3,419
3,419 is the number of homeless people counted in Baltimore by the most recent "homeless census" conducted in January 2009. This number was higher than the count from the previous census in 2007, which in turn was higher than the count in 2005, which was higher than the count in 2003.
Many UMBC students find or create opportunities to learn about the challenges facing homeless people through service placements or participation in an Alternative School Break trip. Now Charlie Rubenstein, one of the first students to take the course on social change I co-teach each fall, is working on a plan to get many more college and high school students involved in a large-scale event that will teach about and call attention to homelessness.
Charlie stopped by today to tell me about Baltimore Sleeps Out, a program he is developing with Catholic Charities of Baltimore, the Maryland Food Bank and Jobs Housing Recovery Baltimore. The idea is to have at least 3,419 people spend the night in a local park, learning together about homelessness and building momentum for solutions. Each attendee would be challenged to raise $100 in advance in order to participate, with the money going to support programs that serve and support homeless people.
Charlie envisions the event in the park as a sort of interactive museum of knowledge about homelessness. Students at the various participating schools and allies at institutions around Baltimore would play a big role in mobilizing support and creating programs leading up to the big event, which will take place on October 9, 2010.
More to come as Charlie builds his network and firms up plans . . .
]]>
3,419 is the number of homeless people counted in Baltimore by the most recent "homeless census" conducted in January 2009. This number was higher than the count from the previous census in 2007,...
http://cocreateumbc.blogspot.com/2010/01/3419.html
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service
social-entrepreneurship-course
social-justice
Co-Create UMBC
https://dev.my.umbc.edu/groups/co-create
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Co-Create UMBC
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Fri, 29 Jan 2010 17:52:00 -0500
Fri, 29 Jan 2010 17:52:00 -0500
Real People Profiles: Dale Bittinger
I’m asking some of the people you might encounter on the UMBC campus, including students, faculty and staff, to answer a few questions about themselves and their experiences. These are their responses.
Name: Dale Bittinger
Hometown: Oakland, MD
Q: How long have you been at UMBC?
A: 10 1/2 years. I was initially hired as Assistant Director for Transfer Admissions and subsequently assumed additional responsibilities.
Q: In 12 words or less, what role(s) do you play on campus?
A: Assist students in finding a university that is the right fit for them.
Q: What aspect of your UMBC role(s) do you enjoy most?
A: The students...that is why I entered this profession.
Q: What is the most important or memorable thing you learned in college/have learned at UMBC?
A: To develop your passion and truly appreciate the uniqueness in each of us.
Q: Complete this sentence: “I am a big fan of __________”
A: The Pittsburgh Steelers. In fact, I went to the Super Bowl in Tampa last year.
Q: Do you have any UMBC stories, little-known facts about UMBC, favorite spots on campus, or anything else you’d like to share?
A: One of my friend's father was a former Vice Provost here - "Tot" Woolston - and I used to always hear stories about the place and that is why I have always wanted to be here. Some people have said I remind then of "Tot" which I consider a tremendous compliment.
]]>
I’m asking some of the people you might encounter on the UMBC campus, including students, faculty and staff, to answer a few questions about themselves and their experiences. These are their...
http://cocreateumbc.blogspot.com/2010/01/real-people-profiles-dale-bittinger.html
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real-people-profiles
Co-Create UMBC
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Co-Create UMBC
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Thu, 28 Jan 2010 17:08:00 -0500
Thu, 28 Jan 2010 17:08:00 -0500
Social Entrepreneurship Course by the Numbers
Delana Gregg and I teach a course each fall called Civic Imagination and Social Entrepreneurship (cross-listed as POLI 209, AMST 280, SOCY 298, and EDUC 209), in which students explore and develop strategies for initiating and bringing about social change. Here are some results from the survey we ask students to take prior to the first day of class and again at the end of the semester (from fall 2009):
"I am familiar with models of citizenship in which people take the initiative and collaborate rather than relying on professionals (politicians and civil servants) to solve civic problems."
54.2 = % of students agreed with the above statement prior to taking the course (16.7% strongly agreed).
95.0 = % of students agreed with the above statement after completing the course (60.0% strongly agreed).
"I can identify which of my values and priorities may have been influenced by others and which are truly my own."
58.3 = % of students agreed with the above statement prior to taking the course (37.5% strongly agreed).
95.0 = % of students agreed with the above statement after completing the course (65.0% strongly agreed).
"I understand how to make strategic use of rhetoric and symbols to build support for a social change effort."
45.8 = % of students agreed with the above statement prior to taking the course (12.5% strongly agreed).
90.0 = % of students agreed with the above statement after completing the course (55.0% strongly agreed).
"I have considered potential new ways in which UMBC students could help shape conditions and make civic contributions on our campus."
62.5 = % of students agreed with the above statement prior to taking the course (20.8% strongly agreed).
90.0 = % of students agreed with the above statement after completing the course (60.0% strongly agreed).
"I feel confident that I can translate my hopes and dreams for social change into concrete plans and proposals"
70.9 = % of students agreed with the above statement prior to taking the course (29.2% strongly agreed).
90.0 = % of students agreed with the above statement after completing the course (60.0% strongly agreed).
]]>
Delana Gregg and I teach a course each fall called Civic Imagination and Social Entrepreneurship (cross-listed as POLI 209, AMST 280, SOCY 298, and EDUC 209), in which students explore and develop...
http://cocreateumbc.blogspot.com/2010/01/social-entrepreneurship-course-by.html
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social-entrepreneurship-course
Co-Create UMBC
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Co-Create UMBC
2
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Thu, 28 Jan 2010 12:58:00 -0500
Thu, 28 Jan 2010 12:58:00 -0500
Real People Profiles: Clare Greene
I’m asking some of the people you might encounter on the UMBC campus, including students, faculty and staff, to answer a few questions about themselves and their experiences. These are their responses.
Name: Clare Greene
Hometown: Wilmington, Delaware
Q: How long have you been at UMBC?
A: This is my 3rd year at UMBC and my 2nd year in the Service-Learning program at The Shriver Center.
Q: In 12 words or less, what role(s) do you play on campus?
A: Place students in service-learning experiences and encourage connections between their service and their learning.
Q: What aspect of your UMBC role(s) do you enjoy most?
A: Meeting one-on-one with students and talking with groups on campus about service opportunities that can be a match for their interests. There are so many ways to be engaged in sustained service that will be a benefit both to you and the community in which you are serving.
Q: What is the most important or memorable thing you learned in college/have learned at UMBC?
A: Most memorable thing that I learned in college: I received my undergraduate degree at Saint Joseph’s University in Philadelphia. Before I left for school my freshman year, I remember my dad telling me that most of my learning would take place outside of the classroom (but, he cautioned, I still needed to go to classes and do my homework). It turned out he was right, on both fronts. Throughout my time in college, I took service-learning classes that challenged me to take the theory from our texts and apply it to what I was learning through my service. I also participated in service immersion trips where we traveled outside of the Philly area to volunteer and learn about the social issues facing other communities. These activities are my most memorable ones from life as an undergrad because they made me think about things in a new way. Now, life has come full circle and I am helping to facilitate these service experiences for students here on this campus. UMBC has the same great opportunities available through programs like Service-Learning (The Shriver Center) and Alternative School Breaks (The Office of Student Life).
Most memorable thing that I have learned at UMBC: In addition to working in The Shriver Center, I am also a part-time graduate student in the MA Teaching program here at UMBC. As a grad student, I have realized three important things that I never quite took the time to learn years ago: 1) Figure out your work and study style, and stick to it. 2) Anything worth doing is worth doing well. 3) Success in school is as much about good grades as it is about participating in your own learning. Take part in class discussions, challenge ideas, and learn from others.
Q: Complete this sentence: “I am a big fan of __________”
A: Project Runway. I learned to sew in 6th grade and I love watching the designers draw inspiration for their collections from such random items as grocery store produce and mop tops.
Q: Do you have any UMBC stories, little-known facts about UMBC, favorite spots on campus, or anything else you’d like to share?
A: Last year, I served as a Learning Partner for the Day in the Life poverty awareness activity through the Alternative School Breaks program here at UMBC. At the end of the day, we had to explore possible forms of “shelter” here on campus. Much to my surprise, the students in our group introduced me to the underground tunnels that run between several campus buildings. It was like stepping into a new portal!
]]>
I’m asking some of the people you might encounter on the UMBC campus, including students, faculty and staff, to answer a few questions about themselves and their experiences. These are their...
http://cocreateumbc.blogspot.com/2010/01/real-people-profiles-clare-greene.html
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real-people-profiles
Co-Create UMBC
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Co-Create UMBC
2
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Wed, 27 Jan 2010 17:55:00 -0500
Wed, 27 Jan 2010 17:55:00 -0500
While You Were Away
Here’s a brief update on a few UMBC-related happenings since mid-December:
- Thirteen teams of students submitted detailed proposals for improving the campus as a part of SGA’s Prove It! competition. Later this semester, undergraduates will vote to select the winning proposal from among a small number of finalists. I’m told that the quality of the proposals is high, with no clear frontrunner. The winning proposal receives an implementation grant of up to $30,000, and the winning team gets to keep a $5,000 cash prize.
- Four members of the UMBC staff with whom I’ve worked are leaving for positions elsewhere. I’m sad to see them go; each has gone above and beyond their job responsibilities to support students and strengthen the UMBC community. Michael Varhol, a University Counseling Services counselor, is leaving to pursue his interest in providing long-term psychoanalytic care in private practice. Lisa Benjamin, Program Coordinator in the Office of Undergraduate Education, will become Director of New Student Programs at Towson University. Police Chief Antonio Williams has accepted the position of Chief of Police at the University of Maryland, Baltimore. And Adrienne Mercer, Director of Human Relations, is leaving to pursue new professional and educational goals.
- Governor O’Malley submitted a budget plan that includes a 3% tuition hike at University System of Maryland campuses, including UMBC, for for in-state undergraduate students in 2010-2011. Out of state and graduate student tuition would rise by 5% under the plan. The increase would be the first in five years. The state is facing a $2 billion gap between projected revenues and expenses. Staff members face a second year without cost-of-living increases and merit raises.
- In the face of a massive dip in advertising revenues, The Retriever Weekly sought and received financial assistance from SGA. Even with the $26,500 in emergency SGA funding for the spring semester, TRW faces some difficult choices as it strives to streamline its operations, adapt to the changing ad market and continue providing useful and timely information to the UMBC community.
- 50 students and 5 staff members spent five days and four nights together at STRiVE, UMBC’s intensive off-campus leadership retreat. We’re still compiling the evaluations, but there is absolutely no doubt that it was an incredible experience for participants and coaches alike (I was one of the coaches). Consider applying to participate next year! I’ll be posting about other leadership development opportunities in the next few months, including a chance to participate in a regional student leadership retreat during the summer.
- The hot dog and Dippin’ Dots vending machines in The Commons’ Game Room were replaced by a new vending machine with a variety of microwaveable sandwiches and snacks. (Will anyone miss those hot dogs?).
- UMBC Magazine published its Winter 2010 issue, featuring the usual interesting and well-written alumni profiles, insights from faculty research, Q andA with Dr. Hrabowski and much more.
- The Student Involvement Center in the Office of Student Life launched a new web site with resources for student organizations and students wanting to get more involved on campus.
]]>
Here’s a brief update on a few UMBC-related happenings since mid-December: Thirteen teams of students submitted detailed proposals for improving the campus as a part of SGA’s Prove It!...
http://cocreateumbc.blogspot.com/2010/01/while-you-were-away.html
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prove-it
strive
the-commons
the-retriever-weekly
Co-Create UMBC
https://dev.my.umbc.edu/groups/co-create
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Co-Create UMBC
2
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Tue, 26 Jan 2010 17:36:00 -0500
Tue, 26 Jan 2010 17:36:00 -0500
Undergrad Reps Needed for Student Activity Fee Review Board
The Student Activity Fee paid to UMBC by every undergraduate funds student organization events and operations, the Student Events Board, SGA and The Retriever Weekly. The total amount collected and distributed each year is roughly $670,000.
SGA decides how to allocate the fee, based in part on requests submitted by the Student Events Board and The Retriever Weekly. The Student Activity Fee Review Board (SAFRB), which consists of both students and non-students, provides oversight for this process. SAFRB members' role is to ask good questions, make helpful suggestions and provide guidance to student leaders as they make decisions about the budget.
The SAFRB meets roughly five times between February and April each year. You'll find additional information on this application form. If you think you might want to serve as an undergraduate representative, complete the form and submit it to Joe Regier at regier@umbc.edu by Thursday, February 4th.
]]>
The Student Activity Fee paid to UMBC by every undergraduate funds student organization events and operations, the Student Events Board, SGA and The Retriever Weekly. The total amount collected...
http://cocreateumbc.blogspot.com/2010/01/undergrad-reps-needed-for-student.html
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opportunities
Co-Create UMBC
https://dev.my.umbc.edu/groups/co-create
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Co-Create UMBC
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Tue, 26 Jan 2010 17:34:00 -0500
Tue, 26 Jan 2010 17:34:00 -0500
Budget News
President Hrabowski and Provost Hirshman sent out a message today outlining the likely consequences for the UMBC community of Governor O'Malley's proposed budget for 2010-2011. The big news for students is that after four years of tuition freezes, the Governor has budgeted for a 3% tuition increase for in-state undergraduates. Graduate students and out-of-state students would face 5% hikes.
For staff, the biggest news is that for the second consecutive year, the Governor has proposed no cost-of-living or merit pay increases. In the several years prior to 2009-2010, staff members typically received combined cost-of-living and merit pay raises in the range of 4% each year (at least, that was true for staff categorized as "exempt"; if it was different for other staff members, somebody let me know). The loss of these pay increases is far more costly to staff members than the furloughs that have been mandated in the past couple of years (and which have gotten a lot more attention). A 4% salary increase is equivalent to more than 10 days' pay. Unlike with furloughs, staff members receive no time off to compensate for the loss of that pay. And unlike with furloughs, the losses carry over from year to year: miss a year of 4% annual salary increases and your salary remains deflated by that 4% every year forever.
That--along with the fact that the legislature could make further cuts from the Governor's proposed budget--is the bad news for UMBC. The good news is that the Governor kept the tuition increase modest, and continues to protect higher education from more devastating cuts. And Drs. Hrabowski and Hirshman continue to share the budget news quickly and openly with the UMBC community, and to work to avoid layoffs. I'd rather lose a fraction of my salary than lose my job or have my colleagues lose theirs. There's also good news about the Performing Arts and Humanities Building. The full text of today's message from Drs. Hrabowski and Hirshman to the UMBC community is as follows:
January 25, 2010
TO: The UMBC Community
FR: Freeman Hrabowski
Elliot Hirshman
RE: Budget Update
The FY 2011 operating and capital budgets, which Governor O’Malley submitted this past week to the Maryland General Assembly, reflect continued, strong support for both public higher education and UMBC – even as the State’s fiscal challenges persist. The Governor’s operating budget proposal maintains the current level of base funding for University System of Maryland (USM) institutions, reduces institutional fund balances (reserves) by $40 million, and supports a modest tuition increase of three percent for in-state, undergraduate students. Because of the State’s fiscal constraints, the budget proposal does not include merit or cost-of-living adjustments for State and USM employees.
We are especially encouraged that the Governor’s capital budget proposal includes $36.3 million for the first year of construction of our Performing Arts and Humanities Building, to begin this summer. (The total cost of the building is estimated to be $170 million.) The first phase of construction includes classrooms, class and open laboratories, multi-media study and collaboration spaces, a 275-seat main theater, a 100-seat black box theater, and support spaces.
After a four-year freeze on in-state, undergraduate tuition, the Governor has endorsed a three- percent tuition increase to preserve both the quality of USM programs and access to classes. If approved by the Board of Regents, the increase would add $195 to the annual bill for each full-time, in-state UMBC undergraduate. Increases in fees would add another $104 annually. Out-of-state and graduate student tuition charges are expected to increase by five percent.
The Governor’s proposals will now be considered by the Legislature, which has the authority to reduce but not add to the budget. Given the slow economic recovery, we anticipate facing another challenging budget environment this coming year, and we have already begun a number of initiatives to prepare for the possibility of additional budget cuts. Cost-management strategies already in progress or being considered for FY 2011 include the following: continuing the hiring freeze and hiring exceptions process; reductions in merit aid and facilities renewal funds; utility savings achieved through new procurement contracts; a Blue Ribbon Commission to develop recommendations regarding the future of the Library; a work group to assess strategies to increase efficiencies in IT support; an effort to identify and reduce low-enrollment classes; and encouraging saving FY 2010 discretionary funds to apply to strategic priorities. On the revenue side, we have been conservative about our estimates for growth, and we expect that higher than projected enrollments will provide some resources to meet our most pressing needs and address some of the possible additional budget reductions.
While we continue to face major challenges, we have been preparing for them through careful fiscal management and consultation with our campus Senate leaders about campus priorities. As always, we will be guided by our principles of preserving the academic core and supporting people. Everyone has a role to play as we work together to protect and strengthen the UMBC experience, and we are deeply appreciative of the positive approach students, faculty, and staff are taking in this process. We will continue to keep you informed about future budget developments.
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President Hrabowski and Provost Hirshman sent out a message today outlining the likely consequences for the UMBC community of Governor O'Malley's proposed budget for 2010-2011. The big news for...
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The View From My Window
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My Higher Education
I entered college as a freshman in fall 1984. My declared major was Political Science; my orientation was careerist; my worldview embarrassingly narrow. Over the years my horizons broadened. I changed majors, and tried a few courses (but, in retrospect, far too few) just because they seemed interesting. I went to law school and to graduate school in public policy. When I finally finished in 1992, I thought I was done with classes, homework, exams and grades.
I was wrong. In 2005, while working full time, I entered UMBC’s doctoral program in Language, Literacy and Culture. I took it one course at a time, sometimes grinding out the work and sometimes losing (or, more often, finding) myself in the ideas I was exploring. And last semester, I completed my very last course requirement. All that’s left to do is write a dissertation on a topic I care deeply about (no simple task, but one I’m largely free to shape and manage). But as for classes, homework, exams and grades . . . I think I’m done.
Back in 1992, I created a list of every course I had taken after high school, by title, in chronological order. The result offered a terribly distorted and superficial view of everything I had experienced and learned. But it was sort of fascinating nonetheless, the patterns and details providing subtle hints of the profound changes in my life and perspective. Now I’ve brought the list up to date. Here it is, from first (fall '84) to last (fall '09):
The American Novel
Physical Geography
Evolution of the Solar System and Earth
The Supreme Court
Statistics
Evolution of Life and Humans
Comparative Politics
Principles of Microeconomics
Humans and the Ecosystem
Introduction to Politics
Greek Views of Humanity
Principles of Macroeconomics
Advanced Microeconomic Theory I
World Politics
Nature of the Universe
Advanced Microeconomic Theory II
Freedom of Communication
Law and American Education
Advanced Macroeconomic Theory
Industrial Organization Theory
Constitutional Law I
Demise of the Dinosaurs
Public Finance
Economic Analysis of Laws and Legal Institutions
Money and Banking
Law and Public Administration
Independent Research in Political Science
Contemporary Moral Issues
Economic Models of Public Choice
Economic Models of Conflict Resolution
Introduction to Sociology
Philosophy of the Mind
International Finance
The Sixties: A Crucial Decade
Stars and Stellar Systems
Wage Theory
Government and Business
Economics of the Media
Microeconomics and Public Policy
Empirical Analysis I
Political and Organizational Analysis
Professional Responsibility [for Public Servants]
Public Speaking
Public Policy Workshop and Applications
Empirical Analysis II
Public Management
Conflict, Cooperation and Strategy
Introduction to Human Services, Labor and Education
Civil Procedure
Contracts
Torts
Property
Criminal Law
The Legal Process
Accounting
Environmental Law
Corporations
Introduction to Government and Business
Negotiation Analysis
Gender and Law
Evidence
Federal Income Taxation
Elective Politics
Energy and Environmental Economics and Policy
Constitutional Law II
Administrative Law
Professional Responsibility [for Lawyers]
Water Law
Advanced Legal Seminar on Global Climate Change
Seminar: Energy and Environmental Policy
Third Year Paper [Law]
Land Use
Public Lands
Introduction to Language, Literacy and Culture
Intercultural Pragmatics
Cyberspace, Culture and Society
Sociological Theory
Internship in Language, Literacy and Culture
Human Learning and Cognition
Construction of Race, Class and Gender
Topics in Language, Literacy and Culture: Community and Culture
Methods of Language, Literacy and Culture Research
Advanced Qualitative Methods
Research Proposal Seminar
]]>
I entered college as a freshman in fall 1984. My declared major was Political Science; my orientation was careerist; my worldview embarrassingly narrow. Over the years my horizons broadened. I...
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Sun, 24 Jan 2010 16:56:00 -0500
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Massachusetts Senate Outcome Driven Partly by Youth...
Full Title: Massachusetts Senate Outcome Driven Partly by Youth Non-Voters
As you've undoubtedly heard, Republican Scott Brown defeated Democrat Martha Coakley, by winning 51.9% of the vote to Coakley's 47.1%, in the special election to fill the U.S. Senate seat from Massachusetts left vacant by Ted Kennedy's death. (A third-party candidate received the other 1% of the vote).
According to the
Center for Information and Research on Civic Learning and Engagement (CIRCLE) at Tufts University, 58% of Massachusetts voters aged 18-29 preferred Coakley to Brown. So why did Brown win? Partly because only about 15% of those 18-29 year olds voted, as compared to 57% of citizens aged 30 and over.
Let's assume 18-29 year olds represent about 18.6% of the voting age population in Massachusetts (an assumption I'm basing on my interpretation of the Massachusetts data in
this census table). If 18-29 year olds had voted at the same rate as their elders (57% turnout), the overall outcome would have been as follows: Scott Brown, 50.3%; Martha Coakley, 49.1%. So based on the math, Brown would still have won. But the gap between the candidates would have been so small that it's easy to imagine other events--such as more campaigning by 18-29 year olds trying to influence their elders--changing the outcome of the election.
Name: Dale Bittinger 
