1. L eadership D evelopment I nstitute Helping us continue the work of Catherine McAuley and Ignatius Loyola in service to the poor and marginalized by seeing, feeling, helping, and fostering lasting change

2. The Good Samaritan: LDI’s model of Leadership for Social Change by seeing, feeling, helping, and fostering lasting change

3. See The guy’s beat up Start The Good Samaritan: LDI’s model of Leadership for Social Change

4. See The guy’s beat up Feel He feels his pain Start The Good Samaritan: LDI’s model of Leadership for Social Change

5. See The guy’s beat up Feel He feels his pain Help He binds his wounds Start The Good Samaritan: LDI’s model of Leadership for Social Change

6. See The guy’s beat up Feel He feels his pain Help He binds his wounds Change He empowers the innkeeper; things are better when he’s gone Start Payoff! The Good Samaritan: LDI’s model of Leadership for Social Change

7. Change He empowers the innkeeper; things are better when he’s gone Payoff! Leadership calls us all the way to CHANGE! Seeing, feeling, and helping hold us in simple charity, restrict us simply to service. Changing things takes us from charity to JUSTICE, from service to LEADERSHIP. The Good Samaritan: LDI’s model of Leadership for Social Change

8. Myth: Not many children are homeless. Children make up about 15% of the homeless population. Families with children is the fastest growing group of homeless. One child in five in the United States lives below the poverty line. Many homeless children are alone and homeless, either runaways or "throwaways".

9. Myth: The homeless are uneducated and unemployable. Many homeless people have completed high school some have attended college and even graduate school.

10. Myth: They are to blame for their own situation. Most homeless people are victims. Some have suffered from child abuse or violence. 15% are children. Many have lost their jobs after years of employment. All have lost their homes.

15. A year of increasing awareness, deepening compassion, persistent caring, and effective analysis toward the goal of fostering lasting change in the city that is our home

16. A year of increasing awareness, deepening compassion, persistent caring, and effective analysis toward the goal of fostering lasting change in the city that is our home University of Detroit Mercy August 2004 - May 2005

17. An introduction and welcome to University of Detroit Mercy Leadership Development Institute Shelter & Home Initiative: a collaborative process of learning through direct service & reflection and responding through effective social analysis to the causes of homelessness in Detroit

18. An introduction and welcome to University of Detroit Mercy Leadership Development Institute Shelter & Home Initiative: a collaborative process of learning through direct service & reflection and responding through effective social analysis to the causes of homelessness in Detroit What is the Shelter & Home Initiative ? A year-long collaborative learning model That begins with connection through direct service experience Submitting that experience to reflection Combining that reflection with social analysis through the gathering and sharing of experience, information, and research For the purpose of moving from homelessness to shelter and home.

19. An introduction and welcome to University of Detroit Mercy Leadership Development Institute Shelter & Home Initiative: a collaborative process of learning through direct service & reflection and responding through effective social analysis to the causes of homelessness in Detroit How is SHI COLLABORATIVE? UDM’s Leadership Development Institute (LDI) provides a base by focusing 60 existing Service-Learning courses and group service projects on Saturdays, during student orientations, etc. Faculty, student organizations, and community members integrate focus in course content, panel discussions, events, and activities Community agencies and leaders, churches, schools, and representatives of the homeless community participate in lectures, events, colloquia, and a closing Open Spaces planning symposium.

20. An introduction and welcome to University of Detroit Mercy Leadership Development Institute Shelter & Home Initiative: a collaborative process of learning through direct service & reflection and responding through effective social analysis to the causes of homelessness in Detroit What is the SHI Learning Model? The learning cycle begins with experience through direct service and reflection, focused heavily during September-November. December Colloquium provides for accumulation and sharing of experiences January-March focus is on the “whys” of homelessness, through course content, evening lectures and panels, etc. April Symposium brings together experiences with results of social analysis to design and propose change

21. Kolb’s Learning Cycle

22. Concrete Experience

23. Kolb’s Learning Cycle Concrete Experience Reflective Observation

24. Kolb’s Learning Cycle Concrete Experience Reflective Observation Abstract Conceptualization

25. Kolb’s Learning Cycle Concrete Experience Abstract Conceptualization Active Experimentation Change Reflective Observation

26. Kolb’s Learning Cycle New Concrete Experience, and so on.... Payoff Abstract Conceptualization Active Experimentation Change Reflective Observation

27. Kolb’s Learning Cycle

28. And my cold office - a problem-solving example

29. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience

30. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience (there’s no heat)

31. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience (there’s no heat) Reflective Observation

32. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience (there’s no heat) Reflective Observation (we’re distracted by the cold)

33. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience (there’s no heat) Reflective Observation (we’re distracted by the cold) Abstract Conceptualization

34. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience (there’s no heat) Reflective Observation (we’re distracted by the cold) Abstract Conceptualization (when it’s cold, we don’t work as efficiently)

35. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience (there’s no heat) Reflective Observation (we’re distracted by the cold) Abstract Conceptualization (when it’s cold, we don’t work as efficiently) Active Experimentation Change

36. Kolb’s Learning Cycle And my cold office - a problem-solving example Concrete Experience (there’s no heat) Reflective Observation (we’re distracted by the cold) Abstract Conceptualization (when it’s cold, we don’t work as efficiently) Active Experimentation (bring in a heater) Change

37. Kolb’s Learning Cycle And my cold office - a problem-solving example New Concrete Experience Reflective Observation (we’re distracted by the cold) Abstract Conceptualization (when it’s cold, we don’t work as efficiently) Active Experimentation (bring in a heater) Change Payoff

38. Kolb’s Learning Cycle And my cold office - a problem-solving example New Concrete Experience (there’s HEAT) Reflective Observation (we’re distracted by the cold) Abstract Conceptualization (when it’s cold, we don’t work as efficiently) Active Experimentation (bring in a heater) Change Payoff

39. Kolb’s Learning Cycle And my cold office - a problem-solving example New Concrete Experience (there’s HEAT) New Reflective Observation (we’re not distracted by the cold) Active Experimentation (bring in a heater) Change Payoff Abstract Conceptualization (when it’s cold, we don’t work as efficiently)

40. Kolb’s Learning Cycle And my cold office - a problem-solving example New Concrete Experience (there’s HEAT) New Reflective Observation (we’re not distracted by the cold) New Abstract Conceptualization (How are we doing on our mission) Active Experimentation (bring in a heater) Change Payoff

41. Kolb’s Learning Cycle And my cold office - a problem-solving example New Concrete Experience (there’s HEAT) New Reflective Observation (we’re not distracted by the cold) New Abstract Conceptualization (How are we doing on our mission) New Active Experimentation (activity to improve process or product) Change Payoff

42. Kolb’s Learning Cycle And my cold office - a problem-solving example New Concrete Experience (and so on....) New Reflective Observation (we’re not distracted by the cold) New Abstract Conceptualization (How are we doing on our mission) New Active Experimentation (activity to improve process or product) Change Payoff

43. Kolb’s Learning Cycle Using the Shelter & Home Initiative

44. Kolb’s Learning Cycle Using the Shelter & Home Initiative Concrete Experience

45. Kolb’s Learning Cycle Using the Shelter & Home Initiative Concrete Experience Concentration through fall on personal exposure to homeless persons through direct service

46. Concrete Experience Concentration through fall on personal exposure to homeless persons through direct service Reflective Observation Kolb’s Learning Cycle Using the Shelter & Home Initiative

47. Concrete Experience Concentration through fall on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia in December Kolb’s Learning Cycle Using the Shelter & Home Initiative

48. Concrete Experience Concentration through fall on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia in December Abstract Conceptualization Kolb’s Learning Cycle Using the Shelter & Home Initiative

49. Concrete Experience Concentration through fall on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia in December Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a January - April Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE Kolb’s Learning Cycle Using the Shelter & Home Initiative

50. Concrete Experience Concentration through fall on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia in December Active Experimentation Kolb’s Learning Cycle Using the Shelter & Home Initiative Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a January - April Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE

51. Active Experimentation Through Year-ending Open Spaces Symposium, beginning of design improvements in courses and campus events, initiation or strengthening of community partnerships (service agencies, schools, government, etc. Change Kolb’s Learning Cycle Using the Shelter & Home Initiative Concrete Experience Concentration through fall on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia in December Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a January - April Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE

52. NEW Concrete Experience Resulting from experimentation Active Experimentation Through Year-ending Open Spaces Symposium, beginning of design improvements in courses and campus events, initiation or strengthening of community partnerships (service agencies, schools, government, etc. Change Payoff Kolb’s Learning Cycle Using the Shelter & Home Initiative Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia in December Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a January - April Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE

53. Concrete Experience Concentration through Term I on personal exposure to homeless persons through direct service Active Experimentation Through Year-ending Open Spaces Symposium, beginning of design improvements in courses and campus events, initiation or strengthening of community partnerships (service agencies, schools, government, etc. Change Payoff Service-Learning Course placements, service projects (Saturday service groups, Viewpoints, Urban Plunge) Learning Activities for the Shelter & Home Initiative Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia in December Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a January - April Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE

54. Concrete Experience Concentration through Term I on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia late in Term I Active Experimentation Through Year-ending Open Spaces Symposium, beginning of design improvements in courses and campus events, initiation or strengthening of community partnerships (service agencies, schools, government, etc. Change Payoff Reflections on service in Service-Learning courses, following service projects, in class discussions, on retreats, and in Term-end Colloquia on each campus Service-Learning Course placements, service projects (Saturday service groups, Viewpoints, Urban Plunge) Learning Activities for the Shelter & Home Initiative Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a January - April Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE

55. Concrete Experience Concentration through Term I on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia late in Term I Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a Term II Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE Active Experimentation Through Year-ending Open Spaces Symposium, beginning of design improvements in courses and campus events, initiation or strengthening of community partnerships (service agencies, schools, government, etc. Change Payoff Reflections on service in Service-Learning courses, following service projects, in class discussions, on retreats, and in Term-end Colloquia on each campus Service-Learning Course placements, service projects (Saturday service groups, Viewpoints, Urban Plunge) Learning Activities for the Shelter & Home Initiative More concentrated during January – April, through class discussions using homelessness to illustrate a theory, evening workshops, lectures, and panels, course modules related to aspects of homelessness; integration of experiences and theoretical / academic concepts.

56. Concrete Experience Concentration through Term I on personal exposure to homeless persons through direct service Reflective Observation Reflection on these experience in Service-Learning courses, reflection programs following service projects, and collectively through three campus-based Colloquia late in Term I Abstract Conceptualization Social analysis through Service-Learning class discussions and course content, a Term II Social Analysis Series of lectures and panel discussions, and a year-ending Symposium with an Open Spaces format to encourage bridging to CHANGE Active Experimentation Through Year-ending Open Spaces Symposium, beginning of design improvements in courses and campus events, initiation or strengthening of community partnerships (service agencies, schools, government, etc. Change Payoff Reflections on service in Service-Learning courses, following service projects, in class discussions, on retreats, and in Term-end Colloquia on each campus Service-Learning Course placements, service projects (Saturday service groups, Viewpoints, Urban Plunge) More concentrated during January – April, through class discussions using homelessness to illustrate a theory, evening workshops, lectures, and panels, course modules related to aspects of homelessness; integration of experiences and theoretical / academic concepts. Open Spaces Symposium in April develops ideas and plans, along with collaboratives committed to working on them; grant sought for 2 nd year toward social change process. Learning Activities for the Shelter & Home Initiative

57. Aug 31 & Sep 3: Freshman “Viewpoints” group projects Sept 7-17: 30 Service-Learning Course Presentations Sept – March: Saturday Group Service Projects Sept 18-19: Homeless Service Plunge Weekend Sept 20-23 Direct Service Fair/Signup Nov 16 Outdoor Shelter sleepout Nov. 23: Fall Campus Colloquium and Exhibition Dec. 2: La Posada pageant & reflection Term I Calendar: Shelter & Home Initiative

58. Jan 10-21: Service- Learning Course Presentations Jan 24-27: Direct Service Fair/Signup Jan-March Social Analysis Series on Homelessness (4 evening programs) Mar 7-11: Homeless At Home In-Town Spring Break Immersion Apr 12: Spring Campus Colloquium & Exhibition Apr 16: Shelter & Home Initiative Open spaces Symposium Term II Calendar: Shelter & Home Initiative

59. Why would we all support the Shelter & Home Initiative? The validity of Kolb’s learning theory suggests that this experiential model will improve our learning outcomes In the Shelter & Home Initiative our urban location is a learning lab, inviting us to join together into a learning community The Shelter & Home Initiative focuses the attention of thousands of volunteers, their schools, churches, and neighborhoods. The Shelter & Home Initiative provides an efficient model for collaborative engagement in all types of agencies It provides Detroit an opportunity for positive visibility

60. Agencies: identify and register opportunities for direct (face- to-face) volunteer service related to lack of Home & Shelter Schools and Worship Communities: strengthen your existing education and justice programs and create new ones with the Shelter & Home Initiative learning model All: add reflection and social analysis events at UDM and your own locations on one collaborative calendar All: Encourage your people to attend colloquia, lectures, events, and Symposium. How can we all support the Shelter & Home Initiative?

61. A year of increasing awareness, deepening compassion, persistent caring, and effective analysis toward the goal of fostering lasting change in the city that is our home University of Detroit Mercy August 2004 - May 2005 to Change Payoff! Together We can come all the way… …from Homelessness to Shelter & Home.