DOCUMENT RESUME

ED 076 190 JC 730 114

AUTHOR Gardner, Bettye B.TITLE An Educational Response to the Urban Challenge. Urban

Development Assistant Project. Final Report.INSTITUTION Essex Community Coll., Md.SPONS AGENCY Department of Housing and Urban Development,

Washington, D.C.PUB DATE Sep 69NOTE 45p.

EDRS PRICE MF -S0.65 HC-$3.29DESCRIPTORS City Planning; *College Curriculum; Course Content;

*Curriculum Design; *Junior Colleges; Post SecondaryEducation; Program Descriptions; *Program Evaluation;Urban Studies; *Vocational Education

IDENTIFIERS *Urban Development Assistant

ABSTRACTThe design and demonstration of a two-year junior

college curriculum to train assistants to city planners and toprofessional personnel in the urban development and renewal fieldsare described. The Urban Development Assistant Project began inSeptember 1964 and concluded in September 1969. A total of 145students enrolled in the program. This report summarizes thefive-year program in five parts, as follows: Part 1. The Curriculum;Part II. The Program; Part III. The Student; Part IV. Evaluation; andPart V. Conclusions and Recommendations. From an analysis of the.project, it is concluded that: (1) there is a continuing local andnational need for aides to professional planning and housing agencystaff members; (2) the Urban Development Assistant curriculum offersa sufficiently comprehensive educational base from which an agencystaff member or high school graduate may progress as a productiveemployee of an urban development office and/or may continue hiseducation in a four-year college, if he so desires; and (3) thecareer preparation curriculum lends itself to adaptation to meet theparticular requirements of local communities and is serving as amodel for the development and operation of an ever-increasing numberof urban career-oriented instructional programs. An appendix providessupporting material, including job descriptions, evaluationquestionnaires, and suggested course outlines, textbooks, andclassroom supplies. (DB)

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URBAN DEVELOPMENTASSISTANT PROJECT

Division of Social ScienceEssex Community CollegeBaltimore County . Maryland 21237

FINAL REPORT

FILMED FROM BEST AVAILABLE COPY

U S. OEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENTHAS BEEN REPRO-

DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION

ORIG-INATING IT POINTS OF VIEW OR OPIN.IONS STATEO DO NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EMI.CATION POSITIONOR POLICY

The purpose of the project described in thisCD report is the design and demonstration of a two-Cr% year junior college curriculum to train1.1 assistants to city planners and to professional

personnel in the urban development andI renewal fields.

cm Project Dates: 1964-1969

This Urban Renewal Demonstration Project and thepublication of this report were made possible through anUrban Renewal Demonstration Grant awarded by the lir-

410*-14etypwal-.441asi..iimosion. Department of Housing andUrban Development, under the provisions ofSection 314 ofthe Housing Act of 1954. as amended, to the Board ofTrustees of Essex Community College. Baltimore County.Maryland. March. 1973

AN EDUCATIONAL RESPONSE

TO THE URBAN CHALLENGE

UNIVERSITY OF CALIF.

LOS ANGELES

JUN- 1 5 1973

CLEARINGHOUSE Fr*Jumble COLLEGE

INFORMATION

2 FOREWORD

The Urban Development Assistant curriculumhas completed its shakedown cruise and is nowan operating element in the community.Although its quantitative impact has not yetbeen great. I believe that its effect has been mostobservable in the actual lives of those personswho, having taken the courses. are now servingin the community planning and developmentfields. In addition, the effects of this education-al project may be observed in the continuingsupport of those professional people with whomthe Urban Development Assistants work andfinally. in the lives of the residents of those geo-graphic areas with which they are concerned.

Locally. I believe that the program will gradual-ly. but perceptibly. grow in enrollment and ineffectiveness. On a national scale. it is very clearthat the concept of this course of studies whichis so relevant to the needs of our growing popu-lation has taken hold and adaptations of thecurriculum are being offered in a number ofcommunities in the United States and Canada.With the help of the Federal grant. the UrbanDevelopment Assistant program has reached farbeyond the boundaries of the Baltimoremetropolitan area in which it began.

Moses S. Koch. PresidentEssex Community CollegeSeptember. 1969

TABLE OF CONTENTS

Summary of Findings 7

Part I The Curriculum 11Initiation and Development

Part II The Program 15Administration and Operation

Part III The Student 21Recruitment. Training and Employment

Part IV Evaluation 27The Project. the Curriculum, the Student

Part V Conclusions and Recommendations 33

Appendix 36

3

4 ESSEX COMMUNITY COLLEGEDr. Moses S. Koch, Pri.sidentof the College

Board of Trustees

T. Bayard Williams, Jr., ChairmanMrs. John M. Crocker, Vice-ChairmanWilliam S. Sartoiius, Secretary-Treasurer

H. Russell KnustAlvin LoreckH. Emslie ParksDr. Richard W. TraceyMrs. Richard K. Wuerfel

ACKNOWLEDGMENTS

COMMUNITY COLLEGE OF BALTIMOREDr. Harry Bard, President of the College

Board of Trustees

Dr. John H. Moxley III, PresidentDr. Harry Bard, Secretary-Treasurer

Louis DoeringJames DorseyMrs. Maurice FreedlanderMrs. Elizabeth Murphy MossSamuel NocellaCharles Tildon

The Urban Development Assistant Project staff,faculty and advisory board members wish to ex-press their appreciation for the continued sup-port and assistance of the following:

American Institute of Planners, Baltimore Area ChapterAmerican Society of Planning OfficialsBaltimore City Department of Housing and Community DevelopmentBaltimore City Department of PlanningBaltimore City Public SchoolsBaltimore County Board of EducationBaltimore County Department of PersonnelBaltimore County Office of Planning and ZoningCitizens Planning and Housing AssociationCivil Service Commission of Baltimore CityCommunity Research and Development of the James W. Rouse Co.Greater Baltimore CommitteeHigher Education Council on Urban AffairsLeague of Women Voters of Baltimore CityLeague of Women Voters of Baltimore CountyMaryland Commissioner of PersonnelMaryland State Department of EducationMaryland State Planning DepartmentMaryland State Roads CommissionRegional Planning Council of Maryland

This report was prepared and edited by:Bettye B. Gardner

With the cooperation ofDr. Harry BardDr. Moses S. KochRichard L. Trent

Design by:Interpreting Institutions

URBAN DEVELOPMENTASSISTANT PROJECT

StaffMoses S. Koch, Ed.D.,

Project AdministratorPricilla M. Woolley,

Project Director - 1964-1967

Bettye B. Gardner,Project Director - 1967-1969

Part-time FacultyBernard L. Berkowitz, M.C.P.,

Baltimore City Department of PlanningSidney N. Brower, M.C.P.,

Baltimore City Department of Planninguse M. Darling, M.A.Robert Tennenbaum, M.C.P.,

Community Research & Development,James W. Reuse Co.

Robert D. Williams,Baltimore City Department of Planning

Edward W. Wood, Jr., M.C.P.,Baltimore City Department of Planning

Advisory Board Members - 1964-1969Chairman: Franz J. Vidor, Director,

Division of Planning,Baltimore City Department of Housingand Community Development

William Boucher III, Executive DirectorGreater Baltimore Committee

Arthur E. Cohen, Executive DirectorCitizens Planning & Housing Association

Philip Darling, Development CoordinatorOffice of the Mayor of Baltimore City

Dr. Honier E. Favor, DirectorUrban Studies Institute, Morgan State College

Mrs. Frances M. Froelicher, Executive DirectorCitizens Planning & Housing Association

Leslie H. Graef, Deputy Director of PlanningBaltimore County Office of Planning & Zoning

Mrs. Hugh E. KablerLeague of Women Voters of Baltimore County

William C. Litsinger, DirectorBaltimore County Department of Personnel

Philip R. Macht, Vice-PresidentWelsh Construction Company

Stanley Z. Mazer, ChairmanUrban Affairs DepartmentCommunity College of Baltimore

Thomas J. Murphy, DirectorBaltimore City Civil Service Commission

Gardner D. Pond, ChairmanSocial Science Division, Essex Community College

William H. Potts, Jr., Past PresidentAmerican Institute of PlannersBaltimore Area Chapter

Dr. H. David Reese, Assistant DirectorCertification and AccreditaticnMaryland State Department of Education

Larry Reich, DirectorBaltimore City Department of Planning

Richard Steiner, DirectorBaltimore Urban Renewal & Housing Agency

Mrs. Camilla StiversRegional Planning Council

Mrs. Donald A. ThompsonLeague of Women VOters of Baltimore City

Miss Emma Williams, Supervisor of GuidanceBaltimore County Board of Education

Samuel B. Woodward, Manager, Intake & PlacementMaryland State Employment Service

Dr. Robert N. Young, Executive DirectorRegional Planning Council

ex officio:

Dr. Harry Bard, PresidentCommunity College of Baltimore

Dr. Moses S. Koch, President

Essex Community College

5

In April, 1964, two Marylandcommunity colleges. EssexCommunity College and theCommunity College ofBaltimore (then BaltimoreJunior College). entered into acooperative effort. the UrbanDevelopment Assistant Project.to develop. operate and test atwo-year. post-high schoolcareer education program totrain students for employmentas support personnel in thebroad field of urban planningand development. The UrbanRenewal Administration andtwo local groups. the GreaterBaltimore Committee and theRegional Planning Council,aided thk; community collegeswith financial support andtechnical advice for theoperation of the pilot project.

With an enrollment of 35students, the Urban Develop-ment Assistant Project began itsfirst academic year in Sep-tember. 1964. By September.1969. at the conclusion of thefive-year project period sum-marized in thii report, a total of145 students had enrolled inthe course of studies. There area total of 62 permanent em-ployees of 15 planning anddevelopment agencies in theBaltimore region who havereceived instruction as studentsin the Urban DevelopmentAssistant program. The firstgraduates in the curriculumreceived their Associate in Artsdegrees in June, 1967. Duringthe two years since that date. allof the 15 graduates in thiscareer curriculum have beenhired as full or part-time em-ployees of planning and/orhousing agencies in theBaltimore Metropolitan Area.Concurrent with their em-ployment. 13 of these UrbanDevelopment Assistant gradu-ates have continued theirstudies in four-year colleges oruniversities.

Numerous educational andprofessional planning groups inthis nation and abroad haverecognized the relevance of andlent their support to the con-cept of the Urban DevelopmentAssistant program and have en-couraged the initiation ofsimilar curriculums in morethan 20 higher education cen,ters in the United States andCanada.

The following conclusions maybe derived from an analysis ofthe five-year operation of theUrban Development AssistantProject:

I. There is a" continuing localand national need for aidesto professional planningand housing agency staffmembers.

2. The Urban DevelopmentAssistant curriculum offersa sufficiently comprehen-sive educational base fromwhich an agency staff mem-ber or a high school grad-uate may progress as aproductive employee of anurban development officeand/or may continue his ed-ucation in a four-yearcollege, if he so desires.

3.. This career preparationcurriculum lends itself toadaptation to meet the par-ticular requirements oflocal communities and isserving as a model for thedevelopment and operationof an ever-increasing num-ber of urban career-oriented instructional pro-grams across this nation.

(oh

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8 Introduction

The involvement of two Balti-more Metropolitan Area com-munity colleges in the activitiesof the Urban DevelopmentAssistant Project has providedboth an inner-city and a subur-ban educational setting inwhich this unique curriculum.the first of its kind in this coun-try, might be tested inoperation. The Project has beenadministered by a project direc-tor, with the aid of an advisoryboard. technical faculty mem-bers and administrative andacademic staff members of thetwo community colleges.

The primary goal of the UrbanDevelopment Assistant Projectwas to respond to the need ofprofessional planning andhousing agency staff memberswho required the assistance oftrained personnel capable ofcollecting. organizing andpresenting. in graphic form. thebasic data on which the plan-ning/development process is sodependent. With the aid of suchsupport personnel, the profes-sional in the urban develop-ment field could be freed to ap-ply his more advancedknowledge and experience tothe exacting tasks involved inplanning for the orderly growthand revitalization of thenation's cities and suburbs. TheProject has been successful inorganizing and putting intooperation an associate degreeprogram which has served toequip 62 pre-service and in-service students for theirpresent employment and op-portunities for advancement in15 urban development officesin the Baltimore region.

Characteristics of the Program

The fundamental premises fromwhich the Urban DevelopmentAssistant curriculum hasevolved are as follows:I. The specialized courses

should offer a beginningstudent a strong philoso-phical and technical foun-dation to assure hisprofessional competence atthe entry-level in the urbandevelopment field.

2. The Urban DevelopmentAssistant course offeringsshould afford the agencystaff member (in-servicestudent) an opportunity tobroaden his existing profes-

.sional and academic skills.3: The total curriculum

should be so structured asto provide the Urban De-velopment Assistant gradu-ate with the highest degreeof mobility on the job andin continuing his studiesbeyond the associatedegree level.

The present Urban Develop-ment Assistant curriculum isthe product of a continuingprocess of evaluation and adap-tation and reflects the currentneeds of the student, the em-ployer and the community. Thecurricum guide recommends atotal of 64 semester hours of in-struction from among special-ized. related and general educa-tion subjects. as follows:

9-14 semester hours ofCareer-Oriented Subjects:Urban Development Theory/Techniques, Drafting/Graphics, Community Organ-izations.18 semester hours of Career-Related Subjects:Urban Geography, UrbanSociology, American Govern-ment, State and Local Gov-ernment, Economic Devel-opment, Public Speaking.

24 semester hours of GeneralEducation Subjects (Mary-land State Requirements):English Composition/ -Rhetoric. English Literature.History of Western Civiliza-tion or United States History.General Science and /orMathematics. Physical Edu-cation. Personal Health6-11 semester hours Ql Elec-tive Subjects:Elementary Statistics. DataProcessing. Technical Writ-ing. General Psychology.Fundamentals of Design/3 -week Field Work Assign-ment: Full-time students areencouraged to spend the sum-mer months between theirfirst and second academicyears in the .full-time employof local urban developmentagencies. No academic creditis granted for this period ofon-the-job training.

Description ofProject Accomplishments

The Urban Development Assist-ant Project has initiated, tested__and established a basic curricu-lar framework for the educa-tional preparation of competentplanning and housing agencystaff aides. During the process.the Project has developedmethods for the successfuloperation of the new careerprogram within the educationaland professional communities.The pilot project has producedevaluation tools and techniquesfor the measurement of therelevance of th.?. course ofstudies to the needs of the pro-fession and of the effectivenessof the urban developmentcareer student and graduate injob situations.

Conclusionsand Recommendations

For the benefit of thos: educa-tional. professional and civicinterest groups who might con-template the inclusion of asimilar course of studies in theeducational offerings of theirlocal higher education institu-tions. the Urban DevelopmentAssistant Project submits thefollowing conclusions and re-commendations:I. The educator has a valid

role in responding to thet)' obvious needs of this

nation's population ceioersand should recognize animplicit obligation to hiscommunity which challen-ges him to mold studyprograms to meet localrequirements for profes-sionally competent supportpersonnel in the urbancareer fields.

2. A two-year. career curricu-lum is. by definition, acourse of studies which hasbeen created for the prepar-ation of a degree candidateto participate in a specificfield of employment. How-ever, the educator shouldstrive to meet the severallevels of expectation of thematriculating students whomay view their enrollmentin the career program as anopportunity for increasedknowledge to be utilized intheir present occupationalficid: as training for a finalcareer level; or. as an entryinto a professional field forwhich added years of educa-tional preparation will benecessary.

3. The Urban DevelopmentAssistant Project has suc-

. ceeded in producing a two-year, post-high schoolcareer curriculum whichmeets the requirements ofthe planning-profession andthe community college

student in the Baltimoreregion. The findings of thisproject may best serve othercommunities contemplatingthe initiation of similar cur-riculums if the Urban De-velopment Assistant pro-gram of studies is regardedas a pattern which shouldbe adapted to meet specificlocal needs, thus serving asa relevant educationalresponse to the growth ofthis nation's populationcenters.

Summary Statement

The Urban DevelopmentAssistant Project has produced.operated and evaluated a careereducation curriculum for thetraining of assistants toprofessional urban planningand renewal personnel. At theconclusion of this period ofFederal support for the ad-ministration of the Project. thecareer education program is in-tegrated into the departmentalstructures of the two com-munity colleges and will con-tinue to operate as long as thereis a community demand for sup-port personnel to staff the ur-ban development agencies inthis area and there are com-munity college students whoseek to serve in this career field.

9

INITIATION

Historical BackgroundCity planning is as ancient as cities. However.the education of urban planners. as an acceptedand distinctive instructional discipline, has onlyemerged in this century in England and theUnited States.

In 1909. a series of events heralded the "comingof age" of the planning profession: America'sfirst National Conference on City Planning washeld in Washington. D.C.: England's first plan-ning and housing legislation was passed: the cityof Chic:ago published its first plan for growthand development. During the next decade.professional societies such as the Town Plan-ning Institute, in London. and the American In-stitute of Planners were formally established.

Harvard was the first American university tocreate an independent department of urbanplanning. when its School of City Planning wasfounded in 1929. Other U.S. colleges followedthis lead with their introduction of 60 graduateand 24 undergraduate planning curriculumsduring the next 35 years. Essex CommunityCollege and the Community College ofBaltimore were the first higher education cen-ters in the country to offer a two-year city plan-ning curriculum. The first students wereenrolled in the Urban Development Assistantprogram in September. 1964.

Documentation of Need

The need for a program which would prepareaide-level personnel to assist members of theurban development profession was documentedin the doctoral dissertation* of Moses S. Kochwho, at that time, was the Dean of Essex Com-munity College. A survey of the needs of localand national city planning. urban renewal. andcommunity development agencies. as reportedin this research paper. provided well- definedevidence that:1. Professional planners were in increasingly

greater demand to meet the existingproblems of the city and to confront thechallenges of the population centers of thefuture.

2. The capabilities and energies of these plan-ners were underutilized in the completion

Moses S. Koch "Procedures for Developing an Associatein Arts Degr.,,: Curriculum to Train Urban PlanningAssistants", umput..ished doctoral dissertation. Universityof Maryland. 1961.

of necessary. but time-consuming. routinetasks which usurped as much as three-quarters of their on-the-job hours.

3. Trained support personnel could performtasks such as the gathering. organizationand graphic presentation of the vital dataon which the planning process depends.

4. The educational preparation of personnelto assume this supportive role could be ac-complished within the context of a com-munity college program of instruction.

Financial Support

With substantial proof of the existence of a realneed for support personnel in local. regionaland national planning and development offices.the discussion of methods for developing thecurriculum and implementing the program wasthe next priority. As a result of a thoroughexamination of the question of financing the in-troduction and operation of such a uniquecareer education program in the Ba.iimoreMetropolitan Area. an agreement was reachedbetween the two junior colleges to present arequest to the Department of Housing and Ur-ban Development for support of a cooperativecareer - education program.

On April 3. 1964. the Urban Renewal Ad-ministration awarded Essex CommunityCollege. with the support of the CommunityCollege of Baltimore. the Greater BaltimoreCommittee. and_the Maryland Regional Plan-ning Council. a grant of 533.353 to he matchedby cash and services from the two colleges andthe local agencies. for 'a total budget of$50.300. An application for an extension of theoriginal Demonstration Project MD. D-3 toSeptember. 1969 was granted and an 'additionalgrant of $30.524 was to be matched with localcontributions. The total budget was thereby in-creased to $97.591 to cover the five-year periodof the Project. Whereas the initial period of thedemonstration project was to plan, organizeand establish the career program. the secondportion of the period was to be used for testingand evaluation of the program operation.

On April 4. 1964. the Project Director was ap-pointed and the Urban Development Assistantprogram was launched.**

"A more detailed description of these initial phasespreceding project operation may be read on pp. 12-15. Ur-ban Development Assistant Project. Interim Report, Jane.1966.

12 DEVELOPMENT

Preliminary Research

During the period of research for his doctoralthesis. Dean Koch received the willingcooperation of local and national leaders in theurban planning and development fields. A con-tinuing dialogue between the researcher and theprofessional community resulted in thedelineation of certain job skills needed at theentry-level. The scope of the required technicalcourses was thereby defined. General educationsubjects were evaluated to determine whichwould best complement the student'sspecialized training. Possibilities fir on-the-joblearning opportunities were explored. The con-clusions derived from these preparatorydiscussions were included in the doctoral paperand set forth as a proposed curriculum.

Thus. the pilot project was funded. statTed and.equipped with a model curriculum ready to betested in operation. Further development of thecourse of studies could only be accomplished asa result of actual experience.

Present Status

Even during the early stages of the project. thedebate on the need for a curricular emphasis onthe acquisition of general knowledge versus thedemand for a specific focus on the employer-required technical skills had emerged. The par-ticipants at two occupational education con-ferences sponsored by the AmericanAssociation of Junior Colleges (Washington.D.C.. January. 1966; Chicago. Illinois, October.1967) reiterated the "generalists" vs. "spe-cialists" concepts of career education. The con-ferees at the Annual Meeting of the AmericanSociety of Planning Officials (San Francisco.May, 1968) voiced the claims for both sides ofopinion.

In actual practice. the local deb= has been set-tled through a process of evolution. Today.both community colleges offer. as an electivechoice, a highly technical course in ElementaryStatistics, which was a required subject in theearly program of studies. Both colleges have in-dicated in their latest evaluation reports thatcurricular choices for Urban DevelopmentAssistant students should be broad; technicalstudies should be required only as they are of

proven value in meeting actual jobrequirements.

In both colleges. the curriculum contentremains largely as presented in the Summary ofFindings of this report. Opportunities for paidfield work positions have drawn students to theprogram and have resulted in year-round em-ployment fir many of them. Discussions withinthe two colleges oho, ! alternatives to the sum-mer practicum have not. as yet. culminated inany change in the time period established in theearliest phases of the program.

Most notable among the course content changesin the five-year project period is the con-densation of two courses. Urban Planning Draf-ting (3 semester hours credit) an.! GraphicPresentation (2 semester hours credit) into one4 semester hour course in Drafting-Graphics.The annual articulation with students duringfield work evaluation -essions providedjustification for the condensation of the twocourses. which were repetitive in content andteaching techniques.

While the basic contents of the originaltechnical courses have remained unchanged.new titles and numbers have been assigned tothe specialized UDA subjects. This action wastaken in order to prevent what has proved to bean inhibiting factor in a student's choice ofcourses. With the primary identification of thecareer program labels. UDA subjects v. richcould have been of real educational value andinterest to many students were regarded as ofbenefit only to the career program candidates.Thus. current guides to the Urban DevelopmentAssistant program of studies now list thespecialized courses under the more familiar andless self-limiting educational headings ofsociology. history and engineering science.

Relationship to the CommunityalLargeAs has been illustrated above, the developmentof a new curriculum acid the organization andoperation of a career program does not beginand end within one academic year. nor does itemanate solely from the dictates of theprofessional educators. Many groups and in-dividuals lent their effints in the ptparation ofthe Urban Development Assistant curriculumand in adapting the course of studies to thechanging needs of the profession and to the ex-pectations of the community college students.

Chart I indicates the relationship between thecommunity colleges and those groups whichaided in the formulation of a viable educationalprogram.

(MART I.IttwlossNIr TO LOCAL AND SAT1oNAL CIROUrti

CollegesCurriculum

Communscat sonSchedulingCounselingSuper%iston

Sponsoring AgenciesAo*.v.iity Board

The UDA ProwDirector

Community-at-largeRecruitment

Pubt le RelationsCommunity Acti% sties

National Contacts

1

During the first stages of project operation.local planning and development agenciesestablished job classifications. assuring theUDA graduate of an entry-level position lin.which he could qualify; Throughout the projectperiod, these same agencies accepted UDAstudent applicants for field work assignments.prepared detailed evaluation reports on each in-dividual student's performance and on thegeneral effectiveness of UDA courses, and.where applicable;- offered permanent e-ployment to the career program graduates.

Nationally, the American Institute of Plannersand the American Society of Planning Officials

:promoted discussions of the new program andoffered guidance in the operation of theBaltimore-based pilot program. Various Al?chapters supported the initiation of similar two-year career programs in other sections of thecountry. The Metropolitan Baltimore AlPchapter offered student memberships in theprofessional society and provided annualtuition scholarships. (Sec Appendix 2.)

The American Association of Junior Collegesdisseminated information about the uniquecareer curriculum and arranged national con-ferences. with municipal government officers.housing and rehabilitation administrators, plan-ners and educators in attendance, These

Local AgenciesAd%-tsory lloard

Held 11'110..Job Classification

Employment

meetings provided much need opportunitiesfor the exclunge of information and for ob-jective appraisals of the UDA curriculum andprogram operation.

Private enterprise witnessed its interest in, andsupport of. UDA project activities. The SearsRoebuck Foundation funded two conferencesof local community' groups mem;-,i.rs of theGreater Baltimore Committee gave financialassistance and served as community advisors.

Volunteers from among the ranks of the localurban renewal and planning professions servedas guest speakers to students in high schoolclasses and with adults in community im-provement associations. Agency staff memberssupplied additional time in promoting the ac-ceptance of Urban Development Assistantcourse credits in the transfer of career graduatesto four-year colleges and universities. The com-munity-at-large demonstrated its shared beliefin the relevance of the basic concepts of the Ur-ban Development Assistant program and its ex-pectation that such a two-year course of studiesshould be recognized as a valid foundation foradditional years of education in local four-yearlearning institutions.

13

ADMINISTRATIONTo picture the changes which have occurredduring the live years of the demonstrationproject period, it is helpful to consult the chartof administrative operation prior to May, 1968

(Chart II) and the chart which represents thecurrent administrative organization of the Ur-ban Development Assistant curriculum as a partof the departmental or divisional structure ofthe respective colleges. (Chart Ill)

CHART H INTERNAL COLLEGE ORGANIZATION 1964-19611

Adsiour. Boardhi the Pro*,

DeansEssex Community Craw

VIM FacultyEssex Community College

Ni.nd o.f TrustersEssex Communiq Conepe

PoOect MministrabuPresident. Essex Commuisits Collor

The director of the Urban DevelopmentAssistant Project acted as the coordinator ofboth academic and job-oriented interests andactivities within the two colleges. In addition.the project director maintained contactwith thepolicy-making Advisory Board. implementingthe board members' suggestions and decisions.With the energetic and informed support andactive participation of this volunteer advisorypanel. the Urban Development Assistantprogram was directed toward its objectives and

!mita Mawr

Board .it Trusts-esCommunit College of Baltimore

PresidentCommanity College of Baltimore

J

DeaosConsammit. College or Baltimore

UDA FantasyComoselity College of Baltimore

guided through the formative stages of itsgrowth. The Advisory Board served to unify.clarify and promote project activities within thetwo academic centers which weregeographically separated-by 21 miles of- urbanand suburban terrain.

14/15

4

Essex (-multiunit) Collect:

Hoard of Trustees

President

1-11MIDeans Deans

Academic Social ScienceDivisions I I Division

CHART III ADMINISTRATIVE ORGANIZATION 1969

[ Community Ce Ilece of Baltimore

Hoard of Trustees

President

Deans Deans

Urban Affairs AcademicDepartment

-1Departments

Essex Community CollegeFaculty

.

-- Students

U.D.A.

Community College of BaltimoreFaculty

'Higher Education Council on Urban Affairs

The present channels of administrative com-munication arc closer in this integrated (depart-mental or divisional) approach to the process ofdirecting the career education program. It isworth noting that while the lay Urban Develop-ment Assistant Advisory Board has beenremoved from the administrative structure.there is every opportunity for communicationbetween the two colleges through the auspicesof the Higher Education Council on Urban Af-fairs. a volunteer group of educators and com-munity leaders united to work for better urbancommunities.

O?ERATION

Role of Director

As has been pointed out. the present operationof the Urban Development Assistant programrepresents a step toward coordinating the func-tions once required of the project directorwithin the instructional .divisions of thecolleges. From May. 1968 through September.1969. the project director performed the func-tions as indicated in the revised Job Descriptionincluded below:

REVISED JOB DESCRIPTIONJOB TITLE: Director of the Urban Develop-

ment Assistant Project

To be responsible for coor-dination. research and report-ing, community relations andplacement in the Urban Devel-opment Assistant Program.

DUTIES: Under supervision of the Chair-man of the Social ScienceDivision:I. Acquaints agency officials.

high school counselors andteachers. students, potentialemployers and others withthe scope of the programand solicits their continuingsupport.

2. Acts as liaison between theCollege and the community.

3. Recruits students.4. Coordinates student field

work assignments in operat-ing agencies.

S. Places graduates in housingand planning agencies.

6. Maintains a continuing eval-uation procedure.

7.

8.

Prepares and publishes re-ports.

Promotes the Project and itsresults in pertinent agencies.organizations and profes-sional societies, both locallyand nationally.

9. Engages in public relationsactivities directly or indir-ectly related to the Project.

10. Encourages the active par-ticipation of the College inpublic activities involvingcommunity development,both physical and social, byserving as liaison betweenthe College and the civic orservice organizations.

During the final stages of the demonstrationproject period, many of the director's staffduties were assimilated by the various offices ofthe colleges. e.g. job placement. student recruit-ment and counseling, and the preparation ofpromotional releases.

Application to OtherEducational lastitutioas

Other educational centers may benefit from theexperience of the UDA Project in regard to thenecessity for the services of a full-time directorduring the initial phases of program operation.The early duties of this staff member includedthe hiring of instructors, purchase of textbooksand drafting supplies, preparation of in-formational materials. recruitment. counselingand placement of students. scheduling ofclasses, and evaluation of courses. instructors.textbooks and field work experiences.

Once the operational patterns of the careerprogram have been established, it is thenpossible to maintain these activities on a pan-time schedule. The UDA Project was directedby a full-time staff member during the first threeacademic years. In the fall of 1967. a pan-timedirector was employed to coordinate theprogram. By the summer of 1968. both collegeshad integrated the career program into thedivision or department to which it was related,and many of the project director's duties hadbecome the routine functions of the appropriatecollege offices.

17

1 8 Role of Academic Division ChairmanAs the urban development career programbecame an integral part of the institutional ad-ministrative structure, the chairman of theeducational division to which it had beenassigned took on a more active role in the fur-ther development and promotion of the courseof studies, both within the college communityand beyond the campus. Prior to the ad-ministrative reorganization depicted in ChartHI. student attitudes toward career curriculahad been surveyed and analyzed by academicstaff members. It was found that the full poten-tial of career studies was not being realizedwhile the administration and presentation ofthese programs to the prospective studentsseemed to imply that the career curricula weresomehow unrelated to conventional collegecourses. Therefore. direct responsibility for theadministration of existing career programs wasgiven to the respective chairmen of theacademic departments to which the subject mat-ter was most closely allied.

Benefits and Problemsof lategrated Operation

Nti longer solely identified by students orfaculty members as a "career program" andtherefore separate and distinct from the"trans-fer" programs offered by the communitycollege. the Urban Development Assistantcourse of studies has received tangible benefitsfrom the reorganization. The division chairmanhas the full responsibility for the scheduling ofclasses. hiring of qualified instructors anddissemination of program information. A full-time faculty member is expected to maintaincurrent records, as well as to teach one or moreof the courses. Spokesmen for the UDAprogram are no longer limited to part-time staffmembers. interested community leaders andrepresentatives of the various professionalgroups. A more detailed understanding of thecourse contents has led to the specialized UDAsubjects being offered as elective or requiredcourses in 'other curricula. The total education-al offerings of the colleges have therebybenefited.

Problems encountered in this integratedoperational system have stemmed. in the main.from the necessity for making additionaldemands on the time and energies of the respec-tive administrative, academic and staff per-sonnel. However, this type of difficulty is faceddaily in this country's colleges. where thepressures caused by limited education budgetsand increased community demands are facts tobe reckoned with and obstacles to be overcome.

Since the Urban Development Assistantcurriculum is based upon the requirements of acareer field which is new to many prospectivestudents. recruitment information andprocedures must provide for a full explanationof the planning assistant's role. This type of in-formation is not as essential a part of therecruiting data for more widely known careerfields:such-as-nursinvsecretarial-work-or-ac-counting. Effective UDA career recruitmentmaterials and presentations must be designed toinclude an accurate job description. In ad-dition. student personnel office staff membersand guidance counselors must be fully preparedto describe and discuss the urban developmentaide's duties and functions and to supply othercareer information of a very specialized nature.

Contacts for field work assignments and jobplacement must be maintained on a currentbasis. MI of these procedures which are so verynecessary for the successful operation of the Ur-ban Development Assistant program must firstbe learned and then utilized by the appropriatecollege personnel.

This period of transition, from the initial ad-min istration of the urban developmentcurriculum as a demonstration project to itsfinal assimilation as an operative careerprogram, was a time for confronting these ad-ditional challenges to staff members of the twocommunity colleges.

Role of Advisors

At the same time that college staff memberswere assuming new responsibilities for theoperation of the Urban Development Assistantcourse of studies, the project advisory boardwas preparing for the termination of its officialparticipation in the program. At its finalmeeting as the UDA Advisory Board. it wasproposed that the two community colleges con-tinue their intercollegiate cooperation and com-munication on the career program under theauspices of the Higher Education Council onUrban Affairs (HECUA). This local council ofcommunity leaders was initiated in the spring of1965 as a direct result of two area-wide con-ferences which were planned and implementedby the UDA office and Essex CommunityCollege staff members. With its orientationtoward improvement of the urban environmentand its four years of active experience in thepromotion of interest and cooperation withinthe Baltimore metropolitan area. HECUA wasselected in the Fall of 1969. as the group mostcapable of providing the vital liaison betweenthe Community College of Baltimore. EssexCommunity College and the community-at-large.

19

THE STUDENT

Recruitment

Since 1964. when Essex Community Collegeand the Community College of Baltimore firstoffered the Urban Development Assistantcurriculum, the one area of activity in which theProject has met with the smallest success hasbeen in the recruitment of new students to theprogram. For this reason, it would be well toexamine the methods which have been utilized.with a special reference to those activities whichproved most fruitful.

As is customary with the introduction of anynew curriculum. wide newspaper coverage wasgiven the introduction of the Urban Develop-ment Assistant curriculum. In addition.brochures and counseling materials were mailedto all of the local feeder high school counselors.Private interviews were set up with the highschool guidance personnel. All of thesecontacts were kept up on a yearly basis.

In the spring of 1968. teams of professionalplanners and college students (graduates of theUDA program or those still seeking theirAssociate in Arts degrees who worked as mem-bers of a planning or housing agency), spoke tothe members of the senior Social Science classesin the feeder high school area. In the course ofthe talks to and with over 2000 senior highschool students. the UDA speaking teams wereable to encourage an interest in the communityplanning program which has had its residual ef-fects. In the enrollment of Fall, 1969 students.interviews with the entering students haverevealed that these visits to the high schools in1968 formed the basis for their introduction tothe Urban Development Assistant program.Students present in the classes relayed the in-formation about the program potential to theirfriends and acquaintances. Teachers in theSocial Science Divisions of the local highschools were able-to recommend the UrbanDevelopment Assistant program as a collegecurriculum related to the problems of the cities.To date, the 1968 classroom visits have en-couraged the enrollment of 27 full-time-students, in Baltimore County alone. (See Ap-pendix 7.)

Since it is not possible to arrange classroomvisits on such -a large scale on an annual basis, itwould seem most feasible to arrange a yearlypresentation to the Social Science teachers inthe secondary school system of the local collegefeeder school area (not just the senior highschool classes). Because of the residual factor,

where one visit toa group of classroom teachersmight have a two three or tour year carryovereffect in contacting interested students, thenumber of visits to Social Science teachersmight be reduced to a smaller total, as theprogram matures.

The second most fruitful field .)f recruitmenthas been on the college campuses. among theenrolled students. It has been found that thecollege students are interested in career ap-plications of the learning that they receive in"traditional" or acadeinic subject fields. Thesmdents might term this "usable education".Therefore, promotion of the UDA curriculumamong the students and college faculty membersshould be considered of great benefit to theprocess of student recruitment.

Charts IV and V provide a summary of the. totalenrollment of students during the five-yearproject period_

II u

20/21

CHART IV ENROLLMENT SUMMARY-ESSEX COMMUNITY COLLEGE-SEPTEMBER 30, 1%9

Total -Annual Total-Entering -Total-Continuing Total- Total-Academic Year Student Enrollment Students Students Graduates Withdrawal.

1964.1965 17 FT-10 17 ET-10 12 T-5 5 F1 .51'T-7 PT- 7 PT-7 PT0

1965-1966 18 1-1*-10* 6 FT-5 17 FT-9 1 FT-1PT- 8 PT-I PT-8 PT.()

1966-1967 27 FT-12 10 ET-3 .17 FT- 7 3 FT-3 7 ET-2PT -I5 PT-7 PT-1(1 PT.() PT-5

1967-1968 21 Fr- 8 4 FT. I 1 FT- .4 5 1-T-3 I FT-IPT -I3 PT- 3 PT -I I PT-2 PT.()

1968-1969 29 FT -II 14 FT-7 25 FT -6 1 FT-I I FT-1PT-I8 PT-7 PT -19 PT-0 PT-0

1969-1970 31 hT-17 17 1-T-14PT-I4 PT- 3

Totals to Date: 68 FT-10 9 1-7-7 15 .FT -I0PT-28 PT-2 PT- 3

KEY

Continuing Students - Students remaining in the program through June.FT - Full-time students (those attempting 12 or more semester hours of work per semester)PT - Part4ime students (those students attempting less than 12 semester hours per semester)

Withdrawals - Students who have formally withdrawn from the course, curriculum, or college. This column would not in-clude the number of part-time students who might not enroll in classes every semester, but who will consider themselves asenrolled in the program.

CHART V ENROLLMENT SUMMARY-COMMUNITY COLLEGE OF BALTIMORE-SEPTEMBER." l%11

Total-Annual Total-Entering Total-Continuing Total- Total-Academic Year Student Enrollment Students Students Graduates Withdrawals1964-1965 18 FT- 4 IS FT- 4 13 FT- 3 5 FT-I

PT -14 PT -14 PT -10 PT-4

1965.1966 22 FT -10 9 FT- 7 18 FT- 6 4 FT-4PT-I2 PT- 2 PT -12 PT-0

1966-1967 = 32 FT -I1 14 FT- 5 25 FT- 4 1 FT-I FT-6PT-2I PT- 9 PT-21 PT-0 PT-0

1967-1968 33 FT -I1 8 FT- 7 30 FT- 7 2 FT-I 2 FT-2PT-22 PT- I PT -23 PT -1 PT-0

1968-1969 42 FT -1I 12 FT -4 38 FT-I4 3 FT-3 I FT-0PT -31 PT- 8 - PT-24 PT-0 PT-I

1969-1970 49 FT-I9 16 FT- KPT-30 PT- 8

Totals to Date: 77 FT-35 6 FT-5 18 FT -13PT-42 PT-I PT-5

KEY

Continuing Students -- Students remaining in the program through June.FT - Full-time students (those attempting 12 or more semester hours of work per semester)PT - Part4ime students (those students attempting less than 12 semester hours per semester)

Withdrawals - Students who have formally withdrawn from the course, curriculum, or college. This column would not in-dude the number of part-time students who might not enroll in classes every semester, but who will consider themselves asenrolled in the program.

Student Profile

Among the 145 program participants who com-pleted one or more Urban DevelopmentAssistant courses were students drawn fromwidely diversified backgrounds of education.interests and experience. UDA classes includedrepresentatives from the current high schoolgraduating classes and matriculating collegeclasses, as well as a number of adults who werere-entering the work force or were seeking in-service training while continuing in theirexisting planning and/or housing agency jobs.However, it is possible to draw a general profileof the Urban Development Assistant student. as

_derived from a two-year study of UDAgraduates and undergraduates through Sep-tember. 1969.

Scholastic Interests and Achievement

A predominant interest and accompanyingscholastic success in high school social scienceand language arts subjects was evident amongthe career program enrollees. Following up onthis discovered interest in the social sciences,UDA recruitment teams visited BaltimoreCounty high school classes with favorableresults in attracting potential participants in theUDA course of studies. It was in these classesthat an understanding of the plan-ning/development process was introduced tostudents who already had a keen interest in thesurvival of individuals dwelling in decayingcities and burgeoning suburbs. It was in these"Current Issues in Social Studies" classes thatthe prospective UDA student could be reachedmost directly.

A wide range of scholastic achievement levelsamong the entering urban career students wasrecorded in the above-mentioned study of UDAenrollees. Three-quarters of the UDA studentsranked as average or slightly below average inacademic performance. when compared to theachievements of- their fellow high school-graduates. Were it not for the aptly named"Open Door Policy" of today's communitycolleges, one-half of the Urban DevelopmentAssistant students might not have been grantedthe opportunity to attempt college-level studies;low academic standings would have, in alllikelihood, eliminated their chances 'of ac-ceptance in today's crowded four -year colleges.

Job Experience 23

A majority of the community college studentswho enrolled in the Urban DevelopmentAssistant curriculum found it necessary to holda part-time or full-time-job white they pursuedtheir studies. As an example of the high per-centage of UDA students who were employedwhile attending college. 14 of the 15 UDAgraduates held jobs during their two yearcollege careers. Of these same graduates. 9 hadheld part-time jobs while they were still in highschool; all of the graduates were permanentlyemployed after they had earned their Associatein Arts degrees.

Predominance of Male Students

Male students were attracted to the careerprogram in larger numbers than femalestudents. The ratio of male to female enrolleesin the Urban Development Assistant course ofstudies was roughly 6 to 1. This may have beendue to the required Urban Planning Draf-ting/Graphics courses. The teaching of theseskills has been limited traditionally to maleclasses at the high school level. After it wasdiscovered by the UDA staff that this was aninhibiting factor on the selection of the UDAprogram by females, these specialized subjectswere discussed with prospective students withemphasis placed on the highly successful per-formance of previous female UDA students anda higher enrollment of women resulted.

24 Profile of GraduatesChart VI provides an opportunity to examine amore detailed profile of the 15 graduates of theUrban Development Assistant curriculum. It

may he noted that the general profile sum-marized above is borne out in the specific datadepicted on the Chart.

CHART VI STUDY OF GRADUATES - 1967 - 1969 \Total Number - 15 graduates

Sex - Female - 2 Course Load - Full-time - 13 Years of Graduation - 1967 - 3 graduatesMale - 13 Part-time - 2 1968 - 8 graduates

1969 - 4 graduates

Prior to Graduation

Married - 3 . Living in parental home - 13Employed' - 14 Required financial aid - 2Eligible for military service - 12 Served military duty, 2Academically dismissed - I Received scholastic award - 3Placed in field work assignment - 11

After Graduation

Employed in planning and/or housing agency - 15 Full-time - 5 Part-time - 10Employed by field work agency - 8

Salary level for those employed - $5,000-56.000 - 6 S6,00047.000 - 4 Over 57,000 - 5Employed at Planning Assistant entry level - IIEmployed below Planning Assistant entry level - I

Employed above Planning Assistant entry level - 3

Graduated With honors - 2

Transferred to four-year college - 13Academically dismissed from four-year college - I

Granted degree from four-year college - I

Continuing for post-graduate study - I

'Full or part-time, other than field work.

Financial AidEntering students in the Urban DevelopmentAssistant program have received no specificeducational assistance funds (beyond those-available to any college freshman). However, af-ter the student has attended either college forthe period of one_Year, there a_r_e_ jva ds-whichprovide partial tuition assistance for promisingand deserving UDA students. (See Appendix 2.)

By eliminating the entering student from thepossible benefits of this financial aid, thecolleges may be discriminating against thedisadvantaged member of society. If it werepossible to do so, it might be helpful (in thepresentation of any tuition assistance) to widenthe scope of the awards and include enteringstudents. This broadening of the reach ofassistance funds would, of course, be de ilident

upon the group or individual providing thefunds and subject to any restrictions imposed bythem.

Field Work ExperienCeStudents returning from the opportunity to puttheir learning to use in a field work assignment,airing the summer betvieerfaiififirlidisecond years of academic work, have been thestrongest advocates of this work-study pIttern.

No academic credit is assigned tc, the field workexperience at Essex Community College or theCommunity College of Baltimore, but thestudents are paid a temporary employee's wage(approximately $2.35 per hour, depending onthe hiring agency) for their average 37-hourwork week.

At the end of the summer employment period,the student is in no doubt if he has chosen thecorrect field for his career. In addition, hebegins to apply the subject matter of the courses

offered him in the second academic year to thejob situation in which he has just served. In-deed, he is the most valuable critic of the coursecontent of his first college year and through hiswork experience can relate his second year'swork in the college to its utility on the job. Hebecomes, thereby, a more discerning student,better able to relate theory to reality.As a result of a study of the second yearacademic achievement records of the UrbanDevelopment Assistant students returning fromthe exposure to job reality, it has becomeevident that the academic success of the studenthas increased significantly. In comparison to hisacademic achievement in the first year ofcollege, the sophomore student, on an average,has raised his grades a full step, if not higher.As an example of this academic "success story,"there is the case of one part-time student whohad-received only grades of "D" and "F" in hisfreshman Urban Development Assistant coursesand the general education courses which he at-tempted. Following the student's assignment toa full-time job on a planning agency staff (ofwhich he is still a member), this student's gradesrose to "B" and "C." Though this is a dramaticchange in academic achievement, it only servesto highlight the possibility of "rescuing" anacademically poor achiever with a practical ex-perience in the application of his learning. As isdone in the Urban Development Assistantprogram, an employer evaluation of this workexperience should be considered essential. (SeeAppendix 5a.)

It would be well to note that summer field workplacement should be started in January orFebrility preceding the summer of employment.Ai more and more college and universitystudents become aware of the job potential inthe planning, housing and allied career fields,there have been increasing numbers of ap-plications for summer work received from four-

graduate in the urban-oriented career fields hasbeen $400.00. Three public agencies in theBaltimore Metropolitan Area which offer plan-ning assistant or comparable ratings are theState of Maryland, the City of Baltimore, andBaltimore County.

In the 21-month period cited, the remunerationfor a two-year college graduate with aspecialization in the career field has risen asfollows:

State ofOctober,1967 June, 1969

Maryland $5,386-$7,075- $5,871-$7,715

BaltimoreCity $6,025-$7,610 $6,402- $8,085

BaltimoreCounty $5,354 - $6,314 $5,668- $7,202

As a point of comparison, the latest availablesalary figures for a graduate (at an equaleducational level) in Pinellas County, Florida,are $5,012 - $6,406.

In the Baltimore Metropolitan area, 62 per-manent employees of urban development agen-cies have prepared for their chosen careers orenhanced their opportunities for advancementby participating in the Urban DevelopmentAssistant program at the Community College ofBaltimore or at Essex Community College.These UDA students and graduates have provento be the most able ambassadors in recruitingnew candidates to the career program.

year college students. Therefore, a firm com-mitment for summer placement should be ob-tained as early as possible in the SpringSemester.

The effects of this summer field work are sum-marized in Part IV of this report.

Occupational OutlookIn a 21 -month period (October, 1967-June,1969), salaries for planning assistants have beenincreased by as much as $1,000 at some levelsfor employees of planning and housing agenciesin the Baltimore Metropolitan Area. Theaverage salary increase for a 2-year program

Continuation of College Studies

Among the graduates of the urban developmentprogram, there has been a decided trend towardentering four-year colleges. Chart VI shows that13 of the IS Urban Development Assistantgraduates elected to continue their education;when they first entered the community colleges,only, 6 of theAroup of IS students wereplan_ning to earn a Bachelor's degree. Followingtheir work experience, 7 of the degree can-didates reset their academic goals to includetwo additional years of learning. Thus, the ex-pectations and desires of the UDA students ad-ded a new dimension to the development of theUrban Development Assistant curriculum.

25

EVALUATION

Methods of Appraisal

In any program where an attempt is made toresolve an existing need through an innovativeor untested approach. the twin processes ofevaluation and adaptation must precedemeaningful growth. Facets of the UrbanDevelopment Assistant Project have been ap-praised. modified and retested throughout thefive academic years of the demonstrationproject.

All criticisms, comments and suggestions formodification of the UDA program of studieswere channeled through the Urban Develop-ment Assistant Advisory Board. This panel ofcommunity volunteers met on a bi-monthlyschedule to discuss the periodic progressreports prepared by the project director. Theduties of the project director, the practicality ofadministrative techniques. the quality and ef-fectiveness of technical instruction and thepractice of intercollegiate coordination andcooperation were among the topics whichreceived the continuing attention of the boardmembers. Far from serving as a mere advice-giving group. the members of the UDA Ad-visory Board formed a steering committee; eachboard meeting was an evaluation session.

Annual reports on the enrollment in all careerprograms offered by the two communitycolleges were provided by the respective ad-ministrative offices. These statistical summariesserved to pinpoint the readily discernible needfor new recruitment techniques in seeking Ur-ban Development Assistant students.' Periodicmeetings between the project director _and UDAtechnical faculty members. all of whOm were ur-ban development professionals, resulted in bothoperational and curricular changes in the UDAprogram. In counseling sessions with UDAstudents, an assessment was made of course

these local sources, responses gained fromnational conferences, cited earlier in thisreport. provided both comprehensive and ob-jective analyses of the progress of the careereducation project.

The Project Goals

At periodic intervals, the record of UDAproject activities was examined to determine ifits stated objectives remained valid and if theseaims were being met. Was there a continuingneed for an associate degree curriculum for ur-ban development aides? Was the UrbanDevelopment Assistant student or graduate ableto achieve a measurable degree of success com-parable' to the extent of his career preparation?Was the employer satisfied with the quality andthe amount of work performed? Was the UDAdegree candidate or graduate assigned tomeaningful tasks, for which his college studieshad laid a sound basis?

The answers to these questions concerningUDA project goals were provided both in writ-ten reports forwarded to the Urban Develop-ment Assistant Office and in the actions of thesupervisors in the various hiring agencies.

As to the need for trained urban developmentsupport personnel. the agency supervisors con-tinued to provide summer field work em-ployment and. more often than not, year-roundemployment for those summer interns who wereworking their way through college. In addition,the employers of UDA students arranged workschedules so that the full-time students could at-tend daytime classes at the community colleges.Where permanent employees of planning andhousing agencies expressed a desire to enroll inthe UDA program, these in-service studentsreceived the encouragement of supervisory per-sonnel and the added benefits of either partialor total tuition payments made by the em-ploying agencies. It was evident that urban

content-and-the-usefulness-of-the-informationdeVe101imtlif aiderWere-seiving as productivegained during the academic year. Weeklyevaluation meetings were held during the threemonths of the field work experience; both em-ployers and student interns voiced theiropinions on the relevance of instructionalmethods and materials. At the end of the internperiod, each employer submitted a written sum-mary of the achievements of the individualstudent(s) with whom he had been in close con-tact. In addition to the critiques of the UrbanDevelopment Assistant program received from

employees and that their employers were eagerto retain them as staff members. Equally as im-portant, it was clear that the employers con-sidered that participation in the UrbanDevelopment Assistant course of studies couldbe beneficial as in-service training for agencystaff members.

2:7/27

28 Responses from evaluation questionnaires sentto the supervisors of UDA graduates and un-dergraduates (See Appendix 5a. 5b.) showedthat the two year college program was con-sidered to be an effective educational base fromwhich a Planning Assistant could perform theentry-level duties assigned to him. The majorityof graduates and undergraduates who hadworked in urban development agencies ex-pressed the opinion that the UDA curriculumhad provided adequate preparation for theirjobs.

In sum. the Urban Development Assistantdemonstration project has achieved its primarygoal of developing and implementing a two-year. post-high school curricular program toprepare urban development aides for the suc-cessful performance of their assignaduties. Asthe UDA project period drew to a close, therewere two significant areas in which im-provement was needed in order to be even moreeffective in fulfilling this stated goal: a largernumber of female degree candidates should beattracted to the career program and thereshould be a continued effiin to inform thegeneral public of the scope and potential of ur-ban development careers. Given the tools andtechniques tbrmulated and tested during the lat-ter part of the UDA project period. the respec-tive administrative offices of the two communitycolleges should be in a favorable position toperform these functions.

Programs Operation

For the first three years of its operation. the Ur-ban Development Assistant project was ad-ministered as a curricular program with almosttotal autonomy within the academic structure ofthe two community colleges. in the monthsfollowing May of 1968. the career program wasgradually integrated into the Social ScienceDivision at Essex Community College and theDepartment of Urban Affairs at the CommunityCollege of Baltimore. This assimilation of theUDA program has provided an opportunity formore complete realization of the project ob-jectives.

Full-time academic staff members now havedirect and continuous contact with and controlof the curricular program. The chairmen of theacademic departments have met with theircolleagues in four-year colleges and have ob-tained agreement on the transferral of UDAcourse credits to these four-year learning cen-ters. thus erasing the stigma of a terminal or**dead end" label from being applied to the Ur-ban Development Assistant curriculum.Prospective students have thereby been satisfiedthat the UDA course of studies provides theeducational mobility that Many of the degreecandidates so desire. Better techniques forstudent recruitment have been developed andutilized. so that by the fall of 1969 the numberof entering urban development career studentshad increased to a level comparable to othercareer program enrollments.

With a unique career curriculum under theirdirect supervision, the academic division chair-men and administrative staff members mustshoulder added responsibilities in order tomaintain an efficient operation of the UDAprogram. The weight of these additional dutiescannot be minimized; in order to continue itspresent growth trend. the Urban DevelopmentAssistant program must receive the advocacy.continuing attention and full support of thedesignated community college staff members.

The Career Curriculum

In preparing his doctoral dissertation. Moses S.Koch sought answers to questions pertaining tothe content of the junior college courses whichwould be required in order to offer a viable ur-ban development career curriculum. Ananalysis of .the responses received fromprofessionals in the urban planning anddevelopment field formed the nucleus of the Ur-ban Development Assistant curriculum. Thebasic components of this original course ofstudies remain unehanged,_The_only_modifications in the UDA curriculum have beenmade in the methods of presenting the technicalinformation and skills and in selecting com-plementary general education courses and elec-tive subjects which have been found to be ofmost benefit to the degree candidate.

Basic Concepts sad Skills

Employers. undergraduates and graduates, aswell as the technical instructors have agreedthat certain basic concepts must be included inthe Urban Development Assistant curriculum.In order to provide a theoretical foundation forhis chosen career. it was found that the career

student must be acquainted with the history andgoals of the city planning and developmentprofession. In addition, the UDA student mustbe equipped with a knowledge of the political.economic. and social stimuli which affect thegrowth of a community. To round out histheoretical background. it was determined thatthe urban development degree candidate wasbenefited by a study of group dynamics and theeffects of one group's interaction with another.Two courses. the Survey of Planning and theCommunity and its Organizations. were createdto supply these basic concepts. Throughout thefive-year project period.'these courses havebeen required of every UDA degree candidate.

The technical skills which were found to beessential to the entry-level urban developmentaide were a knowledge and practice in draftingand graphic presentation and a familiarity withthe fundamentals of design. Some of the en-tering students had been able to complete anelementary drafting course in high school, inwhich case. the drafting requirements werewaived upon the approval of the course in-structor. Aside from these career special-izations, the students and employers em-phasized a need for acceptable skills in writtenand oral expression. Since the urban develop-ment aide would be expected to communicatehis findings to the general public in reports,

. speeches, letters and telephone conversations.the values of a Public Speaking course and aTechnical Writing course were reiterated duringevery curriculum evaluation discussion.

During the third year of the career program, anew request for skill development was received.Since most agency offices were dependent ondata-storing equipment. it became necessary toadd an introductory course in Data Processingto the list of suggested electives. Thus, changingoffice techniques dictated the need for the in-clusion of an additional course in the careerpreparation of urban development aides.

Adaptation to Community Needs

The curricular base for the UDA careerprogram was proposed in a doctoral thesispresented in 1961. Three years later. theprogram testing began. with the first enrollmentof Urban Development Assistant students in1964. A reorganization of the basic informationto be imparted to the student took place in theyears between 1964 and 1969. As has beenshown. changes were made to suit the needs ofthe students and the agencies within theBaltimore metropolitan area.

Another test of the curriculum was in its degreeof adaptability to meet the requirements ofother communities in this country and abniad.leormatiirn on the initiation of the curriculumwas made known to the readers of the journal ofthe American Association of Junior Collegesand of various publications of the professionalplanning and housing groups. When it becamegenerally known that the pilot project was un-der Way. requests were received for informationon all phases of the UDA program. In separaterequests, 123 universities. colleges and juniorcolleges asked for facts on the curriculum. thejob specifications and the operative methodsdeveloped by the career education project. BySeptember of 1969. 22 community colleges inthe United States and one in Canada hadestablished similar urban career programs. Notwo of the aide-level curricula were identical;all of the study programs had been adapted toserve the local communities in which they wereoffered. It was apparent that the UrbanDevelopment Assistant curriculum hadprovided a useful pattern for these subsequenteducational offerings.

Benefits of Summer Field Work

For years. educators have discussed amongthemselves the proven and the theoreticalbenefits to be derived from a work-studyprogram. Some of these discussions involvedquestions about the most practical scheduling ofthe on-the-job training and the classroom lec-tures.

Other educational leaders argued the merits ofawarding scholastic credit for the work ex-perience versus the benefits of paying a wage tothe student intern. It was decided that theUrban Development Assistant student be placedin a 3-month. paid field work assignment duringthe summer months following his first year ofcollege studies. A written summary of his dutiesand an_assessmentof_the_ quality_ of his_work_were to form a part of his college records.

In order to determine what effect his work ex-perience might have on his scholastic per-formance during the second college year. theachievement record of the 15 Urban Develop-ment Assistant graduates was compared with arandom sampling of graduates who had earnedtheir Associate in Arts degrees during the sameyears as the career program graduates. The fin-dings of this study are summarized on ChartVII.

29

30CHART VII COMPARISON OF SCHOLASTICPERFORMANCE - 1967 - 190

UDA GRADUATES (1 5) RANDOM SAMPLING GRADUATES (15)

High School Ouintile

1 1st 46 2nd 36 3rd. 42 4thO 5th 1

Course Load13 RAI-Time I2 Part-Time

Curriculum SelectedO Transfer 1215 Career 3

Change in Grade Average

Cumulative Semester"

13 11 RaisedO 1 Same2 3 Lowered

Semester" Cumulative

6 827

Grade Average at Graduation

2 A 2O r

1

13 C 12

For semester following summer field work for 11 UDA graduates.Change in grade average for one semester only."Change in grade average foe all semesters to date.

Unresolved analogise Needs

Though the content of the technical courses(See Appendix 6a-6d.) has provided a valid andusable educational base. there is a need for text-books which are specifically geared_to therequirements of the Urban DevelopmentAssistant curriculum. Most of the assignedreadings for the course of studies were madeavailable through the community collegelibraries. However, for the most effectiveteaching of such specialized subjects. it wouldbe preferable to have a textbook geared to theneeds of the undergraduate student.

A need which emerged during the final years ofthe project period was not anticipated in the

earlier plans. As more graduates of the com-munity colleges received their Associate in Artsdegrees. they urged college personnel to aidthem in their desire to enter tour -year collegesin the immediate locale. In 1964. there were no1ocaT colleges or universities whic-h wereprepared to follow up with urban studycurricula to complement the UDA courses. By1969. there were several educational centerswhich were prepared to accept credits forspecialized courses and to offer the UrbanDevelopment Assistant graduate an opportunityto continue his college education in his chosenfield or in a closely allied field. This representsmeasurable progress in intercollegiate coopera-tion, but it is an area of program operationwhich will require the continued efforts of com-munity college administrative and academicstaff members.

i

The Career Student

In evaluating the success of any undertakingwhich involves the performance of an in-dividual, the human variables must be takeninto account and compared to a realistic stan-dard of performance. In the case of the UrbanDevelopment Assistant student, the job stan-dards were *set and the student's activities werejudged by the employers; the academic stan-dards were established and the student'sachievement was assessed by the college per-sonnel.

At the same time, the-student was checking hisown progress and satisfaction in both hisprofessional and his academic accom-plishments.

Professional Growth

The employer expressed his satisfaction with theconcepts of the educational program and theperformance of individual UDA students. Notonly did the hiring agencies provide field workemployment during the summer months. but amajority of the students were retained as em-ployees during their second academic year. Inaddition, as the supervisors became morefamiliar with the capabilities of each individualstudent, it was possible to provide him witheven more challenging duties than those listedin the job descriptions for a Planning Assistant.(See Appendix 4a-4c.) By the time that thedegree candidates had received their diplomas.it was entirely possible that they had served aspart-time planning aides for a full year andtheir assigned tasks required the assumption ofmore responsibilites. Some examples of themore challenging duties arc: handling andrecording of subdivision requests: preparingand recording project cost estimates:preparation of correspondence concerninggeneral highway planning; marketing research;preparation of computer program formats:photo interpretation; zoning analysis andrecommendations for changes; and supervisionof a seven-man drafting team. These are but afew of the types of responsible tasks which wereassigned to the career students. Heightened in-terest in his job and a desire for even moredemanding assignments marked the student's at-titude following this year of on-the-job ex-perience.

Scholastic Improvement 31

It has been seen in the summary of thescholastic performance depicted on Chart VII.that the assigned field work (and continued em-ployment for a majority of the summer interns)produced a pronounced change for the better inthe grades of those who had the benefit of on-the-job training. During the second academicyear. it was possible to apply practical ex-perience to the subject matter offered in theUDA courses. It is equally significant to note.that for those graduates recorded in the randomsampling who had not had an opportunity forfield work, there was a rise in grades followingthe 3-month summer vacation for only 6students. as compared to I I UDA students whoimproved. Roughly twice as many urbandevelopment degree candidates were more suc-cessful scholastically.

Resetting Academic Goals

It is evident from the actions and attitudes ofboth the supervisors and the UDA studentswhom they employed. that the twin incentives ofincreased responsibilities and improved gradeswere an encouragement to the urban careerstudent to reset his academic sights to includetwo more years of college studies. In a careerfield where it is quite common for theprofessional staff members to have earned botha bachelor and master's degrees. the planningaide might be considered realistic to seek fur-ther education. It is not surprising to find thatsome of the career graduates were not satisfiedto continue in the more elementary tasks. oncethey had observed the more demanding role ofthe professional planning and developmentagency staff members. It was as a result of thesegraduates and undergraduates that the UrbanDevelopment Assistant program was required toadjust its earlier goals to meet the challenge ofstudent expectations.

The Urban Development Assistant Project hascompleted live academic years of operation andfrom the experience gained during this periodthe following conclusions and recom-mendations are drawn:

I. Continued inter-group articulation hasproven essential to the progress of thiscareer-education program.

Strong channels of communication shouldbe maintained with members of theprofessional field. with fellow educators.and with present and prospective com-munity college students. The AdvisoryBoard has provided an excellent op-portunity for the exchange of ideas and forinformed decision-making. The HigherEducation Council on Urban Affairs offersopportuniti's for contact with educators ofboth two-year and four-year colleges andthe College can meet with the professionalplanner at this gathering place or in theprofessional society meetings to which theurban planners have offered the educators awarm welcome. Visits to the high schoolsocial science classes have served to im-prove relations between the College and itsfeeder schools and have encouraged in-creased student enrollments.

2. The content of a curricular program forsuch a broad and dynamic career fieldshould be geared to meet changing em-ployer-needs and the several levels ofstudent expectations.

The urban planning profession and thoseparticipating in it are not locked in place.but are consistently asked to perform an in-creasing number of duties within the urbansociety The modification of job descrip-tions in the employing agencies and thecreation of new job opportunities within thecareer field necessitate an alert responsefrom the educators.

The majority of the graduates of this careerprograni have sought further education infour-year colleges. Curriculum plannersshould allow for the widest possiblelatitude in options for the career programgraduate.

3. Professionals in the urban planning fieldhave aided, and should continue to aid. theeducators in putting the planning careerpotential before the general public.

As an emerging profession, urban planningmust be recognized and understood bylarger segments of the community in orderto attract greater numbers of capable andenthusiastic career degree candidates. Thelocal chapters of professional societies maytake a leading role in identifying the goalsof the urban planner. as they have done inthe Greater Baltimore Arca.

4. The administrator of the career programshould be in full contact with members ofboth the academic and technical facultiesand have ready access to other ad-ministrative personnel of the College.

A program of career education is anamalgam of technical and generaleducation. The career program can bestserve the student. the employer and thecommunity when it, operates as an integralpart of the total instructional program ofthe college.

5. At present. technical courses in bothcolleges are offered only during the eveningsessions and there is a resultant feeling ofisolation inherent in this situation.

Scheduling is awkward and discouragingfor the full-time students who attend dayclasses and must then remain at. or returnto. the College for evening sessions. Thetechnical faculty members, usually planningagency employees. may spend only the fewhours during class time on the campus andusually find it impossible to attend collegeMeetings scheduled during their workday.When the College must schedule coursesexclusively during evening classes, a deter-mined effort should be made to includepart-time instructors and the students at-tending their classes in the observance oftraditional events and campus activities.

S2.133

34 6. The great value of work experienceassociated with classroom learning in acareer curriculum has been attested to bythe educators. the employers and thestudents associated with this careereducation program and it is recommendedthat an opportunity for held work be in-cluded. whenever feasible. in the planningfor similar educational programs in othercommunities.

In addition to providing the students with apractical framework for their academicstudies. it has been found that all of thestudents were able to earn sufficient fundsduring their period of employment in theagencies. to finance the second year of theircollege studies. As a result of the on-the-jobobservation of field work employees. Theprofessional planners have been better ableto define the role of the Planning AssistantEmployer evaluations of the student internsserving in field work assignments haveenabled the educators to assess the ef-fectiveness of course offerings and to makethe indicated corrections in the in-structional program.

7. Locally and nationally. the Urban Develop-ment Assistant Project has had an op-portunity to create a greater awareness of.and to propose an educational response to.the needs of the city. Professional plannersand educators throughout the United Stateshave recognized the concept of an associatedegree program for the preparation of ur-ban development aides as a realisticresponse to the needs of community plan-ning and development agencies and.therefore, as a long-term investment in thenationwide effort to improve the quality oflife in urban and suburban America.

THE URBAN DEVELOPMENT ASSISTANTPROJECT has designed. operated andevaluated a career-education curriculum for thetraining of assistants to professional urbanplanning and renewal personnel. To date. 62employees of 15 planning and developmentagencies in the Baltimore region have receivedcareer training through the Urban DevelopmentAssistant course of studies.

At the conclusion of the demonstration projectperiod. the Urban Development Assistantcurriculum has been integrated into the depart-mental structures of the Community College ofBaltimore and Essex Community College. Thecurricular program will continue in operationin these colleges as long as there is a communitydemand for support personnel to staff the urbanplanning agencies in this area and an active in-terest on the part of community college studentswho wish to serve in the urban developmentcareer held.

In view of these findings. kis judged that THEURBAN DEVELOPMENT ASSISTANTPROJECT has effectively achieved its stated ob-jectives.

V,

35/36 1. Urban Development Assistant ProjectRevised brochure.

2. UDA Awards

3. Career Opportunities Open to Graduates

4. Job Descriptionsa. Baltimore Cityb. Baltimore Countyc. State of Maryland

S. Evaluation Questionnairesa. Field workb. Graduates

6. Suggested Course Outlines, Textbooksand Classroom Suppliesa. Survey of Planniag Courseb. Urban Planninis .:raftingc. The Community and its Organiza-

tionsd. Graphic Presentation

7. Newspaper Articles

.

REVISED UDA 37INFORMATION BROCHURE - 1968

This updated Urban Development Assistunt career folderwas prepared in 1968 for distribution to prospective EssexCommunity College students and to local and nationalplanning and housing agencies. high schools and colleges.and cummunity groups.

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38 THE ARTHUR McVOYMEMORIAL AWARD

To be awarded each year to the most promisingstudent in the Urban Development AssistantProgram at either Essex Community College orthe Community College of Baltimore by theBaltimore Chapter of the American Institute ofPlanners.

The award shall consist of a minimum amountof $100, which shall be credited directly to therecipient's tuition account by his school.

The recipient of the award shall be chosen eachspring by the UDA faculty, from among thosefirst year, full-time students in both Collegeswho appear to be the most promising, subject tothe approval of the Deans of the Colleges.

LESLIE H. GRAEF AWARD

Awarded annually to a student in the UrbanDevelopment Assistant program in honor ofMr. Graef, the Deputy Director for theBaltimore County Office of Planning andZoning, for his contribution to the program.

The award consists of a $50.00 scholarship,payable in two semester installments, creditedto the recipient's tuition at Essex CommunityCollege.

The recipient is selected by the U.D.A. facultyand director. Both full-time and part-timeU.D.A. students are eligible.

FRANZ J. VIDOR AWARD

Awarded annually to a student in the UrbanDevelopment Assistant program in honor ofMr. Vidor, the Director of Planning for theBaltimore City Department of Housing andCommunity Development. for his contributionto the program.

The award consists of a $50.00 scholarship,payable in two semester installments, creditedto the recipient's tuition at the CommunityCollege of Baltimore.

The recipient is selected by the U.D.A. facultyand director. Both full-time and part-timeU.D.A. students are eligible.

URBAN DEVELOPMENTASSISTANT PROGRAM

Career Opportunities Open to Graduates

Planning, Urban Development,and Urban Renewal

Assistant Planning AnalystDraftsman or DesignerPublic Administration AideTechnical WriterPlanning AssistantResearch Assistant

Public Housing

Housing InspectorTenant Area Coordinator_Area Project Aide_

Real Estate, Property Administration,Private Commercial and IndustrialDevelopment

Property Management AssistantShopping Center Management AssistantField Executive Assistant in Property

Construction and Development

Public Development (State and Local)Assistant in:Industrial Development CommissionsConservation of Natural ResourcesParks AdministrationWater Resources Control

Public Works, Health, Protective Services

Assistant to Professionals in :Traffic ControlHighway and Roads CommissionsPublic UtilitiesPolice, Fire, and Health Departments

Community Activities andHuman Relations A4tivitiesAssistant to:Directors of Recreation CouncilsRace Relation OrganizationsWelfare AgenciesPlanning & Housing AssociationsPTA Councils

Administrative Control 39Property Control Clerk in

Urban Renewal AgencyMaintenance Control ClerkStatistical ClerkAdministrative SecretaryEditorial SecretaryPersonnel Assistant

NonProBt OrganizationsAdministrative Assistant in:Improvement AssociationsPhilanthropic OrganizationsCivic and Service GroupsFund-Raising Groups-Political OrganizationsHistorical SocietiesLabor UnionsReligious GroupsPolitical Action Groups

ti yr

40 CIVIL SERVICECOMMISSION OF BALTIMORE

CLASS TITLE:

PLANNING ASSISTANT

Minimum Qualifications: Graduation from ajunior or community college of recognizedstanding with specialization in urban,slevelop-ment.

Examples of Duties:Assisting in collecting and compiling planningdata;

Making statistical computations;Conducting field or office land use surveys;Preparing maps, drawings, sketches, and plansof land use, public facilities, streets, and ex-pressways;

Constructing models and relief maps;Preparing graphic presentations of statisticaldata, including maps, charts, graphs and tables;Assisting in the writing of technical reports.

PLANNING ASSOCIATE

Minimum Qua/if/cations: Graduation from auniversity or college of recognized standingwith a degree in city or regional planning, ar-chitecture, or landscape architecture, or urbanstudies;

orGraduation from'a junior or community collegeof recognized standing with specialization inurban development and two years of experiencein city planning work.

Examples of Duties:Assisting in preparing planning studies onvarious economic, social and population fac-tors;Compiling source material from maps and fieldvisits;

Applying statistical or other technical methodsto historical data to derive predictions andestimates;

Analyzing and verifying data;Preparing maps, drawings, sketches, and plansof land use, public facilities, streets, and ex-pressways;

Making planning studies and writing reports onspecifically assigned problems.

BALTIMORE COUNTYOFFICE OF PERSONNEL

CLASS TITLE:

PLANNING ASSISTANT 11

Minimum Qualifications: Graduation from arecognized high school and two years of ex-perience in sub-professional planning or aclosely related field;

orEquivalent combination of training and ex-perience. (Undergraduate work in college oruniversity of recognized standing may be sub-stituted for experience on a year for year basis.)

Examples of Duties:Compiling data for use in planning studies;Preparing plans or sketches of planning studies, -legal descriptions, and assessment records;

Preparing charts and tabular reports;Making field or office land use surveys;Making perspective illustrations;Assisting in reviewing and revising plans forsubdivisions and building;Preparing base maps.

PLANNING ASSISTANT I

Minimum Qualifications: Graduation from auniversity or college of recognized standingpreferably with orientation toward the field ofplanning;

orGraduation from a recognized high school andfour years of experience in sub-professionalplanning or in a closely related field

orEquivalent combination of training and ex-perience.

Examples of duties:Collecting various data from County planners,compiling the data and using it to preparegraphic exhibits of the information, such asmaps and charts;

Assisting in preparing detailed studies onpopulation, land use, highways, zoning, sub-divisions, public facilities and site planning;Reviewing and revising plans for subdivisionand building;Developing statistical data for use in planningstudies;

Recommending solutions for project planningproblems;Supervising subordinate personnel engaged inplanning studies or map work.

COMMISSIONER OF PERSONNELOF THE STATE OF MARYLAND

CLASS TITLE:

PLANNING ASSISTANT IMinimum QualUications: Graduation from anaccredited junior or community college withspecialization in urban planning or develop-ment

orGraduation from an accredited junior or com-munity college, without specialization, plus oneyear of recent experience in drafting: illustra-ting. commercial art, personnel and budgeting.technical writing, public relations, photogra-phic interpretation. cartography. programming.systems analysis, community organization, orsuhprofessional engineering.

orGraduation from a standard high school andthree years of experience in any of the abovefields.

PLANNING ASSISTANT IIMinismun Quaii.fiatt ions: Graduation from anaccredited junior or community college withspecialization in urban planning and develop-ment and three years of related experience ortwo years of planning experience.

orCompletion of 60 semester credits in an ac-

.credited college or university and five years ofrelated experience or three years of planningexperience

orGraduation from a standard high school andeight years of related experience or five years ofplanning experience.

PLANNING ASSISTANT IIIMininuun Qualifications: Graduation from anaccredited junior or community college withspecialization in urban planning and develop-ment and six years of related experience or ouryears of planning experience

orCompletion of 60 semester credits in an ac-credited college or university and seven years ofrelated experience or five years of planning ex-perience.

orGraduation from a standard high school and tenyears of related experience or seven years ofplanning experience.

Examples of Work Pep:limited by PlanningAssistants:

Assisting in the development, promotion andcoordination of local. regional. or State tran-sportation planning programs;Assisting in obtaining and compiling statisticaldata on such areas as population. housing. tran-sportation and zoning;

Assisting in reviewing and analyzing such fac-to rs as the natural resources and socio-economic conditions of a given area or com-munity;

Assisting in developing and preparing charts,maps, diagrams and other graphs and illustra-tive materials;

Assisting in the preparation of simple reportsand publications;

Assisting with the tiling and indexing of librarymaterials and maps;

Operating a calculator;Performing simple drafting work;Training in the use of standard statisticalmethods and procedures used in planningstudies and programs..

4.

41

42 URBAN DEVELOPMENT ASSISTANT PROJECT

EVALUATION OF UDA STUDENTS IN SUMMER FIELD WORK

Name of Employing Agency

Name of Student Employed

Name and Title of Student's Supervisor

Dates of Student's Employment: From

Wage Rate (per hour or week)

To

Average Work Load (hours per week)

If the student worked overtime, was he paid-for this or given compensatorytime?

Describe briefly the project(s) in which this student was involved:

PERSONAL EVALUATION

Evaluate the student objectively, comparing him with other student; ofcomparable academic level, with other personnel assigned the same .)1,similarly classified jobs, or with individual standards.

RELATIONS WITH OTHERS ATTITUDE - APPLICATION TO WORK

Exceptionally well acceptedWorks well with othersGets along satisfactorilyHas some difficulty working with othersWorks very poorly with others

JUDGMENT

Exceptionally matureAbove average in making decisionsUsually makes the right decisionOften uses poor judgmentConsistently uses bad judgment

ABILITY TO LEARN

Learns very quicklyLearns readilyAverage in learningRather slow to learnVery slow to learn

Outstanding in enthusiasmVery interested and industriousAverage in diligence and interestSomewhat indifferentDefinitely not interested

DEPENDABILITY

Completely dependableAbove average in dependabilityUsually dependableSometimes neglectful or carelessUnreliable

QUALITY OF WORK

ExcellentVery goodAverageBelow averageVery poor

FIELD WORK EVALUATION (cont'd.) 43

ATTENDANCE: Regular Irregular

PUNCTUALITY: Regular Irregular

OVER-ALL PERFORMANCE: Outstanding Very Good Average Marginal

Unsatisfactory

What traits may help or hinder the student's advancement?

Would you consider this student for permanent employment in your agency,following his graduation?

Additional remarks (Use back of this page, if necessary.)

Has this report been discussed with the student?

GENERAL INFORMATION

In your estimation, will this be the type of work this student will beexpected to perform upon graduation from the UDA program?

If not, indicate what other jobs you might expect an Urban DevelopmentAssistant to perform:

Taking into consideration the fact that first year UDA students havehad only two technical courses, Survey of Planning and Urban PlanningDrafting, do you feel this particular student's preparation was:

Good Adequate Poor

What type of college training do you feel an Urban Planning-Assistantshould receive (both academic and technical), in specific subjects?

Give a rough estimate of the number of Urban Development Assistantsyour department might use during the next few years.

Will you be willing to employ one or more UDA students during sub-sequent summers?

Additional remarks

Signed:(name) (title)

Date

44 UDA GRADUATES

SUPERVISOR'S QUESTIONNAIRE

URBAN DEVELOPMENT ASSISTANT PROGRAM

Essex Community CollegeCommunity College of Baltimore

URBAN DEVELOPMENT ASSISTANT graduate,has been under your supervision (or a member of the staff) since

(His, Her) current job classification iswith a salary of (approximately)

I. Duties Performed (most recent)

per year.

II. Performance of Tasks Assigned

Excellent Average

Very Good Poor

III. Additional Skills Needed (not present in employee)

IV. How does employee (UDA graduate) compare with other staff memberswith equal job experience, but without Urban Development Assistanteducational preparation?

A. No apparent different in employee's performance

B. Urban Development Assistant graduate better prepared to assumeassigned responsibilities

Comment:

UDA GRADUATES (cont'd.) 45

V. Does employee show signs of professional growth? Yes No

Explain:

VI. Ten of the twelve Urban Development Assistant graduates (to date)are now attending four-year colleges or universities. Would youfavor offering an option of a 15 semester hour certificate. program,as well as the present 62 semester houi. Associate in Arts degreeprogram now offered beginning Urban Development Assistant students?Yes No

If so, what skill or theory courses would you consider essential?(Please check as many as you feel are required.)

Survey of Planning (Theory, history, community planning and urbanrenewal problems)

Drafting

Graphic Presentation

Community and its Organizations

Urban Sociology

Others:,

Data Processing

Office Procedures

Cartography

Urban Geography

If not I- explain:

VII. Would you recommend that an Urban Development Assistant graduatecontinue beyond his two-year college education and the Associatein Arts degree level?

Yes No

Explain:

46 VIII. In your opinion, is the employee (UDA graduate) growing profes-sionally at.such 4 rate that he should receive an increase insalary or an advance in job classification within the next year?

Yes No

IX. Would you recommend that men and women interested in urban develop-ment careers seek educational preparation in the present UrbanDevelopment Assistant curriculum?

Yes No-Explain:

t

SURVEY OF PLANNING

DESCRIPTION OF COURSE

This course has. as its major goal. the in-struction of urban development assistants whoseresponsibility will be to produce technicalmaterials which will be the basis for planningand renewal activities. within the framework offederal. state. local and public-private relation-ships. In order to achieve this proficiency.students must first obtain an understanding ofthe skills necessary to produce the requiredmaterial; second. understand the relation bet-ween the different planning studies: third, graspthe role of this material and these studies in theplanning and renewal process.

The Survey of Planning course is to assist thestudent in obtaining this proficiency byreviewing the needs. purposes. and contents ofcommunity planning and renewal and bypresenting the methods and techniques uponwhich planning and renewal decisions arebased. Attention, in all instances, will bedevoted to the physical. social. and economicaspects of urban existence.

COURSE OUTLINE

I. Urban Development and the Need lin-Planning

Historical Development of the 'CityBrief review of the functions and charac-teristics of pre-industrial cities: thedevelopment of the modem city: and theevolution of the modem city with em-phasis on the social. economic and tech-nological factors involved.

The Land Use Structure of Urban Areas

Examination of the patterns of land use inurban areas; topographic, transportation.economic, social and public interest de-terminants of urban structure.

Urban Problems

The major problems faced by urban areastoday. for example; slums and obsole-scence. the flight of higher and middle in-come groups to the suburbs. the concen-tration of lower income problem familiesin the inner city. the decline of the centralbusiness district and other older commer-cial areas. traffic congestion. urbansprawl. finance and taxes. etc.

II.

Ill.

ITIFNii7qHow city planning can help solve urbanproblems; the limitations of physical plan-ning as a means of solving the problems:complementary economic and social pro-grams that are needed: and the problemsof reconciling planning and individualfreedom in a democracy.

The Cimeepr..Organization and Contents of Planning

General Concepts.Organization and Contents of PlanningBasic concepts: planning. plans. the plan-ning process. programs: plaits. as distin-guished from forecasts and inventories.standards. density. etc.

The Organization of PlanningThe legal basis and legislative frameworkof planning in the U.S.. the hierarchy ofplanning agencies from local to national.relationship of organization to the plan-ning process viz.. the complex ofrelationships between staff. commission.governmental policy makers and privateinterests.

Contents of Planning

Description of the various facets of plan-'ning including: the master plan, site andproject planning. subdivision control.zoning. urban renewal and related socialand economic programs.

The Methodology of PlanningThe steps involved in the planningprocess.

The Techniques of Planning

A. Planning Studies

Information for PlanningThe types of maps used. in planning.information recorded on maps. theimportance of data. sources of data.and how data is handled and stored.

Statistical MethodsConstruction of tables. graphs andcharts and .description of selectedstatistical techniques and conceptsused in planning studies.

47

48 -Social and Dernographic FactorsThe purpose of population analysesand projections. and description oftechniques of analyzing and forecast-ing population growth and change.

Economic StudiesThe purpose of economic studies inplanning; types of economic studiesand how such studies are utilized inplanning.

Lund Use Studies and PlanningThe categories of land use and theirlocational characteristics, the landuse inventory and land use studies.determination of future land userequirements. determining the poten-tial land suitable for the various uses.and achieving balance between futuresupply and demand and between uses.

Transportation_Types of transportation facilities. theelements of a circulation system. in-terrelationship between land use andtransportation. traffic studies and thecomprehensive land use tran-sportation study.

Utilities and Lund UseDescription of water supply. sewerageand other utility systems. general ap-proach to planning of such facilitiesand their influence on land use pat-terns.

Urban DesignConcepts and theories of urban

design. design as a structural elementin the plan. the image of the city. ar-chitectural and historic preservation.etc.

B. Programs and Methods )j Plan Elfret nation

Zon ing

Concepts in zoning. the elements of azoning ordinance. studies required inpreparing an ordinance and the ad-ministration of zoning.

Subdivision RegulationsDefinition and explanation of landsubdivision; and the role. content andadministration of subdivision regula-tions.

Housing and Other Codes:Related Governmental ProgramsDescription of the housing code andof certain other regulatory measureswhich relate to urban development;description of related municipalsocial and economic programs.

Capital Improvement ProgramThe concept of the capital improve-ment program. its use as a tool forplan effectuation and for rationaliz-ing municipal finance and relation ofthe program to political reality.

Urban Renewal and S_lumsI. History of slum clearance in the

U.S.: the "housing movement";the public housing program; andthe evolution of the urban renew-al program.

2. Urban renewal operation: typesof programs: steps in renewal; theworkable program: the generalneighborhood plan and the com-munity renewal program.

RESOURCES

Reading

Texts to be purchased:

Shuns & Social Insecurity. 1st Ed.. Schoor

The Urban Pattern: City Planning & Design

Local Planning Administration. , InternationalCity Managers Association

Cities. Scientific American. 1965

Reading assignments will be given throughoutthe course from the texts and also from materialavailable in the Library. Some of these readingswill be required. others will be optional and forthose students who wish to pursue particularsubjects in greater depth.

URBAN PLANNING DRAFTING

1 hour of lecture - .4 hours of studio work per.week

DESCRIPTION OF COURSEBasic drafting for urban and regional planningwork. Practice in drawing maps and plans,gaining experience in the use of drafting in-struments. materials, and techniques andrelated lectures.

COURSE OUTLINELectures (not necessarily in order of presen-tation)

I

2-

3-

4 -

5 -

6 -

7 -

8 -

9 -

10-

Map and plan reading. (Types of mapsand plans, understanding and interpre-tation)The land use plan. (Introduction todrawing of map)The design plan.. (Slide lecture ofevolution of 2 plans, Urban Renewaland Columbia project)Data maps. (Types, methods of datacollection)Contour maps. (Analysis and reading ofcontours)Illustrative site plans. (Shadows, ren-dering)Review of drafting aids. (Generally,those not used during studio work)Reproduction methods. (Advantagesand disadvantages and costs of methods)The kind of work the UDA student willdo.Criticism and general discussions ofstudent work. (At periodic intervals)

Projects

Exercise in drafting and lettering.The first problem will be an Urban RenewalPlan (project to be determined).

I - Base map (Block and lot outline only)2 Existing land use (Color)3 - Existing land use (Black and white Zip-A-

Tone)4 - Illustrative site plan (Showing shadows

and trees)The second problem will be a regional project

using Columbia as a base.5 - Regional location map (Color)6 - Work contour map (Grade survey, ridges.

trees)7 - Final project

TEXTBOOK AND MATERIALS NEEDEDFOR URBAN PLANNING DRAFTINGGeneral Drafting. by Fryklund and Kepler

Materials:Drawing BoardTSquareTriangle. 30-60 degreeTriangle. 45 degreeDrafting TapeEraser. pink pearlErasing ShieldDrawing Pencils or Mechanical Pencil and

leads. 2 H. H. 3HEngineer's scale

rver'!--

41ePt

101010-71WIL OE '--

49

50 THE COMMUNITY AND ITSORGANIZATIONS

Ld

DESCRIPTION OF COURSEThe purpose of this course is to providestudents with:(1) An understanding of the history of the

voluntary community organization and itsimportance both to individual citizens andour democratic society.

(2) A knowledge of the characteristics of com-munity organizations and their membersand some of the problems of organizationsin our modern urban society.

(3) A familiarity with the operations of com-munity organizations - structure,techniques of group dynamics, the role ofthe member, leadership, and methods ofgroup action.

(4) A knowledge of some of the most im-portant community organizations con-cerned with the problems of the urban areaand how these organizations fit into thecommunity structure.

(5) An understanding of the reasons for lackof citizen participation among urban slumdwellers and some of the proposals forsolutions.

COURSE OUTLINESection I. History and Significance of theVoluntary Organization in America

Factors in our history which have made thevoluntary organization a distinguishingcharacteristic of American life. Descriptionof some of the organizations which havehad a great influence on American life. Therole of the voluntary organization in ademocratic society 'and some of the dif-ferent functions which such organizationsfulfill.

Required Reading:Cohen, Nathan E., The Citizen Volunteer.Chapters I, 2, and 3Smith, Bradford, Why We Behave LikeAmericans. Chapters VI and VIITocqueville, Alexis de, Democracy inAmerica. Volume I, Chapters XII and XIV;Volume II, Second book, Chapters IV - VIIand Appendix II, pages 389-444.

Section 2. Characteristics of VoluntaryOrganizations and Their Members

Definition of the community organization,kinds and numbers of organizations, andthe fields in which they operate. Who joinsorganizations and why? What is the extentof participation in the United States? Someof the problems of organizations today.

Required Reading:Cohen, Nathan E., Op cit.. Chapter 16, 17,and 18

Section 3. How Community OrganizationsOperate

Structure of organizations in a democracy,leadership techniques and training andtaking action in the community. Methodsfor insuring the effective and democraticoperation of organizations with a maximumof membership participation, with an in-troduction to group dynamics.

Required Reading:Group Dynamics and Social ActionHandbook for Leaders of OrganizationsTaking Action in the CommunityMcKee, Elmore, The People Act. Preface.Chapters VIII and IX

Section 4. Community Organitations in the Ur-ban Metropolis

Definition of the community and themetropolitan area. Characteristics of thepopulation and housing of the Baltimorearea which are the basis of many of itsproblems. Some of the problems of theBaltimore area and the important com-munity organizations which are trying tosolve them. Relationships of suchorganizations to government agencies.

Required Reading:

Baltimore City. Department of Planning,Population and Housing.Baltimore Section,National Council of Jew-ish Women. The Unaccepted BaltimoreansHunter. David R.. The Slums - Challengeand Response. Pages 1-107. SteeringCommittee for a Plan for Action. To Openthat Door.

Section 5, Community Organizations in UrbanSlum Areas

The lack of citizen participation by residents.Inability of community organization torelate programs to felt needs of suchresidents. Proposals for solution such asBaltimore's Community Action program.Harlem Park Neighborhood Association.Mobilization for Youth in New York. andprogram of the Industrial Areas Foun-dation.

Required Reading:Hunter. David R.. The Slums - Challengeand Response. Chapters III-VIIISilberman. Charles E.. Crisis in Black andWhite. Chapters I and XSurvey of Action Area Residents

(Books and articles listed as required readingare available in the college Library.)

GRAPHIC PRESENTATION*DESCRIPTION OF COURSEThe purpose of the course is to enable thestudent to effectively present data in graphicform. Subject matter will include the principlesof graphic presentation, methods by whichstatistical and descriptive material and spatialand organizational relationships may berepresented. and the limitations and op-portunities presented, by different methods ofreproduction and presentation. Lecture classeswill be accompanied by studio periods duringwhich students will prepare graphic informationrelating to specific problems such as might beencountered in planning practice.Materials:Students will be expected to have acquired theequipment needed for the Urban Planning Draf-ting course. In addition, each student should beprepared to spend $3 - $5 for materials andcosts of reproduction.

COURSE OUTLINEFour studio projects will be- assigned. Eachassignment will be graded separately andtogether they will be taken to indicate thestudent's graphicability.'There will be no finalexamination. Assignments will cover thefollowing subjects:

1. Regional map - Identification of a par-ticular locality relative to large-scale landand development patterns - towns, air-ports. roads, rivers. etc.

2. Site plan - Identity and layout of naturaland man-made features within a par-ticular locality - trees. buildings, play-grounds. etc.

3. Statistical chart or graph' - Graphicrepresentation of numerical relationships- population growth. composition.movement. etc.

4. Diagrwn - Graphic representation of ab-stract ideas or concepts - spatial relation-ships. growth patterns, recording sequen-ces. etc.

No less than three sessions will be allowed foreach assignment. These sessions should be mat-ched by an equal amount of time spent on theproject at home.

*After 1968, this course was added to UrbanPlanning Drafting in a combined Draf-ting /Graphics course.

51

52 The Community Press-316168

Dundalk High Seniors Planning,

Urban Development DiscussedAs a part of their study of

the problems facing the nation'scities and suburbs, over 450Dundalk Senior ISO Schoolsocial science students dis-cussed planning and urban de-velopment with professionalplanners and Essex CommunityCollege planning studentsduring the past month.

Scheduling for the guestspeakers was arranged byHarold Pearson,social sciencedivision chairman at DundalkSeder High School, with theassistance of Mrs. BettyeGardner, director of the UrbanDevelopment Assistant pro-gram at Essex Community Col-lege.

Meeting with students duringregular class sessions in Feb-ruary, the visitors included twoveteran planners, Mrs. ConnieBarker and Burton Cohen andtwo Essex Community Collegestudents, Mrs. Jean Eatonand Leroy Ogle. Mrs. Barkerand Mrs. Eaton are staff mem-

o,.

The Evening Sun-7126168

hers of the Regional PlanningCouncil. 'Mr. Coheniaaminci-Pal city planner for the Balti-more Urban Renewal andHousing Agency, whileldr. Ogleis employed as a planningspecialist with the BaltimoreCounty Office of Pinola andZoning. As employees of plan-nhg and housing agencies, allof the speakers discussedspecific problems caused bypopulation increases in Balti-more County, Baltimore Cityand nearby areas.

Among the visitors who metwith Dundalk students was Mrs.Jean Eaton, a Dundalk resi-dent and the mother of twoteenagers. Sherrie and Tim.In addition to caring for herfamily and attending college,Mrs. Eaton is a full-time employ** of the Regional PlanningCouncil.

A deep-rooted interest ingoodcommunity life led Mrs. Eatoninto local volunteer work in

the Girl Scouts and on to herpresent career in the planningprofession. last October, shewas called upon to share herexperiences with women frontevery state in the nation whenshe participated in a New Yakgathering of the National Coun-cil of Women in the -UnitedStates. Jean Eaton is a livingexample of the session topic,"New Ways of Using Womento Attack Urban Problems".

In her talks with Dundalkstudents, Mrs. Eaton stressedthe need for varied talents inthe planning pretession, "Wecan't all be writers or statisti-cians or draftmen, but all ofthese are needed In this newfield. What Is needed mostis the person who wants toimprove his conununity, topre-vent problems throughpripera-Hon."

Similar presentations arescheduled to take place in othersenior high schools in Balti-more County during the months

Jeffersonhut-9112168

of March, April and May. Pro-fessional planners and UrbanDevelopment Assistant studentsat Essex have voluntseraltheirtime to address social scienceclasses whenever their serv-ices are requested. Arrasge-mints for the speakers arecoordinated by the Urban Do-velcgasent Assistant office, Es-sex Community College, Balti-more County, Maryland 21237,or by calling Mrs. Gardner at6824000, ed. 217

Planners Visit Essex College Urban Development Program At

Essex Stresses Hwnon YokesIbalttmers County Sweat)

Two international plannersare visiting the Essex Commun.ity College campus today tolearn first-hand what is beingdone in the urban developmentassistance program at the col-lege.

Domenico de Caro, chief ofthe Training Division of theFoundation for CommunityDevelopment and Planning,Caracas, Venezuela, and DonOok Kim, associated with theKorean Ministry of Construc-tion, will visit Mrs. Bet B.Gardner, director of the

tyeurban

development assistance curri-culum at Essex.

Arrested By U.S.The visit was arranged by

Bruce Daniels, program officerof the Division of International

Affairs at the United States De-partment of Housing and UrbanDevelopment.

Five additional planners fromforeign countries also are visit-ing Baltimore area planningand urban development trainingcenters in an attempt to gatherinformation for instituting urbandevelopment training centers intwo and four-year colleges intheir own countries.

Essex Community College andthe Community College of Balti-more were the first colleges inthe United States to introducetwo-year

curriculurban

ums.development

*aiming

"Community planners and assistants to community plannersmust care about the lives of thepeople living within the corn.munity," according to the themeof a new urban development as.sistant curriculum brochurepublished by Essex CommunityCollege.

Mrs. Bettye B. Gardner, direc.for of the Urban DevelopmentProject at Essex, states that theconcept of humanization of acommunity is the real concernof the planner. "He, or she, isnot so concerned with bricksand mortar that he overlooksthe health, safety, morals, pros.perity and general welfare ofthe residents of the community." she says.

The new brochure centers a.round the slogan, "If You CareEnough . , . Plan the VeryBest." Designed to familiarizethe reader with the scope andcontent of the Urban Develop-ment Assistant Program offeredat Essex Community College,the brochure contains a sum-mary of the career of a planningassistant and a description ofthe specialized courses offeredin urban development.

Included in the two.year as

sociate in arts program are basic

courses in arts and sciences, re.lated courses in sociology, polltical science and public speak-ing, as well as the specializedcourses in urban development.In addition, a portion of eachfull.time student's program is afield work assignment of em.ployment in an operating plan.fling agency, according to thebrochure.

The Urban Development As.sistant Program is made possiblethrough a grant from the U.S.Department of Housing and Ur.ban Development as a demon.stration project involving EssexCommunity College and theCommunity College of Bald.more. Twenty-one full and part.time Essex Community Collegeand Community College of Bal.timore Urban Development As.,sistant students are now employ.ed in local planning or housingagencies.

Copies of the Urban Develop.ment Assistant brochure and sp.plications for admissions maybe obtained from: Essex Com.munity College, Director of Ad.missions, Baltimore County, Md.21237, or by calling 682.6000.