{"id":1749,"date":"2016-02-17T18:55:50","date_gmt":"2016-02-17T18:55:50","guid":{"rendered":"https:\/\/blogs.miad.edu\/service\/?page_id=1749"},"modified":"2019-10-15T20:24:34","modified_gmt":"2019-10-15T20:24:34","slug":"annual-report-2014-2015","status":"publish","type":"page","link":"https:\/\/blogs.miad.edu\/service\/zz-archives\/annual-report-2014-2015\/","title":{"rendered":"Annual Report 2014-2015"},"content":{"rendered":"

Introduction<\/u><\/strong><\/p>\n

As MIAD\u2019s Service Learning Program concludes its fourteenth year, we continue to build our relationships with our community partners and to make substantial contributions to many different sectors of the southeastern Wisconsin community. Every year we get many compliments from partner agencies on the creativity and dedication of MIAD students.<\/p>\n

Our student\u2019s hard work has not gone unnoticed. The Milwaukee Institute of Art & Design remains a member of the President’s Higher Education Community Service Honor Roll. The Honor Roll recognizes colleges and universities that support exemplary community service programs and best practices in campus-community partnerships.<\/p>\n

MIAD distinguishes itself as a leader in art and design colleges by being one of the first to implement a required Service Learning Program comprising intensive courses and a minimum of 35 hours of community service per student.<\/p>\n

During the period of time covered by this report (Summer 2014, Fall 2014 and Spring 2015), students worked approximately 4,523<\/strong> hours in southeastern Wisconsin nonprofit agencies. According to research done by the Independent Sector Organization, the value of volunteer time in 2014 was estimated at $23.07 per hour. This means that over the last year, MIAD students contributed over $104,356<\/strong> in volunteer labor to improve their local communities.<\/p>\n

Aside from the impact on the community, the value of the program is what it offers to each of the students who participate. Service Learning adds a rich, hands-on component to their education. It gives them the opportunity to experience and discuss the many ways in which individuals can make a positive impact in the communities they are a part of. MIAD students are discovering previously untapped skills and revealing new components of their personalities.<\/p>\n

As the college seeks ways to distinguish its strengths, we find that our students are increasingly making use of their Service Learning experiences to guide their professional endeavors.<\/p>\n

A notable example from the past year was one student\u2019s experience helping to design a community farm for the service component of the Service Learning course.<\/p>\n

Adam Carter came into the summer 2014 course with a background in landscaping and a major in Industrial Design, both of which would be great assets in his pursuit to assist with the design of the farm.<\/p>\n

At the time, Pete\u2019s Fruit Market, a neighborhood staple on Milwaukee\u2019s south side, and non-profit CORE\/El Centro, had been engaging in initiatives to promote nutritious foods and healthy lifestyles to the surrounding community. They had begun a project to create an urban farm down the block from Pete\u2019s that would raise fruits, vegetables, chickens, and honeybees.<\/p>\n

Adam ended up creating a design rendering, plan view, and PDF presentation of the farm that CORE and Pete’s utilized in a presentation to their donors (see below image<\/em>).<\/p>\n

\"CarterAdam_Community<\/a><\/p>\n

Stephanie Calloway, CORE\u2019s Garden and Nutrition Program Coordinator, who initially made the opportunity available to MIAD students, explained,<\/p>\n

\u201cWhen Adam joined the project we had a grass-covered vacant lot, a few organizational partners, and a great idea. He helped us to bring the great idea into a tangible vision that we could share with community members at our first Open House. This design was also leveraged to bring in some of the initial funds for the project.\u201d<\/p>\n

With the collaborative efforts of all involved, \u201cPete\u2019s Farm\u201d was actualized and open by June 2014. It currently sells produce at two weekly markets, and community members come out on Wednesdays to pick their own produce. Ongoing programming continued through 2015.\u00a0<\/em><\/p>\n

\"Before_Vacant<\/a><\/em><\/p>\n

\u00a0<\/em><\/p>\n

\u00a0<\/em>Left: The vacant lot prior to the construction of the farm.<\/em><\/p>\n

Below Right: The completed community farm as of October 2014.\u00a0<\/em><\/p>\n

\"After_Completed<\/a><\/em><\/p>\n

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Ultimately, Adam says,<\/p>\n

\u201c\u2026the best part was finding out that the deliverables I produced exceeded expectations. I really wanted to do something useful for CORE and to hear that I was successful in that was simply fantastic.\u201d<\/p>\n

For more information about the people and organizations involved, please see the links below:<\/em><\/p>\n

Pete\u2019s Farm: http:\/\/petesfruitmarket.com\/the-market\/community-farm\/<\/a><\/p>\n

CORE\/El Centro: http:\/\/www.core-elcentro.org<\/a><\/p>\n

The Service Learning Course<\/u><\/strong><\/p>\n

HU380 is an interdisciplinary course with a service-learning component and is designed as the synthesis of a student\u2019s four-year humanities and social science experience. Through intensive reading, writing, research and oral assignments, students analyze social issues and topics in order to evaluate how different groups and communities function and work towards resolution.<\/p>\n

The Service Learning course topic changes periodically and is developed and taught by different members of the faculty. In addition to guiding students through their individual service experiences, each instructor introduces the students to important concepts in the humanities and the sciences. In the past year, the following courses were taught:<\/p>\n

\u201cBuilding Community\u201d<\/strong><\/p>\n

Julia Kirchner<\/p>\n

In this section of HU380 we will be examining how communities are constructed in different ways. Like urban anthropologists we will consider the three perspectives of physical structure, systems of social organization, and collections of attitudes and ideas. Our primary focus will be on how different spatial and cultural locations could be positively constructed as \u201cdiversity\u201d or negatively constructed as inequality. Through our service learning component each student will use participant observation to research and discover how one non-profit agency tries to reinforce the idea of active community building.<\/p>\n

\u201cPlant Yourself: Connecting Food, Society, and Agriculture\u201d<\/strong><\/p>\n

Mark Caldwell<\/p>\n

This section of HU380 will utilize sociology as the basis for understanding issues surrounding food. Foundational theories and supplemental readings on culture, technology, organizations, the family, religion, and economics and the state will underpin our understanding of how food systems operate. This course addresses these social aspects of food production and consumption based on a historically situated approach, which shows this relationship through information known about particular periods. In addition to learning about food systems from a macro-social perspective, you will also personally engage your community and ideas at the micro-social level. Involvement will include developing real solutions to global and local food issues by situating yourselves as actors within various positions of government, finance, and farming.<\/p>\n

2014-2015 Service Learning Placements<\/u><\/strong><\/p>\n

MIAD currently has more than 200 community partners throughout the southeastern Wisconsin area. There are many organizations with varying missions, and the faculty, supported by the Academic Service Learning Program Assistant, work with students to identify placement opportunities that will provide further enrichment of the curricular topics being explored in the course.<\/p>\n

Following the name of each community partner listed below is the number of students who worked at that placement during the past academic year:<\/p>\n

A.E. Burdick Elementary & Middle School \u00a01<\/strong>
\nArtists Working in Education \u00a03<\/strong>
\nAurora Health Care \u00a02<\/strong>
\nBen Franklin Elementary School \u00a01<\/strong>
\nBoys and Girls Clubs of Greater Milwaukee \u00a01<\/strong>
\nBradford High School \u00a01<\/strong>
\nBruce Guadalupe Community School \u00a01<\/strong>
\nChildren\u2019s Hospital of Wisconsin \u00a01<\/strong>
\nCoalition of Photographic Arts \u00a01<\/strong>
\nCORE\/El Centro \u00a07<\/strong>
\nDiscovery World \u00a05<\/strong>
\nDonna Lexa Art Centers \u00a01<\/strong>
\nDowntown Montessori Academy \u00a01<\/strong>
\nEbenezer Child Care Center \u00a06<\/strong>
\nEngleburg Elementary School \u00a01<\/strong>
\nExpress Yourself Milwaukee \u00a01<\/strong>
\nGeneva Lake Conservancy \u00a01<\/strong>
\nGrowing Power \u00a08<\/strong>
\nGuest House \u00a01<\/strong>
\nHabitat for Humanity \u00a03<\/strong>
\nHappy Endings No Kill Cat Shelter \u00a01<\/strong>
\nHavenwoods State Forest \u00a01<\/strong>
\nHmong American Friendship Association \u00a01<\/strong>
\nHoffman Estates Choir Program \u00a01<\/strong>
\nHomestead High School \u00a01<\/strong>
\nHope House \u00a01<\/strong>
\nHunger Task Force \u00a02<\/strong>
\nIndependenceFirst \u00a02<\/strong>
\nJewish Home and Care Center \u00a01<\/strong>
\nKatie Beckett Program \u00a01<\/strong>
\nLa Causa Early Education Center \u00a01<\/strong>
\nLa Escuela Fratney \u00a01<\/strong>
\nLapham Peak State Park \u00a01<\/strong>
\nLife Church \u00a01<\/strong>
\nMarquette Childcare Center \u00a01<\/strong>
\nMaryland Avenue Montessori School \u00a01<\/strong>
\nMilwaukee Area Domestic Animal Control Center (MADACC) \u00a08<\/strong>
\nMilwaukee Artist Resource Network \u00a01<\/strong>
\nMilwaukee Bicycle Collective \u00a01<\/strong>
\nMilwaukee Catholic Home \u00a01<\/strong>
\nMilwaukee LGBT Community Center \u00a05<\/strong>
\nMilwaukee Zen Center \u00a01<\/strong>
\nMitchell Park Horticultural Conservatory \u00a03<\/strong>
\nMt. Zion Wings of Glory Youth Programs \u00a01<\/strong>
\nNew Berlin West Middle & High School \u00a01<\/strong>
\nNext Door Foundation: Books For Kids Program \u00a01<\/strong>
\nNorthwest Side Community Development Corporation \u00a01<\/strong>
\nParkway Church \u00a01<\/strong>
\nPeak Nordic Ski Team \u00a01<\/strong>
\nPeople\u2019s Books Cooperative \u00a01<\/strong>
\nThe Pitch Project \u00a01<\/strong>
\nPius XI High School \u00a01<\/strong>
\nPlanned Parenthood \u00a01<\/strong>
\nRiverwest Co-op \u00a014<\/strong>
\nRiverwest Film & Video \u00a03<\/strong>
\nSt. Ann Center for Intergenerational Care \u00a01<\/strong>
\nSturgeon Bay School District \u00a01<\/strong>
\nSt. Vincent de Paul Society \u00a02<\/strong>
\nTippecanoe Presbyterian Church \u00a01<\/strong>
\nTree of Life \u00a01<\/strong>
\nTRUE Skool \u00a01<\/strong>
\nUrban Ecology Center \u00a014<\/strong>
\nUWM Greenhouse Facilities \u00a08<\/strong>
\nVictory Garden Initiative \u00a01<\/strong>
\nVillage Church of Bartlett \u00a01<\/strong>
\nVulture Space \u00a019<\/strong>
\nWalker\u2019s Point Center for the Arts \u00a03<\/strong>
\nWaukesha West High School \u00a01<\/strong>
\nWillow Creek Community Church \u00a01<\/strong>
\nYMCA of Metropolitan Milwaukee \u00a02<\/strong><\/p>\n

Annual Comparisons<\/u><\/strong><\/p>\n

(Listed below by Year, Number of Students, Total Hours, and Total $ Value of Labor)<\/em><\/p>\n

2001-2002:<\/strong> \u00a079, 4,878, $79,365
\n2002-2003:<\/strong> \u00a0116, 7,000, $117,180
\n2003-2004:<\/strong> \u00a0110, 6,600, $115,830
\n2004-2005:<\/strong> \u00a0123, 6,200, $111,848
\n2005-2006:<\/strong> \u00a0126, 6,300, $97,000
\n2006-2007:<\/strong> \u00a0127, 3,080, $57,800
\n2007-2008:<\/strong> \u00a0149, 3,821, $74,548
\n2008-2009:<\/strong> \u00a0131, 3,480, $70,470
\n2009-2010:<\/strong> \u00a0128, 3,937, $82,086
\n2010-2011:<\/strong> \u00a0177, 5,667, $121,047
\n2011-2012:<\/strong> \u00a0148, 5,175, $112,763
\n2012-2013:<\/strong> \u00a0156, 4,700, $104,057
\n2013-2014:<\/strong> \u00a0157, 4,021, $90,674
\n2014-2015:<\/strong> \u00a0169, 4,523, $104,356<\/p>\n