M. Tisch College of Citizenship and Public Service Tufts University Medford, MA 02155 Web: activecitizen.tufts.edu Tel: (617) 627-3453 Fax: (617) 627-3401 Staff Shirley Mark Director, Lincoln Filene Center [email protected] (617) 627-3656 Lisa Brukilacchio Community Engagement Specialist [email protected] (617) 627-3076 Rachel Szyman MACC AmeriCorps*VISTA [email protected] (617) 627-2811