Building the Knowledge-Based Economy via Extension Technology Learning Centers: A Faith-Based Community Model Project E-TLC Presented by Dr. Jessyna M. McDonald Associate Dean, Economic and Community Development Project Director, Bridging the Digital Divide via Extension Technology Learning Centers, Project E-TLC Dr. Della Baker, Clemson University Rev. Franklin James, Pastor, St Paul United Methodist Church Dr. Kenneth Gardner, Superintendent, Williamsburg County Schools

We want, first, to reaffirm the covenant, a partnership between the American people and public higher education. Our side of the pact includes providing access to as much education as possible, for as many students as possible, regardless of their ethnicity, economic background, age, occupation, or station in life. It includes applying research, our discovery function, to community, state, national, and international problems. Kellogg Commission on the Future of Land Grant Universities (2000:21). RENEWING THE COVENANT: Learning, Discovery, and Engagement in a New Age and Different World

Statewide Model for Virtual Communities of Practice (CoP) in Closing the Achievement GAP

Purpose to present the preliminary findings from Clemson University’s congressionally awarded project to bridge the digital divide by placing extension technology learning centers in underserved and nontraditional sites, such as churches, recreation centers and mobile classrooms.

The Approach During the summer and fall of 2003, Clemson University pilot tested an SAT preparation achievement coaching model in Williamsburg County, South Carolina. Using the Cooperative Extension Service county network infrastructure, community-based computer laboratories were placed in St. Paul’s United Methodist Church in Williamsburg and at the Marion County Technical Center. Clemson University also partnered with the Williamsburg County School District in retrofitting a mobile RV with computers.

Vision To bridge the digital divide between underdeveloped counties in South Carolina by increasing access to information technology via churches and mobile extension technology learning centers in order to build a knowledge-based economy.

Mission The purpose of the PACERS Academy is to help students in South Carolina develop strategies and skills to achieve higher scores on the SAT and qualify for a Life/Hope Scholarship for college.

Williamsburg Marion Regional Mobile RV SAT Digital Lab Florence Polycom Sites E-Corridor (Underdeveloped Counties) Barnwell Richland Charleston Clemson University SC Advanced Internet Satellite Extension Project Lee Kershaw Darlington Chesterfield Marlboro Dillon Allendale Bamberg Orangeburg Clarendon Regional Mobile RV Business Digital Lab

10 Critical Success Factors in Building Communities of Practice By Richard McDermott, Ph.D.

Higher Education’s Role in Developing Communities of Practice 1 for Addressing Achievement Gap Issues in South Carolina Stage 1: Potential A network of Public Service Activity faculty and staff< Educational Technology Staff, local community leaders identify the need for Communities of Practice. Stage 2: Coalescing The “A-COP receive training with IT and form PSA Community Assets Network (PSA CAN). Stage 3: Maturing The community takes charge of its practice by setting standards, defining a learning agenda and nurturing relationships. Stage 4: Active The community is established and goes through cycles of activities. Stage 5: Dispersing The community has outlived its usefulness and individuals move on. 1 Wenger, E. Communities of Practice, Cambridge University Press, 1998

Objectives & Goals The U.S. Department of Education awarded Clemson University’s Division of Public Service Activities a Congressionally-directed Grant to create university- community partnerships for academic outreach throughout the state in order to bridge the digital divide and increase access to information technology via: County Extension Offices, Mobile Information Technology Networks, and Local community and faith-based organizations. Clemson University’s PACERS Model will be implemented in South Carolina counties during Phase I of the project.

Personal Achievement Coaching Extension via Resources & Supports Personal Achievement Coaching Extension via Resources & Supports Personal Achievement Coaching Extension via Resources & Supports

Program - Computer Skills Clinics

Program - Overnight Camping Trip to Clemson University's Outdoor Lab: Group Adventure Course

Collaboration Model COLLABORATION MODEL

The Collaboration Clemson University, Williamsburg School District, St. Paul’s United Methodist Church

Sustaining Partnerships KNOWLEDGE ACCESS 1.Local community and church sponsors SAT Saturday academies for students 2.Local teachers in Math, Science, and English volunteer to coach students on Saturdays 3.University provides SAT software and computers 4.Church and local businesses provide lunch and refreshments 5.Community groups raise funds to purchase laptop computers for students completing the PACERS program and who are eligible for LIFE scholarships 6.PACERS Academy graduates serve as mentors to middle school students 7.University conducts research on the impacts of programs and services on student outcomes and local economic development and continues to build the capacity of local communities to solicit external funding

Profile of Changes in Math SAT Scores for Williamsburg PACERS Academy I (2003)

Profile of Changes in Verbal SAT Scores for Williamsburg PACERS Academy I (2003)

Sustaining the E-TLC Partnership 1. Local community and church sponsors SAT Saturday academies for students 2. Local teachers in Math, Science, and English volunteer to coach students on Saturdays 3. University provides SAT software and computers 4. Church and local businesses provide lunch and refreshments 5. Community groups raise funds to purchase laptop computers for students completing the PACERS program and who are eligible for LIFE scholarships 6. PACERS Academy graduates serve as mentors to middle school students 7. University conducts research on the impacts of programs and services on student outcomes and local economic development and continues to build the capacity of local communities to solicit external funding

Accountability The Key is to provide the right accountability information to the right people at the right time in the right format. (J. Richardson, NC State University)

Why is Impact Reporting Important? It shows accountability Improves visibility of programs Helps build greater understanding of your programs by the public Generates support

Reporting Impact What resulted? What did people learn? What skills have they developed or new practices adopted? How have they changed? What difference did the new knowledge or practice make? Include any changes in economic value or efficiency, environmental quality, societal or individual well-being.

Who are the Customers of Program Impact Information? Decision Makers (formal and informal) Local Government (County and Municipal) State Legislators Extension Clientele News Media Extension Advisory Committee Legislative and Congressional Staffs Federal Legislators Commodity Groups Extension Organization (internal) Program partners Private Funding Agencies Federal Extension State and Federal Agencies Donors Human Services Agencies Competitors Potential Partners