Cities of Service Blueprint ApplicationTHE CITY OF
Dui
Masterpiece on the Mississippi
TO: Michael C. Van Milligen, City Manager
FROM: Kelly Larson, Human Rights Director
DATE: August 20, 2014
SUBJECT: Future Talk City of Service Blueprint Application
Dubuque
trati
a -America City
'111'
2007 • 2012 • 2013
INTRODUCTION
The purpose of this memo is to obtain approval for an application for Future Talk to become a Cities of Service Blueprint.
BACKGROUND
The City of Dubuque has been a member of Cities of Service since 2011. Cities of Service is a coalition of over 200
communities whose mayors have committed to using volunteerism as a strategy to meet pressing community needs. In June
2011, the City of Dubuque received a Cities of Service Grant that supported the establishment and release of Serve
Dubuque, Dubuque's first High Impact Service Plan, supported by the Mayor and adopted by the Council in February 2012.
Serve Dubuque focuses on: 1) using volunteers strategically to address the City's most pressing needs within
neighborhoods, including supporting volunteer ownership of neighborhood beautification; 2) bringing neighbors and residents
together to positively interact with each other resulting in community cohesion; and 3) connecting residents to meaningful
service opportunities. Beginning in 2012 and continuing. the City has joined hundreds of communities across the nation for
the Mayor's Day of Recognition for National Service. This effort is led by the Corporation for National and Community
Service, the National League of Cities, Cities of Service, and the President of the U.S. Conference of Mayors.
Cities of Service offers funding opportunities for communities to implement Cities of Service "Blueprints." Blueprints describe
volunteerism strategies that have been successfully implemented in other communities. Focus areas include neighborhood
revitalization, education and youth. heakh, preparedness and safety, veterans, and sustainability
DISCUSSION
This year, Cities of Service announced that it would be offering prizes for the best new Blueprints that address a common
problem facing cities and that have demonstrated impact. The city with the winning Blueprint will have that Blueprint
published and promoted and will be awarded a $10,000 prize. The city also may be eligible fora $25,000 implementation
grant for the program. In addition, up to three runners up will receive a $5,000 prize. Winners will be announced in October.
RECOMMENDATION
In order to meet the application deadline of August 15, we have submitted an application subject to City Council approval. A
copy of the application is attached. If we are selected as a winner of the competition, we recommend that the funds be used
towards Future Talk implementation for the summer of 2015.
PROJECT COST - BUDGET IMPACT
If we are selected as a Cities of Service Blueprint winner, we will be awarded $10,000 and may also be awarded a $25,000
implementation grant to support Future Talk for another year. If we are selected as a Cities of Service Blueprint runner up,
we will be awarded $5,000.
ACTION TO BE TAKEN
The requested action is approval of the application submission.
Prepared by:
Kelly Larson
CC:
Marie Ware
Sarah Peterson
THE CITY OF
Dui
Masterpiece on the Mississippi
TO: The Honorable Mayor and City Council Members
FROM: Michael C. Van Milligen, City Manager
SUBJECT: Future Talk City of Service Blueprint Application
DATE: August 25, 2014
Dubuque
band
AI -America City
r
2007 • 2012 • 2013
Human Rights Director Kelly Larson recommends City Council approval of the submittal
of an application for Future Talk to become a Cities of Service Blueprint.
Cities of Service offers funding opportunities for communities to implement Cities of
Service "Blueprints." Blueprints describe volunteerism strategies that have been
successfully implemented in other communities. Focus areas include neighborhood
revitalization, education and youth, health, preparedness and safety, veterans, and
sustainability.
This year, Cities of Service announced that it would be offering prizes for the best new
Blueprints that address a common problem facing cities and that have demonstrated
impact. The city with the winning Blueprint will have that Blueprint published and
promoted and will be awarded a $10,000 prize. The city also may be eligible for a
$25,000 implementation grant for the program. In addition, up to three runners up will
receive a $5,000 prize.
Future Talk is a service -learning program designed to keep underprivileged and at -risk
teens ages 13-17 engaged in work and learning during the summer months,
implemented by Loras College Professor Dana Livingston through the Multi -Cultural
Family Center. Unemployment rates for older teens range from 20-40%, and are
highest amongst African-American youth, followed by Latino and White youth. In
addition, the academic achievement gap can grow during the summer months. This 8
week program combines conservation of natural areas, learning about and experiencing
nature, and serving the youths' neighborhoods and the larger community. Teen "crew
members" receive a stipend that can reach $800.00. Teens are encouraged to save a
portion of those funds and can receive a match up to $200 through the Community
Foundation of Greater Dubuque. Leaders for the crew are AmeriCorps volunteers. The
goals of the program are to provide a safe environment, engage youth in serving the
community, foster learning about and experiencing the natural environment, and
engage youth in meaningful work for a stipend.
This program began in Dubuque, Iowa, in 2008 and has been implemented every
summer since, making 2014 its seventh year. The intellectual base for the program is
the work of Aldo Leopold, specifically, as it is expressed in the Leopold Education
Project, which one can learn about at aldoleopold.org. The project provides students
with direct experiences in the natural world by making use of the outdoors as a learning
laboratory for problem solving, observing, and discovery. It is shown that students
expand their awareness and appreciation of the environment by developing a personal
land ethic. This, in combination with an education portion and portfolio, allows students
to receive 1 high school science credit.
I concur with the recommendation and respectfully request Mayor and City Council
approval.
.�JC1��'�*'1 �rY►t
Mic ael C. Van Milligen
MCVM:jh
Attachment
cc: Barry Lindahl, City Attorney
Cindy Steinhauser, Assistant City Manager
Teri Goodmann, Assistant City Manager
Kelly Larson, Human Rights Director
2
Geovanni Almanza City of Dubuque Leisure Services/Multicultural Family Center
Future Talk: An Ethic of Work, Learning, and Service
Blueprint Template
City of Dubuque Leisure Services/Multicultural Family Center
Geovanni R Almanza galmanza@cityofdubuque.org
1157 Central Ave 0: 563-582-3681
Dubuque, Iowa 52001
Geovanni R Almanza
1157 Central Ave
Dubuque, Iowa 52001
galmanza@cityofdubuque.org
0: 563-589-4180
M: 7736538883
Printed On: 15 August 2014 Blueprint Template 1
Geovanni Almanza City of Dubuque Leisure Services/Multicultural Family Center
Application Form
Report Fields
Title of blueprint*
Future Talk An Ethic of Work, Learning, and Service
Background Sectio n
Set forth the problem the blueprint is designed to address.*
Future Talk is a service -learning program designed to keep underprivileged and at -risk teens ages 13-17
engaged in work and learning during the summer months. Unemployment rates for older teens range from
20-40%, and are highest amongst African-American youth, followed by Latino and White youth. In addition,
the academic achievement gap can grow during the summer months. This 8 week program combines
conservation of natural areas, learning about and experiencing nature, and serving the youths' neighborhoods
and the larger community. Teen "crew members" receive a stipend that can reach $800.00. Teens are
encouraged to save a portion of those funds and can receive a match up to $200 through our local Community
Foundation. Leaders for the crew are AmeriCorps volunteers. The goals of the program are to provide a safe
environment, engage youth in serving the community, foster learning about and experiencing the natural
environment, and engage youth in meaningful work for a stipend.
Describe how volunteers can help solve this problem.*
Volunteers help to solve this problem in several ways. The adults and young adults who volunteer as
crew leaders and directors for the program serve as role models for the youth who participate and provide a
safe work and learning environment through the summer months. They support youth in processing their
learning so they recognize the value of hard work and perseverance, of taking care of the land, and they
develop a sense of pride and contribution to their community. The youth who participate are kept busy and
are learning the value of service and a sense of community and contribution.
Required Elements
Mayor's Office*
Describe the role of the mayor's office in engaging community partners, planning the initiative and helping to
secure resources.
The City of Dubuque has a Council -Manager form of local government and does not have a "Mayor's
Office" per se. The Mayor and Council set policy and establish a vision, which for the past several years has
included supporting sustainability through environmental stewardship, youth development through Every
Child/Every Promise, and social and cultural vibrancy through the Multicultural Family Center. In June 2011,
the Mayor supported joining Cities of Service Grant and in 2012 announced adoption of a high impact service
plan focused on supporting volunteer ownership of neighborhood beautification, expanding community
cohesion, and connecting residents to meaningful service opportunities. The Mayor also supports an annual
Mayor's Day of Recognition for National Service, and the Mayor and Council also allocate over $200,000 of
budget funds each year in support of the Multicultural Family Center's work in the community, which
includes Future Talk as their flagship program.
Printed On: 15 August 2014 Blueprint Template 2
Geovanni Almanza City of Dubuque Leisure Services/Multicultural Family Center
Describe where and when this initiative was previously implemented.*
This program began in Dubuque, Iowa in 2008 and has been implemented every summer since, making
2014 it's seventh year. The intellectual base for the program is the work of Aldo Leopold, specifically as it is
expressed in the Leopold Education Project, which one can learn about at aldoleopold.org. The project
provides students with direct experiences in the natural world by making use of the outdoors as a learning
laboratory for problem solving, observing, and discovery. It is shown that students expand their awareness
and appreciate of the environment by developing a personal land ethic. This in combination with an
education portion and portfolio allows students to receive 1 high school science credit.
Describe the role of the volunteers.*
This program has been designed, implemented, and evaluated using volunteers. A local college professor
volunteered to design and direct the program, while another volunteered to measure impact. AmeriCorps
volunteers largely solicited from local colleges serve as crew leaders throughout the summer months,
organizing and supervising the daily work and activities carried out by the teens while serving as role models
and cheer leaders keeping the youth engaged. Because the entire program is premised in service learning,
teen participants themselves are engaged in direct service throughout the city, helping at Circles Initiative
events (a Bridges out of Poverty program), the Juneteenth Celebration, neighborhood clean-ups, painting rain
barrels for a community garden, and repainting porches in addition to their daily conservation work It is
important to the kids that the community see them working, giving back, doing good work
Outline the metrics that the mayor's office will be responsible for tracking and
reporting.*
In addition to tracking the number of teens who graduate each year (115 have participated between 2009
and 2014) and the number of conservation projects completed, we have begun to track the impact on the
teens themselves.
We measure engaging and serving the community through:
1. Evidence of pride in the community and their role here
2. Evidence that participants are aware of the importance of giving back to the community.
3. Evidence of community based learning.
We measure learning about / experiencing the natural environment through:
1. Evidence students understand the idea of the land -community and our role
2. Evidence students understand processes by which value, worth, and a sense of place are acquired.
We measure meaningful work for a stipend through:
1. Evidence of pride and accomplishment in a job well-done
2. Evidence of perseverance, rooted an understanding of the importance of this work.
Qualitative data is captured through focus groups and written reflections.
Executing the Initiative
Describe the steps needed for implementation. All blueprints must include the following:
Engaging volunteers*
Identify a volunteer to serve as a champion for the program. Connect with service learning programs
through local colleges, and educators who have an interest in ecology, service learning, and/or youth
development. Volunteers who serve as AmeriCorps members often come from local colleges, particularly
service learning programs. Youth come to us through relationships developed with families connected to the
Multicultural Family Center. We often reach them through a desire to work and stay out of trouble in the
summer, but service and engagement end up being the favourite component of the program year after year.
Printed On: 15 August 2014 Blueprint Template 3
Geovanni Almanza City of Dubuque Leisure Services/Multicultural Family Center
Our crew are very proud to show themselves as people who contribute to society, build community. One girl
comments in her portfolio that she is proud to be seen as a volunteer, not as a trouble maker or someone
doing mandated community service. In fact, our kids know their presence in the community challenges
common stereotypes.
Measuring impact*
To assess where or not we may be reaching our goals the crew submits written reflections on these
questions:
1. What specifically did you do this summer in the area of service to the community? What jobs did you
preform? How many hours did you serve?
2. Talk about the service work you are most proud of.
3. Talk about the learning that went along with it.
4. How are you and your community better for your work and learning?
They speak most passionately about the service component, describing a broad sense of community and
responsibility and expressing anger towards others who lack respect for the community. They refer to their
new respect for physical work, their new view of responsibly contributing to the environment, and their
sense of satisfaction and success.
In 2012 and 2013, a professor from a local college also conducted a quantitative assessment and found
youth made the most gains in areas of goal -setting, self-control, and focus of control.
Fundraising / securing resources*
The program cost per teen is approximately $1500. This includes an $800 stipend and a $200 savings
match that are paid to participating youth. The program could be modified to operate at a cost of $500 or less
per student if the financial incentives were removed and in-kind donations for items like food and
transportation were secured.
Key fundraising partners include the Board of Directors for the non-profit who hosts a golf outing the
Community Foundation of Greater Dubuque; a local employer through a corporate foundation grant, and local
and state environmental foundations. Though the City of Dubuque does not have an explicit line of funds that
goes directly to Future Talk, the City pays for the maintenance and upkeep of the Multicultural Family Center
as well as the salary of four positions to administrate programs and events. One site supervisor is always with
the crews of Future Talk and the cost associated with this employee is approximately $3,500 for the summer.
Recognizing and thanking volunteers*
Volunteers are thanked in multiple ways but the largest one is an award ceremony for the crew and crew
leaders at the end of program. During the ceremony, they are awarded for hard work and dedication in front
of their family and community members. In addition, we have recognized the hours of volunteer time
devoted by Future Talk's Founder by nominating him for a Dubuque 365 Impact Award and a Hagie Heritage
Award from the Iowa Natural Heritage Foundation, both of which he received.
Additional steps that support implementation
For example, depending upon the issue addressed in your blueprint, you may want to include information on the
following:
• Engaging local partners
• Coordinating city services
Printed On: 15 August 2014 Blueprint Template 4
Geovanni Almanza City of Dubuque Leisure Services/Multicultural Family Center
• Choosing target neighborhoods or populations
• Conducting a mini -grant competition and working with mini -grant recipients
• Creatinga timeline
• Identifying appropriate curriculum
• Working with local schools
This project heavily depends on the importance of engaging with partners that vary from the local to the
national level and that cross several sectors. Through the years and currently there is partnerships with
AmeriCorps, City of Dubuque, Carke University, Dubuque Arts Center, Swiss Valley, Loras College, The
Audubon Society, Iowa Natural Heritage Foundation, Mines of Spain, the Multicultural Family Center, the
Prudential Foundation, and our public schools. The support of the colleges in assisting with curriculum and
metrics has been invaluable, as has the support of the local K-12 district in offering science credit for the
students.
In addition, while the program is open to any youth aged 13 to 17 in the community, there has been a
concerted effort to attract youth who live in our most disadvantaged neighborhoods and to attract youth of
color to the program. When youth perform service in their own parks and neighborhoods we see an even
greater impact and sense of pride and ownership in the neighborhood.
Optional Element
What additional steps can a city take to expand and deepen the impact of the
initiative?
Additional financial resources and/or access to more staff and volunteers could support an increased
number of youth completing the program each year (we have been limited from 10 to 20 youth per year
depending on finances). Engaging students as repeat participants over consecutive summers could deepen
the impact on individual students. Tracking graduation rates and linking high school graduates to college
opportunities is another potential expansion. We are aware of a handful of Future Talk graduates who have
moved on to employment or attendance at local colleges, but we have not made a concerted effort to track
these outcomes to date.
Resources
Provide links to resources, research, grant sources, and "how-to" guides that will help cities in designing and
implementing the initiative.
If applicable, enter a URL below
http://www.thonline.com/news/tri- state/image_587fb78c-b405-11e2-bca3- 0019bb30f31a.html
If applicable, enter a URL below
http://www.dubuque365.com/ArticleDetailsPage/tabid/ 65/ArticlelD/ 550 /3 65- IMPACT-AWARD-
WINNERS.aspx
Supporting Document
MFC Future Talk Schedule, Sunnycrest.pdf
Printed On: 15 August 2014
5
Geovanni Almanza City of Dubuque Leisure Services/Multicultural Family Center
Supporting Document
Future Talk- Case Statement.pdf
Resource Explanation
If you provided links above or uploaded supporting documents please provide a brief explanation of each below.
The first link is to a news article about the program
The second link is to an article reporting the winning of the 365 Impact Award
The first attachment is the schedule that was used during the summer of 2014
The second attachment is a case statement that was created for a presentation at the Upper Midwest
Association for Campus Sustainability
Additional Resources
[Unanswered]
Required Documents
Submit proof that the blueprint is based on a previously implemented
initiative*
(e.g., grant report, news article, photograph)
Land Trust Alliance.pdf
Submit evidence of impact*
(e.g., evaluation, outcome data, testimonials)
Metrics Analysis by Dr Lisa Grinde.pdf
Letter from the Mayor
(for applicants other than a member of the mayor's office)
To be considered for the $25,000 implementation grant, an applicant will need to submit a letter from the mayor
that affirms the city's willingness and capacity to implement the initiative. If the applicant is anyone other than a
member of the mayor's office, he/she will need to submit a letter from the mayor of the city that will implement
the blueprint, affirming the mayor's commitment to being a partner in this initiative and the city's capacity to
implement the initiative.
MX-M364N_20140814_153837.pdf
Printed On: 15 August 2014 Blueprint Template 6
Geovanni Almanza City of Dubuque Leisure Services/Multicultural Family Center
File Attachment Summary
Applicant File Uploads
• MFC Future Talk Schedule, Sunnycrest.pdf
• Future Talk - Case Statement.pdf
• Land Trust Alliance.pdf
• Metrics Analysis by Dr Lisa Grinde.pdf
• MX-M364N_20140814_153837.pdf
Printed On: 15 August 2014 Blueprint Template 7
1
Schedule, 2014 Future Talk
Rotations are based on 4 rou s of 4-5 kids/one crew leader per group.
Normal Day, MTWRF:
0830: Center opens for breakfast snack;
0900: Transport; 0930-1245: Work, Learn, or Serve;
12:45: Transport; 1:15: Lunch, free at Boys and Girls Club
2:00-4:00: Learning components: Writing and Reading, AmeriCorps organize and staff.
Dana gone
Sun I Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
8
June
MFC
83o-
400
every
day
m-th
and
83o-
1230
on
Frida
ys.
Amer
iCorp
s
9 June LEP
83o leave for Jen's place.
AmeriCorps Crew leader
orientation:
o LEP @ SVNC. Sand County
Almanac: have read by
today.
o What's it worth? Who
decides?
o Look, See, and Discover;
o Habitat High -Rise
o Botany Scavenger Hunt;
o Landscape Investigators;
Axe in Hand.
10 June
AmeriCorps Crew leader
training:
Ruby Payne
Richard Louv
David Shipler
The MFC
Future Talk
n June
AmeriCorps Crew Leader
training: ICC with Maddy
and Rick.
12 June
FT Day 1 at MFC
o Introductions and
ice -breakers
o Rules of the MFC;
o Review Future
Talk handbook,
o Curriculum and
portfolio
information.
o DBT, financial
literacy.
`LISA GRINDE
Expectations, focus
groups, etc, both
days. Today and
tomorrow.
13 June
MFC
9:00 am, LISA
GRINDE:
Expectations, focus
groups, etc, both
days. Today and
tomorrow.
n:oo Marlene to
discuss financial
literacy.
Leopold Education
Project
o What's it worth?
Habitat High -Rise,
o Home range
(reading),
o Sand County
Experiences,
o Earth Poem,
o Environmental
Values.
o Where I'm From;
o Sand County
14 June
Comiskey
Park
Juneteeth
1130-330
2
Almanac bingo;
o Earth Poem
15
_
SERVE/
June
1 Hanging bog project: savanna
1 Hanging bog project:
1 Hanging bog project:
1 Hanging bog project:
ENGAGE:
SVNC
restoration
savanna restoration
savanna restoration
savanna restoration
Clean -us at
2 Hanging bog project:
2 Hanging bog project:
2 Hanging bog project:
2 Hanging bog
savanna restoration
savanna restoration
savanna restoration
project: savanna
3 Good Oak (Lessons in a land
3 Good Oak (Lessons in
3 Good Oak (Lessons in a
restoration
ethic) / Axe in Hand (Lessons
a land ethic) / Axe in
land ethic) / Axe in Hand
3 Good Oak (Lessons
in a land ethic). Hike Mature
Hand (Lessons in a land
(Lessons in a land ethic).
in a land ethic) / Axe
Forest Trail.
ethic). Hike Mature
Hike Mature Forest Trail.
in Hand (Lessons in a
4 LEP: nature photography;
Forest Trail.
4 LEP: nature
land ethic). Hike
The Green Pasture (Lessons in
4 LEP: nature
photography; The Green
Mature Forest Trail.
a land ethic).
photography; The Green
Pasture (Lessons in a land
4 LEP: nature
What's it worth/Who decides?
Pasture (Lessons in a
land ethic).
What's it worth/Who
ethic).
What's it worth/Who
decides?
photography; The
Green Pasture
(Lessons in a land
3
Sun
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
6 July
DBQ
decides?
DBQ
ethic).
What's it worth/Who
decides?
SERVE/
>>>
22
5:
Orange Park
unnyc:
SERVE/
June
1 Urban prairie restoration
1 Urban prairie
1 Urban prairie restoration
1 Urban prairie
ENGAGE
Sunn
2 Urban wildlife Return to
restoration
2 Urban wildlife Return
restoration
around
Jefferson
ycrest
Habitat High -Rise, Home
2 Urban wildlife Return
to Habitat High -Rise,
2 Urban wildlife
Hand out
/
range.
to Habitat High -Rise,
Home range.
Return to Habitat
sustainability
Camp
3 Read "The Ecological
Home range.
3 Read "The Ecological
High -Rise, Home
documents for next
in
Conscious" portion of the
3 Read "The Ecological
Conscious" portion of the
range.
projects
small
Land Ethic. CCC
Conscious" portion of
Land Ethic. CCC
3 Read "The Ecological
group
4 The Art of Camping (each
the Land Ethic. CCC
4 The Art of Camping
Conscious" portion of
s as
group spends one night at IA
4 The Art of Camping
(each group spends one
the Land Ethic. CCC
Swiss
campground with three adult
(each groin spends one
night at IV Cidompund
4 The Art of Camping
Valle
leaders). The Alder Fork
ni: ht at '
with three adult leaders).
(each group s ends
y
Fishing.
i 1 . .r. h with three
adult leaders). The
Alder Fork. Fishing.
The Alder Fork. Fishing.
one night at
Campground with
three adult leaders).
The Alder Fork.
Fishing.
29
Off
Off
III
Off
June
Dana GONE
Sun
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
6 July
DBQ
DBQ
DBQ
DBQ
SERVE/
>>>
City of
Orange Park
Jefferson Park
Jefferson Park
ENGAGE
DBQ
Introduction to the City of
Ashley Neus, NCCC, and the
Clean up
Dbq Sustainability model:
Community Garden
The City of Dbq
Sustainability model in
Large -group activity, but in
their groups: Prepare a
around
Jefferson
Oral comment in group
The City of Dbq
depth:
short, 3o second video on
Park area
and written reflection
Sustainability model in
Oral comment in group
sustainability in Dubuque
toward
after on the model itself.
depth:
and written reflection after
(each group prepares one
Loras.
• In groups discuss the
roles of MFC from the
Oral comment in group and
written reflection after on the
on the model itself.
• In groups discuss the
video). Use narrative,
photo, videos, and
handout.
model itself.
roles of MFC from the
interviews with experts, etc.
• What do we do well in
• In groups discuss the roles
handout.
on the model Dubuque
Dbq, in your
of MFC from the handout.
• What do we do well in
employs. Have one person
4
experience? Explain as
best you can.
• What could we do
better? How?
• What parts of the model
are most interesting to
you?
• How does your family
try to live in sustainable
ways?
Large -group activity, but
in their groups: Prepare a
short, 3o second video on
sustainability in Dubuque.
Use narrative, photo,
videos, and interviews
with experts, etc. on the
model Dubuque employs.
Have one person from last
year in each group, if
possible. Interviews with
officials should be a part
of the work.
• What do we do well in
Dbq, in your experience?
Explain as best you can.
• What could we do better?
How?
• What parts of the model
are most interesting to
you?
• How does your family try
to live in sustainable ways?
Large -group activity, but in
their groups: Prepare a
short, 3o second video on
sustainability in Dubuque.
Use narrative, photo, videos,
and interviews with experts,
etc. on the model Dubuque
employs. Have one person
from last year in each group,
if possible. Interviews with
officials should be a part of
the work.
Dbq, in your experience?
Explain as best you can.
• What could we do
better? How?
• What parts of the model
are most interesting to
you?
• How does your family try
to live in sustainable
ways?
Large -group activity, but in
their groups: Prepare a
short, 3o second video on
sustainability in Dubuque.
Use narrative, photo,
videos, and interviews with
experts, etc. on the model
Dubuque employs. Have
one person from last year
in each group, if possible.
Interviews with officials
should be a part of the
work.
from last year in each group,
if possible. Interviews with
officials should be a part of
the work.
13 July
City of
DBQ
See
Treva B
for notes
on
material
s
DBQ
Jefferson Park
Home Range/What's it
Worth/Who Decides?
Pines Above the Snow
Hispanic Ministry
Boys/Girls Club
St. Mark Community
Center
DBQ
DAAC
DBQ
DAAC
DBQ: Dana Home.
DAAC
DAAC
<<<
Maddy
Cairney?
20 July
MINES
OF
SPAIN
Mines ofalll
• i crew: Savanna
restoration and
expansion, Cedar
Ridge trail: preparing
SERVE/
ENGAGE:
• i crew: Savanna
restoration and
expansion, Cedar Ridge
trail: preparing the
• i crew: Savanna
restoration and
expansion, Cedar Ridge
trail: preparing the
• 1 crew: Savanna
restoration and
expansion, Cedar Ridge
trail: preparing the
5
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
3 August
the savanna for Rx fire
savanna for Rx fire in the
savanna for Rx fire in
savanna for Rx fire in the
TEA
KAUF-
in the fall. Axe in
fall. Axe in hand.
the fall. Axe in hand.
fall. Axe in hand.
camp/canoe
MANN
hand.
• i crew: Hiking and
• i crew: Hiking and
• i crew: Hiking and
PRAIRIE
• i crew: Hiking and
history. Topo maps. Stage
history. Topo maps.
history. Topo maps.
Graduation!
history. Topo maps.
from Hunters' Parking
Stage from Hunters'
Stage from Hunters'
Stage from Hunters'
Lot. Bird Boxes.
Parking Lot. Bird
Parking Lot. Bird Boxes.
Parking Lot. Bird
Photography. Repeat
Boxes. Photography.
Photography. Repeat
Boxes. Photography.
what's it worth and
Repeat What's it worth
What's it worth and
Repeat What's it worth
Habitat High -Rise; keep
and Habitat High -Rise;
Habitat High -Rise; keep
and Habitat High -Rise;
the exercises present in
keep the exercises
the exercises present in
keep the exercises
the kids' minds.
present in the kids'
the kids' minds.
present in the kids'
minds.
• 1 crew: prairie ridge
• i crew: prairie ridge area,
Preston Family history,
prairie and savanna
minds.
• i crew: prairie ridge
area, Preston Family
• i crew: prairie ridge area,
Preston Family history,
prairie and savanna
area, Preston Family
restoration, Horseshoe
history, prairie and
restoration, Horseshoe
history, prairie and
savanna restoration,
Horseshoe Bluff,
Mining, and Geology,
water and movement,
stream bottom and
wetland.
Bluff, Mining, and
Geology, water and
movement, stream
bottom and wetland.
savanna restoration,
Horseshoe Bluff,
Mining, and Geology,
water and movement,
stream bottom and
wetland.
Bluff, Mining, and
Geology, water and
movement, stream
bottom and wetland.
27 July
EB Lyon project. Home
project. Home
- project. Home
EB Lyol project. Home
SERVE/
MINES
Range (Lessons in a land
Range (Lessons in a land
Range (Lessons in a land
Range (Lessons in a land
ENGAGE
OF
ethic). LEP nature
ethic). LEP nature
ethic). LEP nature
ethic). LEP nature
SPAIN
photography activity.
photography activity.
photography activity.
photography activity.
Junkerman Farm, EB
Junkerman Farm, EB Lyons
Junkerman Farm, EB Lyons
Junkerman Farm, EB Lyons
Lyons building. Friends
building. Friends of Mines of
building. Friends of Mines
building. Friends of Mines
of Mines of Spain: crew
Spain: crew will study the
of Spain: crew will study
of Spain: crew will study the
will study the work of this
group.
work of this group.
the work of this group.
work of this group.
Sunday
Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
3 August
Kaufma
Kaufman
TEA camp/canoe
TEA
KAUF-
Plant identification
Plant identification LEP:
Plant identification LEP:
Finley's Landing
camp/canoe
MANN
LEP: Allies and
Allies and Invaders
Allies and Invaders
PRAIRIE
Invaders
What's it Worth? Who
What's it Worth? Who
Graduation!
What's it Worth? Who
Decides?
Decides?
Decides?
6
Multicultural
�11k Family Center I DUBUQUE
Future Talk
an ethic of
work, learning, service
Dana Livingston, Future Talk Program Director
Jenny Ammon, Swiss Valley Nature Center
Future Talk
Future Talk is a service -learning program that motivates kids to engage with nature through
conservation work, environmental education, and service to community. Participants are
underprivileged teens ages 13-17, who perform 8 weeks of service in the summer where they do
meaningful work in natural areas, experience nature, engage and serve the community. Crew
members receive a stipend that can reach up to $7oo.00. Leaders for the work crew are
AmeriCorps volunteers. The program began in 2008.
A work ethic, a land ethic, a service ethic are the foundations of Future Talk programming.
Natural area development and management on a minor scale would be one way to describe our
work. The Leopold Education Project, created from Aldo Leopold's, Sand County Almanac, is the
perfect intellectual shore from which to launch the project.' We emphasize the diverse
meanings of an outdoor experience: camping, canoeing, hiking, for example, or any of our work
projects, represent to our young, urban crew not just recreational activities, but truly
educational, culturally significant, even transformative events in their lives. We have provided a
safe, constant environment in which our kids can explore the outdoors, develop a land ethic, and
contribute to the community. Youth are motivated to be involved in Future Talk through the
Multicultural Family Center (MFC), which provides administration of the program.
Here is what Future Talk Youth have created:
1 www.aldoleopold.org. Aldo Leopold. A Sand County Almanac. With Essays on Conservation from Round River.
New York: Ballantine, (1949) 1970.
11 Page
1' •. _
History. 2008-14:
High unemployment for teens:
Last Child in the Woods
The academic achievement gap
Junior high?
20-44%
and poverty: the summer counts
Youth, especially minorities and those in poverty, suffer high unemployment rates. In Sept. 2013
our national unemployment rate stood at 7.2%. We began researching levels of youth
unemployment in 2009. We found that youth unemployment rate for African American teen
males was 5o.4%; at that time 25.9% of all teens were unemployed. (WSJ, October 3, 2009)2 As
of 2013, it is a 20/40% breakdown: Whites male and female, age 16-19, have seen unemployment
vary from 19.3-22.5% in the past year (Sept 12-13); African American male and female, 16-19, vary
between 35.1 to 43.6 %. Hispanic/Latino rates vary from 25%-3o%.3
Through our research, we also found that youth experience the outdoors less now than ever
before.. In the case of many urban youth, the outdoors suggests the unknown, even fear of well-
being as a reason for environmental disengagement. A lack of knowledge of and connection
with nature has been documented for many young people. Thus youth have lost sight of the
benefits the natural environment can provide. Further, we run the risk of losing a generation of
informed citizens without intervention. "Our society is teaching young people to avoid direct
experience in nature. That lesson is delivered in schools, families, even organizations devoted to
the outdoors, and codified into the legal and regulatory structures of many of our communities."
4 Coupled with a well-documented achievement gap in American schools, primarily rooted in
2 http://online.wsj.com/article/5B10001424o5297o20344010457440282o27866984o.html.
3 http://www.bls.gov/web/empsit/cpseeao4.htm. "Persons are classified as unemployed if they do not have a job,
have actively looked for work in the prior 4 weeks, and are currently available for work. Persons who were not
working and were waiting to be recalled to a job from which they had been temporarily laid off are also included as
unemployed. Receiving benefits from the Unemployment Insurance (UI) program has no bearing on whether a
person is classified as unemployed." http://www.bls.gov/cps/lfcharacteristics.htm#unemp
4 Richard Louv, Last Child in the Woods. Note also: "Our society is teaching young people to avoid direct
experience in nature.... at the very moment that the bond is breaking between the young and the natural world, a
growing body of research links our mental, physical, and spiritual health directly to our association with nature—in
positive ways. Several of these studies suggest that thoughtful exposure of youngsters to nature can even be a
21 Page
poverty, what kids do (or don't do) in the summer countsf5 Finally, on the subject of diversity in
higher education, Ernest Boyer recommends that the intentional recruitment of local minority
students begin in junior high. He says, too, that colleges and others should offer summer
internships as we11.6 We follow these guidelines, working from and addressing strengths, as
Ruby Payne's additive model advises7. The essential role of "Every Child/Every Promise
Dubuque" should become clear though the present paper as well.$
MISSION
Every Child 1 Every Promise
will engage the entire
community in delivering the
Five America's Promises to the
Children of Dubuque County.
T
VISION
Building a culture in which
all families are supported
and every child receives
every promise.
PROMISES
Caring
Adults
Safe
Places
A Healthy
Start
An Effective
Education
Opportunities
to Serve
PRIORITY AREAS
Caring
Relationships
are the
community
expectation
All children are
protected
from abuse
and neglect
Children live,
play and
work in safe
and capable
communities
Comprehensive
health care is
available for all
children
Children live and
learn healthy
lifestyles
1
Mental health
services and
supports fit the
needs of youth
and families and
produce positive
results
Children are
ready to succeed
in school
1
Children receive
a world-class
education that
prepares them
for success
x
Students are
college ready,
work ready and
world ready
Quality service
opportunities
are available
to youth
Youth value
opportunities to
engage as civically
responsible
Individuals
powerful form of therapy for attention -deficit disorders and other maladies. As one scientist puts it, we can now
assume that just as children need good nutrition and adequate sleep, they may very well need contact with nature."
http://richardlouv.com/books /last-child/excerpt/
S David Shipler, The Working Poor. See especially the chapter "Dreams".
[http://www.nytimes.com/2oi3ho/22/us/language-gap-study-bolsters-a-push-for-pre-k.html?emc=etas is an
informative NYT essay that tends to confirm today what Shipler said years before].
6 Scholarship Reconsidered, 67
7 Ruby Payne. A Framework for Understanding Poverty
8 http://www.dbgfoundation.org/:
31 Page
Goals, Outcomes, and Assessment:
•
Future Talk:
Engaged community -
Lifelong learning
1leaningfizl work
Program Goals: To provide young
people 13-17 the challenge of
1. engaging and serving the
community;
2. learning about and
experiencing the natural
environment;
3. doing meaningful work in
natural areas for a stipend.
A final reflection on each is included in the portfolio at the end of the summer:
Engagement and service, the formation of citizens, stakeholders in our community. Measures of
success are:
• Evidence of awareness of giving back to the community.
• Evidence of pride in the community and our role in the community.
• Evidence of community based learning.
Learning about/experiencing nature. Measures of success are:
• Leopold's land ethic
• Can the students show an understanding of the processes by which value, worth, and a
sense of place are acquired?
Meaningful work for a stipend. Measures of success are:
• Evidence of pride and accomplishment in a job well-done, and
• Evidence of perseverance, rooted an understanding of the importance of this work.
41 Page
"The land ethic simply enlarges/the
boundaries of the community to include
soils, waters, plants, and animals, or
collectively: the land."
-Aldo Leopold
THEALDO1
LEOPOLD
FOUNDATION
The intellectual base for our program is the work of Also Leopold, specifically as it is expressed
in the Leopold Education Project, which one can learn about at aldoleopold.org. I will allow the
Aldo Leopold Foundation to speak as to who the man was:
"Considered by many as the father of wildlife management and of the United States' wilderness
system, Aldo Leopold was a conservationist, forester, philosopher, educator, writer, and outdoor
enthusiast.... Leopold conceived of a book geared for general audiences examining humanity's
relationship to the natural world.... With over two million copies sold, it [A Sand County
Almanac] is one of the most respected books about the environment ever published, and
Leopold has come to be regarded by many as the most influential conservation thinker of the
twentieth century.... Leopold's legacy continues to inform and inspire us to see the natural world
`as a community to which we belong.'"9
The Leopold Education Project Facilitators' Manual describes the Leopold Education Project thus:
[LEP] provides students with direct experiences in the natural world by making use of the
outdoors as a learning laboratory for problem solving, observing, and discovery. Students will
expand their awareness and appreciation of the environment by developing a personal land
9 (http://www.aldoleopold.org/AldoLeopold/leopold_bio.shtml)
51 Page
ethic. Through the LEP, students will learn by experience and will be able to make informed
decisions that are relevant to today's critical issues." 1°
There is perhaps one quote of Leopold's that poses this entire question back over the course of
centuries: like the opera singer, the hunter (and, by extension, perhaps any outdoors -person) "is
reviving, in play, a drama formerly inherent in daily life. Both are, in the last analysis, esthetic
experiences" (283). We must ask ourselves the same question Leopold posed over 6o years ago:
"Wherein lies the goodness" of a back to nature ideal? The answers are found in The Land Ethic
and The Conservation Esthetic (Leopold, A Sand County Almanac, 237-95). It is a matter that
requires critical thinking skills, a kind of intellectual heavy lifting that in turn requires the
specific skills and dispositions of a deeply -educated person.
Our model for building an individual and collective land ethic in the crew are the stages, rather
loosely followed of "outdoor recreation" that Leopold lays out for us in Conservation Esthetic.
We see in this essay the fundamental role education plays in the thinking of the UW -Madison
professor at this particular time in postwar America. The stages to which we refer are the
following:
1. Individuals pursue artifacts or trophies such as antlers or lunker fish, mounted creatures
at nature centers, photographs of nature in different locations, buys poems about nature,
earns diplomas or certificates, collects flowers or driftwood... Geocaches... we can use our
imagination. According to Leopold, "all these think rest upon the idea of trophy. The
pleasure they give is, or should be, in the seeking as well as the getting" (284). Esthetics
dominate this stage almost exclusively.
2. The capacity to value a feeling of isolation or solitude in nature is a second stage and
could involve hiking, camping, or just sitting and observing nature. These are clearly
esthetic activities as well, but added to this scenario is a great understanding of natural
areas and processes (289).
3. Fresh air and a change of scene is a third stage. Outdoor recreation is, according to
Leopold, more than the outdoors: it is our reaction to the outdoors (290). Fear, not "fresh
air and a change of scene" is the initial reaction we observe in most new crew. Therefore,
we emphasize the educational component already at work here: kids on the land,
experiencing good work and good instruction.
4. Perception, the fourth stage, is learning about evolution and ecology; "nature study" if
you will, learning about nature and Dubuque's place as part of a larger natural
community. The educational component is not the last step however. We each define
and redefine our own visions of citizenship, of a land ethic, as we work the land. This
stage fits nicely with our learning outcomes and the Leopold Education."
5. As we see now, there is a role for all at the local level. According to Leopold, stewardship,
the necessary final component, is realized "when some art of management is applied to
land by some person of perception" (293). Stewardship (or natural areas management;
husbandry in the original text) reflects Leopold's specific interest in wild lands
'° Aldo Leopold Foundation land ethic worksheet: (http://www.aldoleopold.org/AldoLeopold/LandEthic.pdf).
11 I compare this to the mission of my college, which refers to active learning, reflective thinking, ethical decision
making, contributing responsibly to community (www.loras.edu). The critical point is this: LEP feeds into a vein a
serious critical thought; as I have said earlier in this paper, it is the kind of intellectual heavy lifting that is required
of college students.
61 Page
conservation. He acknowledges and promotes the active role humans need to play in
managing the land, public and private.
In the course of the program, all crew At the end of the day, one thing we are trying to do is to
contribute to the "recreational development" of a segment of the citizenry, and we are doing so
in a manner recommended by Leopold: "building receptivity into the still unlovely human mind"
(295).12
12 The following have endorsed the quality of the work practiced by the Future Talk crew: NAACP, City of Dubuque,
FOMOS, DCCB-SVNC, INHF, TNC, and IDNR.
71 Page
FROM THE -11111 11111
I AM FROM Q-UCAGO
FROM TEE TREES AND AIR. 1
AM FROM
THE V1srSIDE. NOISY,
V IOLENT. CRAZY, I AM FROM
THE ROSE GARDEN. THE
GARDEN OF ADAM AND
In the materials from the Leopold Education Project workshops with Treva Breuch he highlights,
"Where I'm From" and "Home Range." The following slide is composed of quotes from 2012:
fil--;1:4-71Where I'm from (LEP):
LOVING ANO
CALM M/ Jfl- R ..
WITH Z-,
BROTFETS
AND SISTERS.
I AM FROM THE TALL
1 REDVVOOD. MOcY ROCK
OCEAN_ __.
FAR FROM MYHOME___
UNCLE THAT
WENT TO
COLLEGE. THE
1 OTHER WITH A
_OT OF POWER.
I'm from the arboretum andthe M issrsspp
I'm from Gia and Pan
Gods of Nature
From the crab andthe lion
From the neat countrygirl
The rude New Yorker
The funny girl.
PEACEMAKER.,
QUIET AND
BHT.
EVE ---
1 AM FROM CHICAGO.
FROM TREES AND GRASS.
1 AM FROM THE URBAN.
LOUD. NOISY
1 AM FROM THE SUNFLOWER.
THE LILY.
PURPLE
_ I'M FROM THE BLACK AND THE SMALL
I AM FROMTFE QTY ....
FROM NEI -AL AM:M.00EL
M FROM TEE UNTIED STATES LN DUBUQLE. ICAAA.
FROMTFE PRAIRE GRAS ;10TFE OAK TREES.
Future Talk: Self Profile
Future Talk youth are family oriented, proud of many aspects of their lives and our collective
work. There is a sense of alienation (which we see at the Center); on the other hand, work our
kids have written since 2008 also shows significant appreciation for Dubuque, particularly their
own neighborhoods, in which they often note great beauty. Future Talk experiences great
diversity in the group: up to 7o% African American some years, 5o/5o male/female, globally:
Puerto Rico, Mexico, Chicago, Iowa. Urban youth are particularly prevalent. Poverty amongst
this population is prevalent. In the last two years we have experienced an increase of foster kids
as part of our demographic.
81 Page
Future Talk: Values Profile
In the slide below note that although it is still people vs. nature, an anthropocentric view of our
world; our crew still acquires the vision to see themselves and others in nature: camping,
working, fishing. We can see from participants' journaling that an emphasis emerges in their
reflections that hinge on a deep desire to sustain natural areas the enjoyment of all people.
There is a clear sense of civic responsibility. Work, Learning, Service, are present, in the field
and in their reflections of work completed.
i4/! t S /t Wart ? Carnmertar j or. `a tue5.
.. _WEA E DOING fIES - '1GT1- AT 17 Y V1C:f.tT CET 1 f' WI T:OiJT :ls DOING IT_
it w
1 know that theworkwedidwith
the Mines of Spain was
meaningful because we were
trying to bring back an indigenous
species.
r,
4 _ 4•
sgirA/•‘
)01
WHEN FECVLE EEE PJTURE
WORK IT MCT{T MAKE PODPLE THINK
ABOUT HOW T1- Y COraJD IMFROW1
THEIR
1
I T 14INTI-LAT :1s JJb'T VIJORKNG IS iv1EA7,ENCF..1L
REC I EWE _ARE REGNG UCTIVE MEMELERS OF
GO C=1. AND ELING CUR 01M4ti1E1 FT
WHAT ADULTS THINK
LS IMPORTANT
PROTECTING
PEA/47131%14/3
ANINTA+1 S
IMPORTANT
RECREATIONAL DEVELOPMENT ISA JOB NOT OF BUILDING ROADS INTO
LOVELY COUNTRY, BUT OF BIJILDLNG RECEPTION
INTO THE STILL UNLOVELY HUMAN M L'D_
ALDO LEOPOLD_
91 Page
Over the course of two summers, Dr. Lisa Grinde (above) has worked with the crew. Following
are some initial results of Dr. Grinde's work.
1 1 I11111•11M11d
Prof. Grinde's work:
Work ethic and satisfaction.
Environmental Education
Community service and responsibility.
When she surveyed work ethic and satisfaction, she found that "participants spoke about the
hard work and long hours, but also specifically referred to their new respect for physical work
and their new view of responsibly contributing to their environment. Most often participants
discussed their sense of satisfaction and success in relation to the work completed."
As far as the effectiveness of our environmental education work, participants went into detail
about the specific knowledge they gained about the environment. Most, but not all, appeared
quite proud to share their knowledge and vocabulary regarding trees, plants, bees, invasive
species, composting, environmental degradation, etc."
And, finally, community service and responsibility. "Students talked the most passionately
about and spent the most time talking about the service component of Future Talk. They once
again discussed a sense of accomplishment, but also took it further to discuss a broader sense of
community and responsibility. They reported feeling more anger toward others and their lack of
respect for the community."13
�3 Dr. Lisa Grinde, unpublished work.
10 1 Page
Addressing the Goals and Outcomes for the Future Talk Program:
Program goals are to provide young people age 13-17 the challenge of:
1. Engaging and serving the community;
2. Learning about and experiencing the natural environment;
3. Doing meaningful work in natural areas for a stipend.
We ask the entire crew to individually prove that they have completed the learning part
of Future Talk by reflecting on the goals and outcomes of our program in a portfolio.
As for the first goal, engagement and service, we define success as the formation of
citizens, stakeholders in our community. Measures of potential success, our outcomes,
are:
1. Evidence of pride in the community and our role here.
2. Evidence that participants are aware of the importance of giving back to the community.
3. Evidence of community-based learning.
To assess whether or not we may be reaching our goals we ask the crew to reflect on the
following questions:
1. What specifically did you do this summer in the area of service to the community? What
jobs did you perform? How many hours did you serve?
2. Talk about the service work you are most proud of.
3. Talk about the learning that went along with it.
4. How are you and your community better for your work and learning
11 1 Page
Community -Wide Engagement
The crew volunteers at the Juneteenth Celebration and at Circles Initiative events (a Bridges out
of Poverty program), as well as for neighborhood clean-ups. This year, 2013, they painted rain
barrels for the Orange Park community garden and repainted porches in Washington
Neighborhood. Painting the rain barrels and the porches was by far the favorite set of projects.
Participants recognized they were making a better community for the families of the
neighborhood. It is important to the kids that the community see them working, giving back,
doing good work. We covered the Dubuque Sustainability Model in full with the kids. They
report learning a lot about local food and healthy foods from at the Dubuque Farmer's Market.
Kids come to us in order to work and stay out of trouble in the summer, but service and
engagement end up being the favorite component of the program year after year. Our crew is
very proud to show themselves as people who contribute to society, build community. One
commented that she is proud to be seen as a volunteer, not as a trouble maker or someone doing
mandated community service. In fact, our kids know that their presence in the community
challenges common stereotypes.
12 1 Page
•
Learning aboutexperiencing narure. Measures of
success are
• Leopold.> land ethic
• Can the students show an understanding of the
processes by which vane, worth. and a sense of
place are acquired'
Learning about/experiencing the natural environment is our second goat. Measures of
success, our outcomes for this goal area are:
• Evidence students understand the idea of the land -community and our role (Leopold's
land ethic).
• Evidence students understand processes by which value, worth, and a sense of place are
acquired.
Among other things we ask the participants to reflect on the following questions:
• What are the most important things you learned this summer about the outdoors and
nature? Give a quick explanation of each.
• How do you feel society places value on the places you have been? Give three examples
and explain.
• How do you value the places you have been? Give three examples and explain.
It is in the work projects that we see the interwoven ethics of engagement, learning and
meaningful work in action. Here, one could say, we bring to life the land ethic ideal of Leopold s
expressed in his Conservation Esthetic.
We are impressed that the crew have learned to speak clearly of exotic, invasive, native, and
toxic species of plants and animals. Most feel they learned a lot about nature in general. "No
trees in the prairie" one comments and, indeed, prairie, savanna, the very language of their and
our ecosystem, have entered the vocabulary and imagination of the group. One participant
spoke of sharing her experience at the Native American burial mound site at the Mines of Spain
with her class in the fall.
13 1 Page
Literacy is a major concern. Students report that the writing we require helps them remember
what they're learning. The portfolios show they've learned. (High school kids got a science
credit.) What to do with the portfolios now is a question of interest.
Students often note the destruction of the natural world that they see on TV, etc. They find
their work to be a positive response. Asked how society might value their work, one says "They
might thank us, join us, ask us back..." There is a desire to have one's work seen, acknowledged,
appreciated. There is often a feeling that the students' work is indeed worthy of appreciation
because we preserve sites where we work. This is to say that the crew are acquiring a sense of
their own worth in relation to our conservation work.
The value of the Dubuque City parks to the kids can't be underestimated: most make extensive
use of our park system. The kids write about how they value their work on city land more, quite
simply because they value the sites more. These are places that have great meaning in the lives
of young people, places they already know. A vision for growth in our program should take this
into account and enrich the presence in the City, as Marie Ware has noted.
One kid mentions going back to a natural area for fun. Most mention that they would go back,
so we have indeed lowered the fear factor for a group of kids. Have we "lost" nature, as Louv
suggests? No, we are working for increased awareness (perception in Leopold's words); from the
city park to the nature preserve to the campground one step at a time.
A summary of our learning: `Journaling helps me remember my impact to the community, it
shows what we learned." "It is an education and it helps my community."
14 1 Page
Sustainable Dubuque
Students learned about the Sustainable Dubuque model and saw different parts of the model in
motion. There are eleven principles organized in a three part model: --Economic prosperity, --
Environment integrity, -Social/Cultural vibrancy. They also wrote a reflection on sustainability
and Dubuque: What do we do well in Dubuque? Why do you feel this way? What could we do
better? What parts are the most interesting to you? Why? How does your family try to live in
sustainable ways?
15 1 Page
WE'RE NOT JUST MAKING 7HE COMMUNITY
LOOK BETTER.
WE ARE MAKING THE WORLD A BETTER
PLACE
—WUW
1 THLNK THAT DUBUQLE DOES A
GOOD JOBAT CON sIECTLNG
PEOPLE FROM OrTI-ER
CULTURES. E7H!FICITIES. AND
RACES. WHEN ME AND MY
FAMILY CAME TO DUBUCME WE
WERE WELCOMED IN THE
COMMUNITY. _ .
People seeing us do good,
it makes them want to...
.1 _ i i.
....the farmers' market
gives the community a
chance to buy locally grown
food and organic food.
- -
I think Dubuque should educate
people in the middle class about
poverty.
Social/cultural vibrancy is important because It
provides different programs and activities that he
bring people together in the community and bond
Leopold Education Project. Leopold's Land Ethic/LEP teaches and models critical
thinking skills. Mission: Work, Learn, Serve outdoors and on the land.
Icoplosimmr-a- LEARNIF
-s-
mow--
LEARNING, A LAND ETHIC -1=Pir
•
i; 1 f
d
MEA SURES OF S CCEE `"
EXPERIENCLNG NATURE
1 _ UNCE76'L QLEor xi
2 VALUE WORTH 'I A U OF RACE_
VI
EVERY ACTION HAS AN EF ECT
SOMETHING'S HO ME RANGEOR WAY OF
LIVING....
� J
I LEARNED THAT
BEAVERS ARE KEYST ONE
SPECIES BECAUSE THEY
CREATE A NEW
HABITAT....
"FA.LIILiARITYWITHTHE LANG."
RATTLESNAKE MASTER. INC IAN GRASS, COMPASS PLANT, POISON IVY, ROSE BREASTED
GROSBEAK, AMERICAN GOLDFINCH, WATER STRIDER, RED OAK, ELM, PARSNIP, GARLIC
MUSTARD. ROBIN...
1111111111111111.1111111.1111.
IF YOU HAVE A WATER SUPPLY COMING FROM A WELL.
THEN YOU SHOULD CON SIC ERWHAT YOU PUT IN
YOUR SOIL OR LET RUN INTO YOUR SOIL .
Kids easily recognize many species, and understand some of the dynamics between native and
exotic species. They also learn to put land firmly within the boundaries of a moral compass
through activities such as "What's it worth? Who Decides?" (Leopold Education Project)
• How might the property just explored be used to make money?
• Is there anything of historic or cultural value here?
• If a scientist wanted to do research, what might he or she study?
• Is there value alone in just the existence of soil, plants and animals?
• What specifically makes the land aesthetic or beautiful?
• What animals might use this area?
• What would be important to them?
• What kind of recreation could you do here?
• If you owned this property, what would you want to do to protect its most valuable
aspects?
This is an on-going exercise we have the students perform, so that the same template of
intellectual challenges is applied to vastly differing settings, from an urban park to a native
prairie in the country.
16 1 Page
Internship at UD: Director of Multicultural Student Engagement, Mishereen Ellis
Our third and final goal area is to provide meaningful work for a stipend. Measures of
success, our goal areas are:
1. Evidence of pride and accomplishment in a job well-done, and
2. Evidence of perseverance, rooted an understanding of the importance of this work.
To assess whether or not we may be reaching our goals, among other things we ask the
participants to reflect on the following questions:
i. Talk about the work you have done, summarize the importance of the work for the
reader.
2. Tell the reader about your best accomplishments this summer.
3. What is the work worth to you?
The crew emphasizes esthetics, making things look good for the community. This comes up
again and again in the portfolios. We note great pride in the work. Crew very much manage
many skills of natural areas management, e.g. invasive control, safe tool use, etc. as well as the
basics of prairie and savanna restoration. The work was very hard on many days and the
temperature was often in the 9os.
17 1 Page
Our kids are exceptionally proud of the work and service done in the city. Painting the rain
barrels and working with the community garden was the favorite project of the summer of 2013.
Over the course of several years we have seen much greater appreciation for work done within
the city limits. Beautification projects are hard, dirty, and hot. In perseverance we see the clear
sense of community, pride, and esthetics one expects of serious stakeholders in our community.
The best summary for 2013 was perhaps this: I made money, stayed out of trouble, and helped
my community. Other comments from 2012 reinforce our conclusions from 2013; they add a bit
as well:
• I feel that the stipend is a little low for what we do but at the end of the day we're doing it
for a good cause and helping the community at the same time. And you also gain
recognition to the place behind the whole program.
• Being able to do meaningful work in natural areas for a stipend is letting us help do
something for others and [allowing] our next generation to see and appreciate and help
later on in the future
• Overall, I think we did a great job working as a team and we can now look at what we did
and admire it.
• I think working hard is making us have a better work ethic. The more we do, the better
we get.
Measogfiiwork for append Measures of success are :
• Evidence of pride and accomplishment in a job well-done,
and
k • Evidence of persoasaooy rooted an understanding of the
importance of this Rork.
18 1 Page
0 MEANINGFUL WORK FORA STIPEND:
NATURAL AREAS MANAGEMENT
I- .• .. . n i IOW .M11W.aJl.. -
SAVANNA/PRAIRIE WORK
We look for and promote a strong work ethic:
1. Pride and accomplishment in ajob well-done.
2. Perseverance. rooted in an understanding of the
importance of this work.
l thin k working hard is making
us have a better work ethic.
The morewedo,thebetter
we get.
4. •
orkillintural areas for a stipend is
letting us help do something for others and [allowing] our next
generation to see and apprecate and help later on in the future
Overall, (think
we did agreat
jcb workingas
a team andwe
can now look
at what we did
and adm,reit.
I feel that the stipend is a little low for what we do but at the end of the day we're
doing it for a good cause and helping the community at the same time. And you also
gain recognition to the place behind the whole program
We all know what a good work ethic looks like, smells like... but how to measure???
What these ideas and others show is that the students recognized that they had accomplished
something. A sense of pride and a vision of the future... So we might change Mr. Conrad's idea a
bit: more than finding themselves, we hope our students are learning to create themselves and
their environment in the work they do with us.
An Example of Future Talk Activity
19 'Page
work that is going to mean
something in the end....
This quote - representative of the land ethic of the great majority of the kids - is an opportunity
and a challenge to some of the things we in this room might value. It does not mean that the
other work we did - prairie and savanna restoration away from the kids' original home ranges -
is not important.
20 1 Page
Successes
2008: 10 of 15 completed the program.
2009: 11 of 16 completed the program.
2010: 20 of 22 completed the program
2011: 22 of 22 completed the program
2012: 21 of 21 completed the program
2013: 16 of 18 completed the program.
1
✓ AmeriCorps - Staff/Crew- Leaders: Beverly Berna and Penny Ehlinger
✓ City of Dubuque: Bob Fritsch, Kelly Larson, Marie Ware. Mike Van
Milligen and many more.
✓ Clarke College, Graciela Caneiro
✓ Crew Leaders, zoo8-n: Abbi LaCarte, Maggie Chilsen. Solomon Sun.
Brittany Trewin, Shelli Glover. Mark Messer. Chad Hruska. Colleen
Greene, Katie Duffy, Ashley Fitzpatrick. Ben Dever. Brian Popp, Julianne
Lord, Anthony -Marshall, Christine Ford. Meghan Hickey.
✓ Dubuque Art Center, Jordan DeGree, Katie Duffy and Kelly Finn.
✓ Jenny Ammon, Brian Preston and the Swiss Valley staff. Meg and Holly for
the camping trip.
✓ Loras College. Alejandro Pino.Mishereen Ellis. Cindy Behnke. Steve
Williams
✓ Matt Fisher. Toni Aguilar. Cheryl Carney of TNC-Iowa.
✓ Pheasants Forever for the LEP.
✓ The -1" Craig and Dave. our intrepid drivers.
✓ The Audubon Society-
,/
ociety✓ The Dubuque Multicultural Family Center staff and the Board of
Directors, Tara Velez , Maddy Cross, and Beverly Berna.
✓ The Iowa Natural Heritage Foundation, Cathy Engstrom. In our first
conversation 51- became a possibility.
✓ Wayne Buchholtz and Craig Oberbrocldng. The Mines of Spain. Doug
Olk
Crew Leaders, 2012-13
DJ Nunn, Cassie Horstman, Therese Stanton, Abbi La Carte-Strobbe, Meghan Monck, Michele Gelaude, Robert Berger
21 1 Page
Mon
Tues
2014 Future Talk Schedule
Wed
Thurs
Fri
Sat
1
June
Crew leader
orientation
Crew leader
orientation
Crew
leader
orientation
Interviews
Interviews
Selection
Picnic
8
June
SVNC
ORIENTATION
SVNC
ORIENTATION
SVNC
SVNC
SERVE/
ENGAGE
15
June
SVNC
SVNC
SVNC
SVNC
SERVE/
ENGAGE
Juneteenth
Service
22
June
SVNC /
Whitewater
SVNC /
Whitewater
SVNC /
Whitewater
SVNC /
Whitewater
SERVE/
ENGAGE
29
June
Off
Off
Off
Off
Off
Off
6
July
DBQ
DBQ
DBQ
DBQ
SERVE/
ENGAGE
13
July
DBQ
DBQ
DBQ
DBQ
SERVE/
ENGAGE
20
July
MOS
MOS
MOS
MOS
SERVE/
ENGAGE
27
July
MOS
MOS
MOS
MOS
SERVE/
ENGAGE
3
Aug
KAUFMAN
KAUFMAN
KAUFMAN
TEA CAMP
Finley's
Landing.
TEA CAMP
GRADUATION!
KEY:
DBQ - City of Dubuque
MOS - Minds of Spain
KAUFMAN - Kaufman Prairies
SVNC - Swiss Valley Nature Center
SERVE/ENGAGE - Academic and
Career Development at MFC
TEA CAMP - Teen Adventure Camp
22 1 Page
A Model for Conservation — Land Trust Alliance
ilTand Trust Alliance
ogo-rer, eomewg the paces you .are
Page 1 of 1
A Model for Conservation
Dana Livingston started simple. Soon after moving to Dubuque in 1995, he began volunteering his time to restore a local natural
area — and then others. He served on a couple of conservation committees — and then many more. Three years ago, Dana and
local partners launched Future Talk, an innovative program that helps inner-city youth experience and protect nature.
Up one level
Dana Livingston started simple. Soon after moving to Dubuque in 1995, he
began volunteering his time to restore a local natural area — and then _ E\
others. He served on a couple of conservation committees — and then
many more. Three years ago, Dana and local partners launched Future
Talk, an innovative program that helps inner-city youth experience and
protect nature.
In honor of Dana's diverse conservation efforts, the Iowa Natural Heritage
Foundation presented him with the 2010 Hagie Heritage Award on Sept.
26. Endowed by the children of Lawrence and
Eula Hagie, the award includes $1,000 and a hand -carved acorn sculpture.
Model Volunteer
"Dana appears to be a force of nature in his own right," said Mark Ackelson, INHF president. "He's a full-time Spanish professor at Loras
College. He has a family. And yet he's donated countless hours to protect nature and to train the next generation of its protectors."
Livingston was nominated for the award by Wayne Buchholtz , park ranger at DNR's Mines of Spain; Bev Wagner of the Dubuque
Metropolitan Area Solid Waste Agency; and Jenny Ammon with Dubuque County Conservation.
"I have never met someone who works as hard to advocate for kids and the environment as Dana does," said Ammon.
Model Program
Based out of Dubuque's Multicultural Family Center, Future Talk serves at -risk teens, mostly ages 13-14. During summer break, the
students are paid to work nine hours per week in local natural areas and parks. They spend additional unpaid hours on job and education
skills, community service projects and — new in 2010 — producing their own videos on topics ranging from teen violence to recycling.
The outdoor work can be hard and hot, but "by the end of the summer, these kids start feeling like they have a stake in this town," Dana
says. "They're no longer just living here; they're helping to create this community."
The program also incorporates time for outdoor fun and adventure. "Until
now, these kids had never camped, never spent time in Iowa's woods or prairies," added Livingston. "Now they've heard a coyote howl.
They've heard an owl hoot.They've fished and canoed."
Livingston credits the program's success to its diverse partners: the
Multicultural Family Center, AmeriCorps, VISTA, Mines of Spain State Recreation Area, Dubuque County Conservation, City of Dubuque,
The Nature Conservancy, Dubuque Art Center, INHF and many others.
"The elements of this program work well together: meaningful work for a stipend, the educational component, the service component," said
Dana. "It's
a strong, repeatable model that could serve conservation really well. I'd love
to see it adapted to other communities and populations."
Photo courtesy of Iowa Natural Heritage Foundation
http://www. landtrustalliance.org/land-trusts/mw-success/a-model-for-conservation 8/13/2014
FUTURE TALK
Program Evaluation 2012 and 2013
Abstract
The purpose of our research was to conduct a program evaluation of Future
Talk, which is a paid summer work program for at -risk teenagers from diverse
backgrounds to work together toward a common goal of a more sustainable
community. The three main principles of the program focus on work, education
and service. As part of our evaluation procedure we had participants complete
a pre/post-test survey packet in 2012 and a post -then test packet in 2013 In
addition, all participants contributed to a focus group interview at the
conclusion of the eight-week program. Through this data collection we measured
participants' levels of self-efficacy, optimism, collaborative teamwork, sense of
belonging, responsible choice making, and environmental stewardship and
knowledge. The 2012 quantitative data only showed significant change in
becoming more resilient, but the qualitative date suggests participants were
aware of and experienced growth in many of the areas tested. Specifically on the
YAR -PET, participants focused on the gain of goal setting, environmental
stewardship, and communication skills. Unfortunately the post -then method used
in 2013 was confusing to the participants and much of the data was unusable.
However, we were able to use post-test data from the YAR -PET and that
showed that participants made gains in the areas of goal -setting, self-control, and
locus of control. The focus group also produced more evidence of change and
growth.
MF1t]IiO
r�
Participants 2012
Pre survey: 15 total
3- 17 Age Range,
14 Females, 1 Male
Post Survey & Focus Group: 1 1 total
3- 17 Age Range,
10 Females, 1 Male
Participants 2013
Post -then Survey and Focus Group: 10 total
3- 16 Age Range
8 Females, 2 Males
Written consent received from
parent/guardian and participant
• MA
HRI4
Social Self -Efficacy Scale (Muris, 2001).This 8 item scale
measures the participants' ability to negotiate social
situations and provide successful social interactions.
The 4 item Optimism Scale is a subscale that is a part of
the Mental Health Measure in the National Longitudinal
Survey ofYouth (1997).This survey measures the
participants' expectation that good things will happen to
them in their future.
The Resilience Scale (Neill, & Dias, 2001) is a 25 item
scale that covers different domains of the participants'
Iives.This scale measures the participants' ability to cope
and respond successfully to stressors.
The Responsible Choices Scale is a subscale of theYouth
Assets Survey (Oman,Vesley, McLeroy, et al., 2002). This
6 item scale emphasizes on good behavior, hard work,
personal responsibility, and fairness.
The Sense of Belonging Scale (Anderson -Butcher, &
Conroy, 2002) is a 5 item scale measures how the
participant feels about community programs.
Specifically, it measures how they feel connected,
committed, supported and accepted by the program.
The Civic Attitudes Scale (Mabry, 1998) is a 5 item
scale that measures the participant's attitude
towards participation in community service.
TheYouth-at-Risk Program Evaluation (Neill, Marsh,
& Richards, 2003)is a 51 item scale that evaluates
how effectively adventure -based youth -at -risk
programs help students across social, personal, and
environmental domains. This scale was slightly
modified to 43 items to maintain relevance.
PRO C MU
1E,
Participants completed a pre/post-test survey
packet (2012) or a post -then packet (2013)
and participated in a focus group at the end of
the program.
Focus Group
Two groups (5-6 participants in each)
Open-ended questions focused on what the
participants believed they had gained from the
program and how they changed/improved,
specifically in the areas of responsibility, respect and
character.
QUANTITATIVE DATA
Our presentation and interpretation of the quantitative data
is limited by small numbers and issues surrounding data
collection.
Table I. Mean post-test scores on theYAR-PET
(Youth At -Risk Program Evaluation Tool) for 2013 and 2012
(Note. 8 point Likert scale)
Subscale
Self -Control
Locus of Control
Personal Boundaries
Problem Solving
Healthy Risk Taking
Environmental Stewardship
Self -Esteem
Cooperative Teamwork
ll
Conflict Resolution
Community Engagement
Communication Skills
Communication
Local Environment
1
Reflective Journaling
2013 IMF
10 participants
IMF 2012
11 participants
6.95
7.23
6.35
6.82
6.30
5.36
6.15
6.68
6.10 7.05
6.05 7.05
6.05
7.36
5.90 6.91
5.85 6.59
5.75 6.55
5.75 6.77
5.60
7.41
5.35 5.68
4.80 6.45
4.10 2.45
QUALITATIVE DATA
Focus group data suggested the Future Talk participants did
gain skills, knowledge and/or insight into the three areas of
work, education, and service.
WORK E
SATSFAC
i
ON
Participants spoke about the hard work and long hours, but
also specifically referred to their new respect for physical
work and their new view of responsibly contributing to their
environment. Most often participants discussed their sense of
satisfaction and success in relation to the work completed.
"I ain't never worked so hard in all my life, but it felt really good
when we was done and got to see what had changed and what
we had accomplished." (2012)
"I liked when we finished big projects and I could stand back and
see the difference we made.That made me feel good, feel like 1
was important." (2012)
"We all worked really very hard and it did make a difference and
now !don't want that work to be wasted." (2013)
"Someone was relying on us to work hard and do a good job and
get it done." (2013)
"People walk past while we be working and they comment and
say something nice.That feel good. I feel good." (2013)
-INVER°
]ENTAL
H
ar
UCATION
Participants went into detail about the specific knowledge
they gained about the environment. Most, but not all,
appeared quite proud to share their knowledge and
vocabulary regarding trees, plants, bees, invasive species,
composting, environmental degradation, etc.
"I feel like 1 learned something everyday and now I know a lot
about the outside world around me." (2012)
"Never ever had heard of a prairie. Now I worked in one and
know what it is. 1 also learned about gardens and could grow
my things, like veggies." (2013)
COMMUN '�Y SERV
AND RESPONS
J
CE
TY
Students talked the most passionately about and spent the
most time talking about the service component of FutureTalk.
They once again discussed a sense of accomplishment, but also
took it further to discuss a broader sense of community and
responsibility.They reported feeling more anger toward others
and their lack of respect for the community.
"1 now get so tired of watching people walk by garbage on the
sidewalk in my neighborhood. We've got to take more pride in our
community spaces and work with each other to support one
another." (2012)
"The service parts of the program taught me responsibility and how
I'm a small and important piece of the people and places surrounding
me. (2012)
"1 learned about respecting others.You need to respect others and
then get respect and you need to respect the place around you."
(2013)
"We painted porches and painted rain barrels. 1 can walk by them now
and feel pride in my community and what I done to help. I contributed
to the community." (2013)
THE CITY OF
DuB
Dubuque
kittld
Ai -America City
UtiOFFP
Masterpiece on the Mississippi
2007 • 20I L. • Ni
August 14. 2014
Dear Cities of Service,
Office of the Mayor & City Council
City Hall
50 West 13th Street
Dubuque, IA 52001-4864
www.cityofdubuque.org
As Mayor and on behalf of my City Council colleagues, 1 am happy to lend my support
to the Multicultural Family Center's application to make the Future Talk Program a City
of Service Blueprint and to implement the program for another year.
In June 2011, I was delighted to announce that Dubuque was awarded a Cities of
Service Grant. This grant supported the establishment and release of Serve Dubuque,
Dubuque's first High Impact Service Plan, in February 2012. Serve Dubuque focuses
on: 1) using volunteers strategically to address the City's most pressing needs within
neighborhoods, including supporting volunteer ownership of neighborhood
beautification; 2) bringing neighbors and residents together to positively interact with
each other resulting in community cohesion; and 3) connecting residents to meaningful
service opportunities. The Future Talk program operates in support of all of these
goals, and we are seeing the impact the program is having on disadvantaged teens in
our community.
The answers to Dubuque's most pressing challenges cannot come from government
alone. Volunteers have always played a critical role in providing essential services to
residents and the Future Talk program not only leverages volunteers to carry out the
program, it is also premised in developing a service ethic amongst our youth as they
engage with their local community now and into the future.
hope you will support this wonderful project and award funding for us to implement the
program for another year.
Sincerely,
D
Roy �BuoI, Mayor