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The sunniest spot in New England! St. Cloud State University

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1 The sunniest spot in New England! St. Cloud State University
+ Sunnyvale The sunniest spot in New England! “Home of the Spartans” Strategic Plan for Town & Gown Relations: The Community Initiative One Community, Our Home St. Cloud State University Team Leader: Alexis Schewe Nicole Jagodzinski, Lacey Seefeldt, & Stephanie Kroll

2 Guiding Theory: Chickering’s Theory of Identity Development
Chickering’s theory explains identity formation, particularly in college students, via seven vectors of development. They are a series of tasks that deal with feeling, thinking, believing, and relating to others. Although all vectors are important in the overall formation of identity, the following are particularly relevant to this strategic plan: Moving through Autonomy Toward Interdependence Rationale: “Thriving students not only are open to diverse viewpoints and value differences in others, but they also believe that it is their responsibility to contribute to the community around them and make a positive difference. Caring about others and working with others to make a positive difference in the world moves thriving students from an introspective focus on self to an engagement with the world around them” (Schreiner, 2010, p. 8). Developing Purpose Rationale: “An involved community is not a given…active participation offers us a chance to create meaning for ourselves on the basis of our particular contributions to something larger than ourselves” (Chickering, 2008, p. 90).

3 Guiding Theory: Kohlberg’s Theory of Moral Development
Kohlberg's Six Stages: Level I. Pre-conventional Morality: Focus on self Stage 1. Obedience and Punishment Orientation: Obeying rules to avoid punishment Stage 2. Individualistic, Instrumental Morality: Following rules if it benefits the individual. Level II. Conventional Morality: Focus on significant others Stage 3. Interpersonal Morality: Doing what is right for the valued opinion of those close to the individual. Stage 4. Maintaining the Social Order: Upholding morality due to a duty to society. Level III. Post-conventional Morality: Focus on equality and the common good Stage 5. Social Welfare Morality: Promotion of human rights is valued as important. Stage 6. Universal Principles: Equal consideration of all points of view, focus on human rights. Rationale: We are committed to assisting students’ movement from pre-conventional to conventional and to post-conventional levels of moral reasoning. (Evans, Forney, Guido, Patton, & Renn, 2010)

4 Transformational Learning
Guiding Theory: Bronfenbrenner’s Developmental Ecology Model Guiding Theory: Transformational Learning Examines person-environment interactions and how they influence growth and development. Mesosystem, a contextual component, involves connections that take place between two or more settings that contain the individual. Rationale: There is a symbiotic relationship between the town of Sunnyvale and the students at Sunnyvale University. To provide the most optimal setting for growth and development the Community Initiative seeks to strengthen the context of the mesosystem. (Evans, Forney, Guido, Patton, & Renn, 2010) Allows students to develop their own “meaning” and viewpoints that guide their actions. Meaning is formed by social, psychological, ethical, and physical factors. When one’s meaning is challenged transformation occurs as the individual seeks to restore equilibrium to their life. Rationale: In academic, service and social interactions with the community, students are given opportunities to challenge and re-evaluate their viewpoints. These interactions allow students to transform how they make meaning in their everyday lives. (Bamber & Hankin, 2011)

5 Objectives Create a culture on campus and in the community which values and models respect. Embrace and offer authentic opportunities for transformational learning. Foster an environment which promotes the safety, protection and development of all people’s physical, emotional and mental well-being. Develop ethical and responsible citizens who give back to society at local and global levels now and throughout their lifespan. Act intentionally to build diverse partnerships that appreciate the unique characteristics, cultures, and lifestyles of all people. Objectives are driven by Ethical Principles and Standards for Student Affairs Practice: NASPA – Campus Community – Promote a sense of community among all areas of campus by working cooperatively with students, faculty, staff, and others outside the institution to address common goals for student learning and development. ACPA – Support Student Learning and Development – Development is complex and includes cognitive, physical, moral, social, emotional, spiritual, personal and intellectual dimensions. NASPA – Student Behavior – promote responsible behavior and support actions that enhance personal growth and development of students. Ethically required to foster an environment designed to ensure a student’s acceptance of responsibility for his/her own behavior. ACPA – Responsibility to Society – Responsibility to contribute to the improvement of the communities in which they live and work and act as advocates for social justice for members of those communities. 4.1 Assist students in becoming productive, ethical, and responsible citizens. ACPA – Responsibility to Society – “Recognize that our communities are enhanced by social and individual diversity manifested by characteristics such as age, culture, class, ethnicity, gender, ability, gender identity, race, religion, and sexual orientation” (American College Personnel Association, 2006, p.10). (American College Personnel Association, 2006) (National Association of Student Personnel Administrators, 1990)

6 Strategic Plan: The 3 C’s of Civility
Citizenship Connection Choice Goal: Improve Town & Gown Relations.

7 Citizenship Defined: Rationale:
Citizenship is a personal obligation and respect of both immediate and global communities and the individuals of those communities. Rationale: For town and gown relations to be successful, students of the university and members of the community must commit to acting in good citizenship. Doing so promotes civility and improves relationships for all involved. Goals: As students engage in activities that promote citizenship they develop an appreciation for equality and the common good which is a reflection of their forward movement in moral reasoning. The campus and the community will commit to a culture which models and rewards actions of good citizenship and embraces interdependence.

8 Connection Defined: Rationale: Goals:
The collaborative effort between Sunnyvale University and Sunnyvale’s community organizations, businesses, school districts, housing authorities, health care providers, local government, and social service agencies. Rationale: Successful community engagement strategies bridge the campus and town by sending students into the community, and inviting community members to benefit from campus resources (Bruning, McGrewb, & Cooper, 2006). Connections between campus and community model an appreciation of interdependence. Goals: Create a two-way partnership between the town of Sunnyvale and Sunnyvale University. Promote ethics of social morality and encourages developmental growth in areas of interdependence and purpose.

9 Choice Defined: Rationale: Goals:
The act of making responsible and healthy decisions that support the values of civility. Rationale: Civility involves making responsible choices. If students are given opportunities to think about themselves in relation to others, this can create understanding that they have many neighbors and obligations to these neighbors (Ehrlich, 1999). Goals: Provide opportunities to prepare students to be informed, committed, socially responsible, and ethically conscientious citizens. These opportunities challenge students to assess individual perspectives and life purpose.

10 Spartan Security Ambassadors Off-Campus Student Advising Office
Citizenship Spartan Security Ambassadors Off-Campus Student Advising Office Restorative Justice Program Civility and Community Workshops Renters 101 Sunnyvale Service Scholars Opportunities Volunteer

11 Citizenship Spartan Security Ambassadors:
Group of students, staff and community members who maintain peace on campus and in the community. Trained in bystander intervention, conflict resolution and disturbance response they intervene in situations on and off campus that may escalate to uncivil behavior. This promotes social welfare morality development. Off-Campus Student Advising Office: Provides off-campus students with services which assist them in good citizenship, for example: equipment rentals (i.e., rakes & shovels), educational workshops, leasing rights, and advocacy. Renters 101: Educational program to teach students to live as responsible citizens in the community. Residences where all tenants have completed the workshop receive incentives such as landlord provided rent deductions, campus spirit gear for their homes, and/or coupons from neighboring businesses. Restorative Justice Program: Program that identifies students with neighborhood disturbance-related citations in court and offers a restorative justice option. Requires students to appear before, and work with, a board of trained citizens who address student misbehavior and its effect on others and assign appropriate sanctions. It encourages transformational learning and promotes dialogue among victims and offenders in order to hold offenders accountable and meet victims’ needs. Rationale - Spartan Security Ambassadors: Taking an active involvement in community safety promotes values of citizenship. Off-Campus Student Advising Office: Off-campus students who receive this type of support are encouraged to act as responsible neighbors, tenants and citizens. They learn living skills and are given resources to promote civic responsibility. Renters 101: Multicomponent community interventions have become common in many college prevention programs including “neighborhood engagement interventions focused on educating students regarding the rights and responsibilities associated with living in that community” (Saltz, 2011, p. 206). Restorative Justice Program: This program will educate community members about the need for civic commitment, as well as help students evaluate the impact of their behavior on the community. Accountability is fundamental, but is balanced by an offender’s ability to regain trust through demonstrated good citizenship (Karp & Allena, 2004).

12 Citizenship Civility & Community Workshops:
All incoming students are required to watch a 1 hour video presentation on civility. Topics include: education about online civility and cyber-ethics, renter responsibilities, laws, respect for community and neighbors, the value of diversity, how to hold a responsible party, etc. Videos will be created by peer mentors and student leaders. Sunnyvale Service Scholars: A leadership development program that combines theory and practice. The program equips students with the knowledge, skills and vision they need to build community, become active citizens, and advocate for social justice. Through coursework students learn about ethics, democracy, community mobilization, and social change. This program provides an optimal setting for moral development (Reiff & Keene, 2012). Utilizes Community Based Learning pedagogy which integrates “course work, independent studies, research, dialogue, training, and volunteerism…that address community needs that encompass both practice and reflection” (Flores, Crosby-Currie, & Zimmerman, 2007, p ). (Adapted from the University of Massachusetts Amherst) Volunteer Opportunities: Collaboration with Student Activities and Residence Life to implement service programming: Adopt-a-Philanthropy – all residence halls must choose a nonprofit organization to support. Days of Service – The University will host a full day of service on national service days (i.e. Make a Difference Day and MLK Day). During these events students will “flood” the streets of Sunnyvale to complete short term service projects. Sunnyvale Plunge – Students can participate in a total immersion experience in the town of Sunnyvale. Students learn about the needs of low income residents, receive education about services, stay in a local shelter, and have the opportunity to personally connect with Sunnyvale residents. Rationale - Civility & Community Workshops: In order for students to act on and understand civility they must be educated in the concepts. Also, this required workshop sets the tone for an overall culture change focused on the value of civility. Sunnyvale Service Scholars: Service learning contributes to personal and social development because it creates an opportunity for students to form an emotional connection with others in need and contributes to the overall good of the mesosystem. This process in turn contributes to the development of empathy (Wilson, 2011). Additionally students participating in community-based learning (CBL) have shown a decrease in risky drinking behaviors and an increase in academic and co-curricular activities (Flores, Crosby-Currie, & Zimmerman, 2007). Volunteer Opportunities: Short term volunteer opportunities are a good way to introduce students to service opportunities at the University without requiring long term commitment. While students can use these opportunities for professional and resume development, they can also become “stepping stones” for more advanced service engagement.

13 Meet the Neighbors Campaign Neighborhood Advisory Council
Connection “Meet Sunnyvale” Expo Meet the Neighbors Campaign Neighborhood Advisory Council Take 5 Events Homestay in Sunnyvale Community Garden Community Asset Mapping Community Advocate Program Sunnyvale Aware

14 Connection “Meet Sunnyvale” Expo:
Collaboration with local businesses and service providers to hold an on-campus resource fair that provides opportunities for students to establish consumer relationships. Meet the Neighbors Campaign: Facebook page highlights a neighborhood and one or two of the community members in it each week. A photo of the member(s) is included along with their interests and values of community. Neighborhood block party/meet and greet the second weekend of fall semester. Programming includes food and a speed-friending event. Neighborhood Advisory Council: A go-to for all stakeholders in community/campus connect program; the focus is on safety, student/community concerns, and active approaches to problem resolution. They hold open forums and offer input on initiatives for their specific community. Take 5 Events: Every day of the month that ends in a “5” means it’s a “Take 5” day (the 5th, 15th and 25th). On this day a food table is set up outside in each neighborhood. This table offers snacks and refreshments so residents of the neighborhood (both community members and students) can stop by and “Take 5” together. Sponsored by local businesses. (Adapted from George Mason University, 2012). Homestay in Sunnyvale: Program involves local Sunnyvale alumni and University faculty inviting students into their homes to foster fellowship.  Allows alumni to give back to their alma mater in a meaningful way, and allows faculty to connect with students outside the classroom.  Rationale – “Meet Sunnyvale” Expo/Meet the Neighbors Campaign/Neighborhood Advisory Council/Take 5 Events: Provides opportunities for an interactive and engaged community. Homestay in Sunnyvale: Alumni understand both the student and community perspectives and can reach students in a unique way.  Faculty are equally important in this type of program because relationship building between faculty and students improves retention and increases persistence to graduation.  This also models interdependence.

15 Connection Community Garden:
A space that allows students and community members to enjoy food, nature and camaraderie. Excessive produce will be donated to the local food shelf. Community Asset Mapping: A strengths-based approach of responding to community needs. In partnership, the town and University will map out community resources. After the initial mapping phase, the University can strategically create partnerships that meet identified needs. Community Advocate Program: Funded by Community Work Study monies, student employees are placed at partner organizations and serve as a liaison between the University and the community. This program gives students the opportunity to become knowledgeable about social issues from the community perspective, and provide authentic opportunities for leadership and civic engagement. Sunnyvale Aware: An Emergency Alert and Response System connected to Twitter and text messaging software that allows University officials to communicate important and timely information to student, faculty, staff and community members regarding any threatening conditions. Rationale – Community Garden: “There is general agreement that community gardens increase social cohesion, support networking and enhance levels of social capital. They do so by providing a shared “third space” and joint activities” (Firth, Maye, & Pearson, 2011, p. 558). Community Asset Mapping: Research indicates that communities can feel exploited when college students inundate the community with the intention of doing service (Leiderman, Furco, Zapf, & Goss, 2003). By developing a community asset map in conjunction with town stakeholders, Sunnyvale University will develop a partnership with the local community rather than to. Identifying community assets will reveal areas of service gaps that can be met by intentional partnerships. Community Advocate Program: Institutions that receive Federal Work-Study funds are required to use 7% of the monies for community service positions. According to the Higher Education Act (1969), this mandate encourages “students receiving Federal student financial assistance to participate in community service activities that will benefit the Nation and engender in the students a sense of social responsibility and commitment to the community” (section 441,a). Sunnyvale Aware: Promotes a safe environment that protects the well-being of all community and campus members. Eases tensions about concerns over potential disruptions.

16 Being a Healthy Spartan 101
Choice Being a Healthy Spartan 101 Community Recreation Involvement Opportunities Civility Bystander Training Sundown in Sunnyvale Program Series Healthy Lifestyles Marketing Campaign

17 Choice Being a Healthy Spartan 101: Presentation & Student Panel:
Mandatory during orientation week for all new Spartans. Led by Peer Health Educators, this panel introduces social norming data and provide an opportunity for students to discuss drinking, drug use, sexual health, and overall health and well-being. Community Recreation Involvement Opportunities: Outreach to student population to get them engaged in the Sunnyvale community organizations and recreation. Collaborative Opportunities: bowling leagues, community theater, cycling club, community arts bureau, & health & fitness groups. Civility Bystander Training: A multi-media social marketing campaign to increase active bystanders on the campus. Includes a bystander intervention training each semester for students, faculty, staff, and community members (Potter, 2012). Bystander training teaches people how to intervene in situations where civility is at risk – such as public disturbances, misuse of property or disrespectful behavior. Off-campus students can receive incentives if everyone in their home attends a training. This training will also be a requirement of the Spartan Security Ambassadors. Rationale – Being a Healthy Spartan 101:Presentation & Student Panel: These new students will look to their peers for social behavior/social norms, therefore Peer Educators would be more effective in communicating this information. Doing so at the onset of college communicates the norms immediately, to curtail the sensationalized portrayal of college that is communicated through the media. Community Recreation Involvement Opportunities: Self-esteem/pride in the community, increased through community partnerships, mean lower incidences of crime, better health, and happiness in the community (Sharp, 2011). Providing Community Recreation Involvement Opportunities will increase pride in the community as students and community members work together toward a common goal or by sharing a common interest. Civility Bystander Training: Promotes the initiative of safety, and also teaches moral and ethical development and civic responsibility.

18 Choice Sundown in Sunnyvale Program Series:
A series of late night programs and events that are alcohol-free alternatives. Educational messages are embedded into programming efforts to promote healthy living and expose students to social norming data. Offers an opportunity for personal meaning and transformational learning. Programs & Events: movie screenings, live music, guest speakers (inspirational speakers, comedians, hypnotists, magicians), intramural sport tournaments, dance parties, and University recreation events. Healthy Lifestyles Marketing Campaign: Living a Sunny Life – Health promotions targeted at the entire community. Health Speaker Series: A series of speaking events that address multiple health topics. Speakers include University faculty and staff members, local health care providers, and social service professionals. Facebook and YouTube campaign; Web cast series Branding Sunnyvale: Includes street-post banners, billboards, and signage in businesses and around the University branding our community as a healthy community that promotes leading a healthy lifestyle. Rationale - Sundown in Sunnyvale: Research shows that alcohol-free programming can reduce student alcohol use (Alcohol Prevention Coalition, n.d.). Providing alcohol-free options is “considered an essential component of an environmental prevention approach, as such activities support healthy student behavior and contribute to healthier student norms” (Alcohol Prevention Coalition, n.d., p. 1). Healthy Lifestyles Marketing Campaign: Research has established that “community interventions can and do reduce alcohol consumption and subsequent problems in campus communities as they have in the general population” (Saltz, 2011, p. 208). This marketing campaign is a strategic community intervention to promote an overall healthy lifestyle and decrease the amount of alcohol and other drug use by all members of the community.

19 Marketing the 3 C’s Information Technology Print Media Social Media
Monthly e-Newsletter w/Sunnyvale Stars Sunnyvale Smart Phone App Instagram Contest University & Chamber of Commerce Website design Print Media Door Hangers/ Flyers Mailers/ Information Packets Signage/ Billboards University & Local Newspapers Social Media Facebook Twitter Google+ YouTube Other Strategies Fall Orientation High Risk Times (Sestercentennial/ Homecoming) Phone-a-thon Education Explanation - This Marketing campaign is an aim to radically change the culture on-campus and off-campus and promote the 3 C’s of Civility: citizenship, connection, and choice. The campaign would be promoted heavily on social media sites such as Facebook, Twitter, blogs and e-Newsletters. According to the Instagram website they have 90 million active monthly users. Sponcil and Gitimu (2012) found that the most popular social media sites by college students are Facebook and Twitter – with these being the sites that are checked regularly and updated the most often. Rationale - Visibility and contact is needed at all levels. It is important to have buy-in and commitment from the highest levels thus the recognitions will include the University President and the City Mayor. Also, the Sunnyvale Star program connects community and campus very directly and personally.

20 Marketing Details Messaging Campus messaging about civility – empowering quotes, information etc. Instagram Contest Year round – Submit your best Instagram pictures of civility in action. See someone doing a random act of kindness or showing good citizenship – Instagram that!! and share it on Facebook and Twitter to win prizes each month. Monthly e-Newsletter Sent to all students, community members and stakeholders about the successes of the 3 C’s – highlighting events that are coming up and recognizing those that have occurred. Sunnyvale Stars The e-Newsletter would include a monthly award section honoring one monthly “Sunnyvale Star” student and one “Sunnyvale Star” community member. These individuals are awarded for their actions in civility. This event will be photographed and promoted on social media each month. Fall Orientation Marketing campaign and educational initiatives to teach students about responsible citizenship on and off-campus. Phone-a-thon Just prior to move-in weekend, student leaders and campus officials contact community members and landlords to make them aware that move-in weekend is approaching and relay ways in which the campus is working to make it a smooth weekend that respects civility for all. High Risk Times During times of the year when civility might be most at risk, such as during Sestercentennial celebration, the start of spring semester and the end of the school year, marketing campaigns and general presence of campus leaders will be enhanced. Education A campus-wide campaign to teach and promote civility which would include: teaching civility in First Year Experience courses, getting all faculty and staff to include civility education as a part of their practice, modeling citizenship on campus through staff and student leaders, and citizenship awards at the end of each semester (Connelly, 2009).

21 A Final Word… Sunnyvale
To the President, Board of Trustees and Town Representatives: While we realize we have proposed an ambitious plan we believe that boldness is needed. Current literature and research calls for such boldness when addressing issues of culture change and civility plans. We also would like you to note the following: Much of our plan can be introduced with existing resources, such as: faculty incorporating civility teachings in their curriculum, the expertise of student affairs professionals, and utilizing current peer mentors as civility leaders. Our strategic plan would take place in stages, ultimately coming to full fruition in approximately four years. The most feasible and necessary programs would be implemented in the first year such as the marketing campaign, the required civility workshop, safety initiatives, volunteer opportunities, and a portion of the healthy choices programming. The success of this initiative relies on continuous assessment of our overall objectives and evaluation of each individual program. Student learning outcomes, community relations and satisfaction, faculty and staff perspectives, and economic impact will all be addressed. The strategic plan involves many stakeholders from both campus and community which means that a collaboration of resources is quite appropriate and appealing to many involved. Community businesses and organizations can assist with providing financial backing and support for the program. Additionally, state and federal grants are available for innovative programs that support citizenship. Thank you. Sincerely, The Town and Gown Strategic Planning Committee Sunnyvale Thanks for visiting Sunnyvale! Come again soon!

22 References Alcohol Prevention Coalition. (n.d.). Using alcohol-free options to promote a healthy campus environment. Retrieved from American College Personnel Association. (2006). Statement of ethical principles and standards. Washington, DC: Author. Bamber, P. & Hankin, L. (2011). Transformative learning through service-learning: No passport required. Education + Training, 53(2/3), Booker, S. L. (2006). From the classroom to the council chamber: How town and gown collaborations can support citizen leaders. National Civic Review, 95(4), Bruning, S. D., McGrew, S., & Cooper, M. (2006). Town–gown relationships: Exploring university–community engagement from the perspective of community members. Public Relations Review, 32(2), doi: /j.pubrev Chickering, A. W. (1969). Education and identity (1st ed.). San Francisco: Jossey-Bass. Chickering, A. W. (2008). Strengthening democracy and personal development through community engagement. New Directions For Adult & Continuing Education, 2008(118), doi: /ace.298 Connelly, R. J. (2009). Introducing a culture of civility in first-year college classes. Journal of General Education, 58(1), Ehrlich, T. (1999). Civic and moral learning. About Campus, 4(4), 5. Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory , research and practice (5th ed.). San Francisco, CA: Jossey-Bass. Firth, C., Maye, D., & Pearson, D. (2011). Developing “community” in community gardens. Local Environment, 16 (6), Flores, R. O., Crosby-Currie, C., & Zimmerman, C. (2007). Engaged pedagogies, civic development, and student well-being within a liberal learning context. Peer Review, 9(3), Fluker, W. (2011). Preparing students for ethical complexity at the intersection of where world’s collide: The quest for character, civility and community. Liberal Education, 97(3/4), George Mason University. (2012). Orientation and family programs and services. Retrieved from Howard, D. W. (Ed). (2012). Civic provocations. Washington D.C.: Bringing Theory to Practice. Higher Education Act, Title IV. Section 441 (a). (1969). Jackson, M. L., & Cherrey, C. (2002). Collaboration with the local community. New Directions for Student Services, 2002(99), 37. Karp, D.R., & Allena, T. (eds.). (2004). Restorative justice on the college campus: Promoting student growth and responsibility, and reawakening the spirit of campus community. Springfield, IL: Charles C Thomas. Leiderman, S., Furco, A., Zapf, J., & Goss, M. (2003). Building partnerships with college campuses: Community perspectives. A Publication of the Consortium for the Advancement of Private Higher Education’s Engaging Communities and Campuses Grant Program. Washington, DC: The Council of Independent Colleges. Martin, L.L., Smith, H., & Phillips, W. (2005). Bridging ‘town & gown’ through innovative university-community partnerships. The Innovation Journal: The Public Sector Innovation Journal, 10(2), article 20. Mayfield, L. (2001). Town and gown in america: Some historical and institutional issues of the engaged university. Education for Health, 14(2), National Association of Student Personnel Administrators. (1990). Standards of professional practice. Washington, DC: Authors. Potter, S. J. (2012). Using a multimedia social marketing campaign to increase Active bystanders on the college campus. Journal of American College Health, 60(4), doi: / Reiff, J. D., & Keene, A. S. (2012). Best practices for promoting student civic engagement: Lessons from the citizen scholars program at the University of Massachusetts Amherst. Journal of Higher Education Outreach and Engagement, 16 (4), Saltz, R. (2011). Environmental approaches to prevention in college settings. Alcohol Research & Health, 34(2), Schreiner, L. A. (2010). Thriving in community. About Campus, 15(4), doi: /abc.20029 Sharp, M. (2011). Colleges at the heart of local communities. Adults Learning, 23(2), 8-11. Sponcil, M. & Gitimu, P. (2012). Use of social media by college students: Relationship to communication and self-concept. Journal of Technology Research, 4, 1-13. Wilson, J. C. (2011). Service-learning and the development of empathy in US college students. Education + Training, 53(2/3),


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