The Police, People and Their Community: Police Community Relations: A Process, Not a Product

Policing

Describes a multi-year research project involving community psychology faculty and students from the University of Illinois and the Champaign Police Department.

Jack David, Larine Cowan, Edward Renner, Thomas Moore

Police Chief

March 1976

University of Illinois Graduate Research by and About Afro-Americans: A Comprehensive Listing of Students

Campus-Community

Many of the research projects in this volume focus on Champaign-Urbana African-American Communities. Comprehensive up to circa 1982.

Afro-American Studies and Research Program, UIUC

Afro-Scholar Working Papers

ca. 1982

Champaign-Urbana Council for Community Integration

Civil Rights, Blacks in East Urbana, Black experience on campus

These are the minutes from the Champaign-Urbana Council for Community Integration from 1949-1964.

22 february 02

Relationship between Carle Foundation and UIUC

Health

This project investigates the underlying causes of a perceived disparity in resources and access between Carle Foundation Hospital and the local community. Carle Foundation Hospital is home to 90 percent of the doctors in Central Illinois, but is only affordable for 30 percent of local residents. The authors examine the contribution of the university to Carle’s success, and ask if people not affiliated with the university have poorer access to healthcare. This project is based on archival and ethnographic research. The authors interviewed three people, and attended Carle’s 75th anniversary celebration. They find that Carle’s Charity Care program does not cover the expenses of the Clinic, which is for profit. People who can afford it (including many UIUC faculty) will go to Carle rather than Provena. Provena’s charity work only represents one percent of their total revenue, which has caused Provena to lose its tax exemption. Because of this, many Provena patients may have to switch to Carle, if they can afford it.

Neumann, Holly; Irfan, Roveiza

IDEALS

December 15, 2006

Sources in the University of Illinois Archives for local African-American History (unsorted)

http://www.library.illinois.edu/archives/archon/?p=collections/controlcard&id=2015

www.library.illinois.edu/archives/uasfa/1202001.pdf
www.library.illinois.edu/archives/uasfa/0701007.pdf
www.library.illinois.edu/archives/uasfa/3901010.pdf
-search community advovacy depot

http://www.library.illinois.edu/archives/uasfa/4102034.pdf
-important source!!

http://www.library.illinois.edu/archives/uasfa/4108801.pdf
http://www.library.illinois.edu/archives/uasfa/4106840.pdf
-search north end

http://www.library.illinois.edu/archives/uasfa/4162015.pdf
-see "race" - box 4

History and Organization of the Negro Community in Champaign-Urbana, Illinois

Overview

MA Thesis, Sociology, University of Illinois. Path-breaking survey of African-American history and culture in Champaign.
LOW-QUALITY SCAN.

Janet Andrews Cromwell

unpublished

1934

The State of Black Champaign County, 1984

Research and Data, Science and Technology, Housing, Education, Community Organizations--Urban League of Champaign County

Table of Contents: Introduction – Vernon L. Barkstall; Profile of Key Data – John H. McClendon; The Demography of Black Champaign County – Mary Blackstone; It Seems to Me – Taylor Thomas; Black Female Headed Households and Literacy in Champaign County – Violet Marie Malone; Housing and Land Use in North Champaign – Earl R. Jones; Black and High Tech for Black Champaign County – Paul R. Parker; Education – James D. Anderson; A Black Perspective on Parkland College – Willie A. Nesbitt; Human Services in Champaign County – Robert O. Washington.

John H. McClendon, ed.

Urban League of Champaign County

1984

Vernon L. Barkstall

Document

Community Engagement: WILL Youth Media Workshop Data Analysis

Youth Media Workshop

In Summer 2008, Kimberlie Kranich, outreach coordinator and co-director of the Youth Media Workshop (YMW) at WILLAM-FM-TV in Champaign, IL, began working with program evaluator Holly Downs of the University of Illinois College of Education and her colleagues to produce an analysis of interviews with program participants. The organization had been collecting the data since 2003. In Fall 2008, Kranich enlisted the help of three graduate students from the Graduate School of Library and Information Science (GSLIS) at University of Illinois (Hanna Ahn, Camille Chesley and Kristin LoDolce) to organize the 60 interview transcripts into data for the evaluators to use in their analysis. The following report is an excerpt of the analysis* in which the evaluators noted some themes that were commonly found in the interview data. These include participation (including how they learned about the program and why they decided to participate) and results of participation (including reported improvements in self-worth/change/growth). In addition the evaluators identified three themes for future study including relationships, future plans, and skills. Evaluators found that 36 students were interviewed between one to six times. The analysis states that while the data “began to show trends related to these themes” they were unable to make generalizations about some of the data given the inconsistency in data collection procedures. The interviews were conducted by YMW co-directors and, in some cases, program participants guided by YMW staff. This, along with variations in interview questions and program activities, and inability to conduct entrance and exit interviews with all participants contributed to the inconsistencies. However, from the responses, we can begin to see how the program has impacted participants on an individual level.

Ahn, Hanna; Chesley, Camille; LoDolce, Kristin

IDEALS

December 2008

Improving African American survey response rates for leisure marketing and Planning Studies

Douglas Community Center, Surveying

Investigates survey methodologies and non-response reasons for low-income African-Americans in North Champaign, especially around the Douglas Community Center.

Bruce E. Wicks, Kathryn A. Norman

Journal of Parks and Recreation Administratino

Summer 1996

The Academic Cultural Enrichment Mentorship Program: An Innovative Approach
To Serving African American Youth

Douglas Community Center, Youth

The purpose of this study was to evaluate an after school program that is designed
to meet the specific needs of African American youth. The program is called the
Academic Cultural Enrichment (ACE) Mentorship Program and is sponsored, in part, by
the Campaign Park District. The purpose of the program is to provide students with the
competencies and skills needed to be involved, resilient, and successful. The program
seeks to foster positive Black identities in the participants, and to develop strong math,
reading, oratorical, and analytical thinking skills. The program has a strong African
cultural component, as well as academic and recreation components. Three research
questions guided the evaluation project: 1) are the program’s goals being achieved; 2) do
the parents and leaders perceive a positive change in the participant’s behaviors and
attitudes as a result of their participation in the program; and 3) what are the salient
program aspects of the ACE Mentorship Program. The evaluation took place over a twoyear
period. Pretest and posttest survey data were collected from the participants for two
consecutive years. Additionally, at the end of the second year interviews were conducted
with leaders, parents, and participants. The participant’s academic grades were also
examined. The information collected from the surveys indicated that the pretest and
posttest scores on the Protective Factors Scale and Harter’s Self-Perception Scale were
not significantly different. The academic grades did indicate positive changes for most of
the participants. Further, the information received from the interviews with the parents,
leaders, and participants consistently indicated that the program is meeting its goals and is
having a positive impact on the children. The salient program elements that seemingly
contribute to the positive outcomes include effective and consistent leadership, parental
involvement, and innovative programming.

Kimberly J. Shinew
Dan K. Hibbler
Denise M. Anderson

2000