Heard Final Proposal

Dec.
2013

Human Expression through Arts:
a Resident Development Program

Adrian Anderson 14, Bridget Cafaro 15,

Karamvir Bhatti 14, Elizabeth Levine 14, Moriah Petty 14

G r a n t P r o p o s a l

HEARD
Table of Contents
Internal Documents

HEARD Program: Organization Analysis .. 5

Literature Review 9
Project Funding Plan

I. Mission Statement .... 16
II. Assessment of Need . 17
III. Funding Goals and Objectives .... 18
IV. Plan of Action .... 19
V. Steps to Monitor and Evaluate Objectives ..... 20
Project Funding Search 21

External Documents

Letter of Inquiry .. 33
Cover Letter .. 35

Executive Summary .. 36
Organizational History . 37
Proposed Initiative Statement . 39
Statement of Need 40
Program Description
Goals and Objectives.. 43
Methods: Service Learning Creative Arts Outreach Course
I. Curriculum Framework 46
II. Timeline 49
III. Diversity/Nondiscrimination Policy Statement . 51
IV. Management & Key Personnel . 51
Impact Statement .. 53
Evaluation Plan 54
Dissemination Plan 55
Future Funding Statement . 57
Conclusion . 58

Budget Summary 59
Budget Narrative 61

Addendum Material
A.
B.
C.
D.
Steering Committee Members . 65

Faculty Guest Lecturers 67
Letter of Support . 68
Materials from Pilot Course ...... 69
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Internal Documents

HEARD
HEARD Program: Organization Analysis

Strengths, Weaknesses, Opportunities, and Threats
Strengths
Established Connection Within Ithaca College
The HEARD Program is an emerging initiative with enthusiastic supporters within the Ithaca
College Community. Through both the extracurricular club and three previous Proposal & Grant
Writing student teams, HEARD has garnered support from many dedicated creative arts faculty
members and students, as well as administrators within the Provosts Office and the School of
Music. With the development of IC 20/20, Ithaca College embraced a renewed goal for interactive
and immersive service learning for its students. The HEARD programs mission aligns closely with
IC 20/20 and its current funding initiatives.

Unique Focus on Expression through Creative Arts
While bearing similarities to many social justice nonprofit programs, the HEARD program
possesses a unique and specific focus on the transformative power of expression through creative
arts. Through this lens, the voluntary structure of the program allows for authentic participation
from the MacCormick residents. This focus on creative arts expression also has the ability to be
used as a means for rehabilitation through the arts, a proven mechanism to supplement therapy
or counseling. The program is centered on the residents specific needs and interests.

Hands on Learning Experience for Student/Teachers
A major asset of the program is the opportunity for Ithaca College students to teach at the
MacCormick Center. Education majors and creative arts-inclined students will have the hands-on
opportunity to practice their teaching techniques in a challenging and unique environment, and
are then able to take those experiences into account when moving onto the next stage of their
teaching careers. This structure provides a platform for mutual growthfor the MacCormick
residents through their exposure to the creative arts and for IC student-teachers through the
experience of working with young adults from very different educational and socio-political
backgrounds.

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Weaknesses

Lack of Funding and Coordination
HEARDs initial funding was used as seed money, which provided the salary of pilot course
professor Baruch Whitehead and an archive of musical instruments for the facility. In order to
expand programming and provide enough support to keep the initiative sustainable, more
support is needed. The lack of ongoing funding has also lessened the focus on broad-based
creative arts outreach. The program initially focused on music, and required the purchase of
instruments which must be maintained and repaired. A lack of funding also contributes to a lack of
effective program development. Moreover, while the project presents the opportunity for
effective collaboration between college students and incarcerated youth, without an
administrative director or directing group, logistical coordination may be difficult.

Stigmas Surrounding Incarceration
Fueled by media distortion and a public lack of information, there exists many stigmas concerning
education in prisons. If public opinion does not foster a belief that inmates deserve an education
or rehabilitation, it can be difficult to expand the HEARD program and receive funding and
volunteers. Moreover, the race and gender of the inmates is a crucial factor. This obstacle could
apply to capturing the attention of both potential funders and student volunteers.

Limited On-Campus Resources
From the side of curriculum development, there are several obstacles in creating a sustainable and
effective creative arts outreach program. Without Ithaca Colleges proposed curricular
involvement, HEARD is not guaranteed to receive funding every year. Many students may lack the
appropriate skills or time to dedicate to expanding and participating actively in the program. A lot
of energy and resources must be invested in re-training people, recruiting new participants, and
advertising and raising awareness and interest. IC participants would also need to be comfortable
submitting to the security clearance procedure necessary to gain access to the MacCormick
Center. In addition, MacCormick is a 25 minute drive away from the school, which means students
would need their own car or means of transportation to the facility in Brooktondale.

Opportunities

Volunteer and Educational Possibilities for IC
The HEARD program has the potential to give Ithaca College volunteers a first hand teaching
experience in a prison, a rare privilege. Interacting with MacCormick residents affords students a

HEARD
unique opportunity to form relationships across deep social divides. The program has the ability to
transform prospective teachers into culturally humble, sensitive and competent professionals who
are better able to interact with and help individuals with different backgrounds from their own.

Formalized Ithaca College Curriculum
The IC faculty with a long-term commitment to the program can serve as students mentors and
arts instructors for multiple semesters. Professors on campus have a wealth of untapped
knowledge and experience in this area; these professors include: Cynthia Henderson, who
previously worked in arts outreach at MacCormick, Dr. Jessica Barros and Dr. Tom Kerr who have
worked closely with incarcerated individuals in the past, and Dr. Paula Ioanide who teaches the
course Punishment, Prisons & Democracy. After establishing a permanent IC affiliate, HEARD can
expand to collaborate with students arts organizations such as Spit That, Pulse, Rock Hard, A
Cappella singers, and Artists United or organizations in the town of Ithaca such as Crossing
Borders LIVE.

Benefits to MacCormick Residents
The residents who choose to participate in the creative arts outreach classes will develop both
emotional and physical skills that better prepare them for life inside and outside the facility. If
these young men are released with coping mechanisms that help them manage emotions and
raise their self-confidence, they may be less likely to commit crimes in the future. Creative
expression can be used as a tool among men whose most basic freedoms are heavily restricted.
The residents can also go on to create connections between themselves and the institution, as
well as the community. While HEARD is primarily designed as a coping mechanism for inmates,
dedicated participants may choose to pursue these activities further.

Threats

Possibility of Disinterest from MacCormick Residents
The MacCormick Center houses 39 residents, primarily African-American males, between the ages
of 14 and 20. In the past, they have been receptive to HEARD programing, but based on the
backgrounds of the residents, many may be uninterested in any type of educational curriculum,
let alone arts programming. The young men may resist therapeutic recreation from instructors
they dont know based on lack of exposure. The 40 residents are split into several groups that
spent almost all of their time together, and they may also show resistance to any collaborative
projects that include participation from any particular residents with whom they dont get along.

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Resistance to Intervention
In order to engage and connect with HEARD participants at MacCormick, student volunteers must
be wary in representing themselves as philanthropists when interacting directly with the
residents. The majority of students and faculty members at Ithaca College come from different
races, geographic locations, and educational backgrounds than the current residents. For both the
residents and Ithaca College students to truly benefit from the HEARD program, the volunteers
must cautiously navigate the interaction and relationship between themselves and the residents.

Evaluation of Program Impact
The MacCormick Center currently does not formally track progress or gather feedback from any
of its past residents. This is also true of participants of the HEARD program. This lack of
information makes altering curriculum difficult and presents an obstacle to publicizing participant
testimonials. In addition, under prison confidentiality agreements, the names or faces of
individuals in juvenile detention centers cannot be published in any print or online media.

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Literature Review
Theory Behind the Practice
The United States Prison System

Cumulative Disadvantages for People of Color
Young males, particularly of African American descent, continue to account for the vast majority
of arrests in the juvenile justice system. Over recent decades, the number of children presented in
court systems has increased exponentially. In 2003, young males represented 85% of juvenile
offenders in residential placement custody (Stimson). People of color account for a significantly
disproportionate amount of the prison population. African Americans and Latinos made up 26
percent of U.S. citizens, yet comprised 63 percent of inmates in 2003. The group with the highest
incarceration rate are Black men between 25 and 39 years of age (9,262 per 100,000) (Belk).

Incarceration statistics correlate with similar behavior beginning in childhood. Researchers have
identified risk factors for child delinquency. These include: poor academic performance, early
childhood aggression, poverty and lack of resources, and the absence of parental involvement
(Corriero). Boys may be more likely to become delinquent if they are mistreated at home, have
delinquent friends, drop out of school, use drugs, or face community violence (Stimson).

A 2006 study commissioned by the Joint Center for Political and Economic Studies in Washington
D.C. labeled these external factors as cumulative disadvantages. According to the study, only 56
percent of African Americans and 52 percent of Latinos finished high school with a regular
diploma, compared to 78 percent of whites; only 23 percent of Black high school students and 20
percent of Latinos were eligible to pursue a college education. Employment statistics reveal
similar proportions. The unemployment rate for black males ages 16 to 19 was 35.6 in 2004
compared to 16.3 percent for whites (Belk).

Young black males are the precise demographic of the majority of MacCormick residents who
benefit from the HEARD program. Their lives have been shaped by the cumulative disadvantages
that largely contributed to their current circumstances (Belk). The stigma surrounding the
provision of services for convicted criminals challenges the program, yet this research
demonstrates that systemic limitations of opportunities for people of color in the U.S. is a root
cause of juvenile delinquency and, therefore, often exists outside the control of the individual.

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The Prison Industrial Complex

The United States is the world leader in imprisonment, with a prison population rate of 730 per
100,000 residents. This number is far beyond other Western industrialized nations and even
outranks countries known for unjust incarcerations such as Iran (226 per 100,000), China (117 per
100,000), and Syria (93 per 100,000) (Belk). This is a rather recent phenomenon directly
corresponding to a shift in federal policy. The U.S. had a stable and average incarcerated
population for most of the 20th century until it began to rise in the mid-1970s and skyrocketed
over the course of the next four decades.

In his book Race to Incarcerate, Sociologist and leading sentencing expert Marc Mauer indicates a
partnership between expanding law enforcement and harsher sentences as the major factor in the
rise of juvenile incarceration (Jones). Young offenders are efficiently enrolled in the system, but,
once incarcerated, they do not receive the rehabilitation services they need and suffer from the
estrangement from their families and communities, resulting in an increased likelihood of
recidivism (Jones, Corriero). Michelle Alexander goes as far as to compare the mass incarceration
of African American men today to Jim Crow laws. Much like pre-civil rights era, African American
men in prisons are denied basic human rights, such as voting, right to employment, housing, and
education.

Since the introduction of private corrections firms in the mid-1980s, prisons have grown into the
centerpiece of a multi-billion dollar industry, with strategic businesses positioning themselves to
turn a large profit from the growth of crime and incarceration. Some cities entice private
corrections firms based on the belief that prisons offer an environmentally clean industry that
can bring recession-proof jobs, development, and even federal funds based on U.S. Census
counts (Belk, v). The private firms equally entice politicians in targeted regions that make greater
use of private prisons. In 1998, they paid a total of $862,822 in campaign contributions in elections
across 43 states (Belk, vii).

An imminent duality exists within the modern juvenile justice system where incarcerated youth
are both perpetrators of crimes and the victims of institutional racism and the prison industrial
complex. Moreover, the justice system has been increasingly influenced by politics and big
business due to the rise in private corrections firms. Understanding and contextualizing these
sociological and political dimensions of juvenile delinquency is a key learning objective of the
Ithaca College service learning course.

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Art Rehabilitation

Benefits to the Correctional Institution
In their study on art therapy among incarcerated women, educators Bonnie J. Erickson and Mark
E. Young note that this type of enrichment programming directly benefits the individual
participant while indirect benefits are evident for the correctional institution as a whole. This
article presents a study of prison education, where participants are creative, intelligent, and
capable, but also manipulative and dishonest (41):

Gibbons (1997) found that inmates who were able to engage in creative endeavors
showed improvement in their mental health, attitudes, and behaviors. Similarly,
Gussak (2005) concluded that the use of art therapy with inmates led to a decrease
in depressive symptoms and an improvement in mood. Gussak also found that the
art therapy participants' attitudes improved, their acceptance of one another and
the environment increased, and the interaction between staff and peers was better.
There was also evidence of better compliance with directives and an improvement
in behavior. (Erickson and Young, 38)

Success in prison education depends on sustaining participant motivation, a function served by

arts-based programs that do not carry the same negative prior associations as traditional
academics. Meanwhile, other research indicates that while art classes have the potential to reach
all prisoners, those with a higher level of education are typically pre-disposed to benefit the most
over time (Halperin et al.).

Benefits to the Individual
Erickson and Young study discussed art therapy, where a trained therapist is present in each
class, while the HEARD program provides art rehabilitation which focuses on creative expression
through the arts without the element of formal counseling. However, the natural therapeutic
effects of art-making produce similar results through increasing self-awareness, enhancing
cognitive abilities, lowering stress, and offering a coping mechanism to manage trauma and avoid
conflict. It teaches work ethic and improves self-confidence. Participants regain a sense of
freedom and control that is often lost through the dehumanization of incarceration and, in this
way, art can help reconnect the prisoners with their own voice (Venable, 50). Art rehabilitation is
particularly effective amongst 70-87 percent of incarcerated juveniles with learning or emotional
disabilities who often struggle to express themselves through reading and writing (Venable, 49).

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Model Programs

Indiana State Art Education Service Learning
Students majoring in Art Education at Indiana State University engaged in a joint mural painting
project with residents of a juvenile correctional institution. The journals of the undergraduate
participants illuminate some of the challenges Ithaca College service learning students may
experience, such as their evolving relationships and receding discomfort working with the juvenile
delinquents. The journals describe the reaction of the prison staff, who were initially skeptical of
the program and viewed arts outreach as coddling people who are there to be punished. Once the
positive effects of the enrichment became evident, they reported acceptance and even positive
reactions from the staff (Venable, 51). This is favorable evidence for HEARD, as we identified the
stigma regarding prison rehabilitation programs as a threat to the programs support base in the
community.

Phoenix Zululand: A Restorative Justice Program
Phoenix Zululand is a restorative justice program in place within ten prisons in Zululand, which is
located on the east coast of South Africa in the Province of KwaZulu-Natal. The mythology of the
phoenix tells of a bird that dies by its own act in a fire and then rises again from the ashes
(University of KwaZulu-Natal). This spirit of rebirth drives the program to employ visual art,
drama, and music to aid in the rehabilitation of prisoners and their family members. This symbol is
a recurring theme within the artwork made by the prisoners, as can be seen on Phoenix Zululands
blog that posts artwork and summaries of related discussions it has inspired. Although this
organization operates independently from a college or university, it addresses the flaws of
incarceration by introducing arts through similar programming to the HEARD arts outreach
design.

The Alabama Prison + Arts Education Project, Auburn University
Conducted through Auburn University in Alabama, professors and students work with
incarcerated youth and adults in a creative project facilitated through the Alabama Prison + Arts
Education Project. Since 2002, APAEP has grown from one lecturer to a base of over 100
volunteer teachers. Much like Ithaca College's relationship with the MacCormick Center, the
APAEP has become an official outreach group from Auburn University's College of Human
Sciences. The organization strives to bring educational programming to prisoners in Alabama and
develop other program initiatives that will further impact the lives of prisoners and their families.
They offer a broad base of classes such as Creative Writing, Southern Literature, Art and the Mind,
Hunger Studies, and Introduction to Engineering. The initial funding came from the National
Endowment for the Arts, and the program since has received donations from regional, state, and

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13
private councils and foundations. Their success in growing the program to its current size makes it
an excellent model for HEARD.

Prison Performing Arts
Prison Performing Arts based out of St. Louis, Missouri brings drama therapy programming to
incarcerated youth and adults. The objective is to prepare participants for life after their sentence
is completed. Performing artists, volunteers, and prison staff work with inmates to provide life
and job skills, develop creative expression and literacy, and practice collaboration through myriad
programs such as Arts Alive!, Learning Through the Arts, The Hip Hop Poetry Project, Theatre on
Hogan Street, Spoken Word Poetry, and Going Home. The adult program additionally allows
participants to earn college credit through Fontbonne University in St. Louis. The projects funders
include regional and state councils and private foundations. This model is useful for pushing
HEARD course curriculum to extend beyond traditional mediums to feature relevant content that
interests the participants involved.

Service Learning

Student-Driven Curriculum
Over the past several decades, higher education has seen service learning grow exponentially as
an accepted and highly valued component of a students curriculum. Although the service learning
model overlaps with many tenants of student volunteer work, it possesses a unique blend of
service and learning which adds value to each and transforms both (Honnet and Poulsen qtd. in
Eyler and Giles, 1). In Wheres the Learning in Service Learning?, authors Janet Eyler and Dwight E.
Giles Jr. explore the myriad benefits possible within a service learning curriculum for both the
students and the higher education system as a whole. In one testimonial, a student writes:

I can honestly say that Ive learned more in this last year in [service learning] than I
probably have in four years of collegeYoure not just studying to take a test and
forget about it. Youre learning, and the experiences we have are staying with
usWe learn about these theories in school and ideas, but until we really apply
them or see them in action, theyre not real. (Eyler and Giles, 1)

This testimonial illustrates the lasting power that a service learning project can have on a
students educational life. The connection between the theories and case studies they learn within
the classroom and the outside world can forge a lifelong passion and understanding of a once only
two-dimensional subject. When studying the brain in relation to a students learning capabilities,
cognitive scientists have recognized that this knowledge in use has extremely positive effects on
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14
the students brain. This is because they are actively creating and participating in their knowledge
development.

Active and Engaged Partners in Learning
Paulo Friere in his seminal work, Pedagogy of the Oppressed, compares the service learning model
to the traditional educational structure known as the Banking model. In the Banking model,
education is merely a cycle with students receiving, filing, and storing the deposits (Friere, 72).
They are passive recipients of knowledge, rather than active seekers of it. Service learning, and by
extension the HEARD program, desires to imbue students with their own agency and urgency to
learn and to help others do the same. Friere maintains that knowledge emerges only through
invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human
beings pursue in the world, with the world, and with each other (72). In this mutual exchange,
learning occurs for both the teacher and the student, acting as partners in learning, rather than
functioning in separated roles.

High Impact on Students Educational Experience
Eyler and Giles reaffirm Frieres call for mutual learning and implore higher education institutions
to recognize the necessity for collaborative curriculum. They explore the many different ways in
which a students learning experience can be impacted as a result of a service learning program.
Such models challenge previous assumptions of the world students might have, forcing them out
of their comfort zone, and to apply theory-based solutions on real-world problems (Eyler and Giles
17). They are instructed to take an active role in their teaching and, therefore, develop the
leadership skills essential to fostering a positive learning environment and gaining respect from all
participants.

Due to the interactive nature of such programming, service learning accommodates many
different types of learnersespecially those for whom the banking model has failed (15).
Moreover, the post-service or reflection component of most service learning curricula
encourages the student to actively critique their involvement in the program, which can both
bolster self-confidence in teaching abilities and self-awareness of their learning and teaching
styles. Above all, and the reason why higher education institutions must consider seriously the
inclusion of such programs in their curriculum, is that these programs are geared towards the
formation of conscious citizensthe kind of students who will take with them all that they have
learned and apply it in positive and constructive ways to the world around them (18).

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15
Works Cited:

Alexander, M. The New Jim Crow. Mass Incarceration in the Age of Colorblindness. New

Press, 2012. Print. 1 Oct. 2013.

Belk, Jr., Adolphus G. A New Generation of Native Sons: Men of Color and the Prison-

Industrial Complex. Washington, D.C.: Joint Center for Political and Economic Studies

Health Policy Institute, 2006. Print.

Corriero, Michael. "The Criminal Responsibility of Juveniles." Judging Children as Children:
A Proposal for a Juvenile Justice System. Philadelphia: Temple UP, 2006. 35-36. Web. 2
Oct. 2013.

Erickson, Bonnie J., and Mark E. Young. "Group Art Therapy With Incarcerated Women."
Journal of Addictions & Offender Counseling 31.October (2010): 38-51. Print.

Eyler, Janet, and Dwight Giles. Where's the learning in service learning? San Francisco: Jossey-Bass,

1999. Print.

Halperin, Ronnie, Suzanne Kessler, and Dana Braunschweiger. "Rehabilitation Through the
Arts: Impact on Participants' Engagement in Educational Programs." The Journal of
Correctional Education 63(1). April (2012): 6-23.

Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, 2000. Print.
Jones, Sabrina, and Marc Mauer. Race to incarcerate: a graphic retelling. New York: The
New Press, 2013. Print.

"Prison Performing Arts" Prison Performing Arts. Web. 2013. <http://prisonartsstl.org/>.

"Restorative Justice Programme." Phoenix Zululand. N.p., n.d. Web. 7 Oct. 2013.

<http://www.phoenix-zululand.org.za>.

Stinson, A. A Review of Cultural Art Programs and Outcomes for At-Risk Youths. Best

Practices in Mental Health, 2009. 10-25. Web 2 Oct. 2013.

The Alabama Prison Arts + Education Project Auburn University. Web.

<http://www.cla.auburn.edu/apaep/>.

Venable, Bradford B. "At-Risk and In-Need: Reaching Juvenile Offenders Through Art." Art

Education July (2005): 48-53. Print.
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Project Funding Plan

Needs, Goals and Objectives for Meeting the Mission
I. Project Mission Statement

HEARD recognizes that the students of Ithaca College and residents of the MacCormick Secure
Center are bound together not simply by geographical contiguity but by a shared need to
express themselves through music, dance and the arts. The HEARD program rests on the belief
in the transformative power of a communal space for both students and residents to learn and
grow in tandem. The creators of HEARD envisioned the program to grow into a deeply
embedded component of Ithaca College and the community beyond. In order to establish those
roots and ensure longevity, HEARD seeks to be incorporated into the Ithaca College course
catalogue and funded by internal revenue streams. To truly maximize HEARDs potential impact,
the program must expand from the pilot course into a sustainable semester-long course offering.
A blended academic and practicum course offers students the opportunity to participate in
interdisciplinary coursework and field-based service learning aimed at supporting incarcerated
underserved youth through creative arts instruction.

The proposed budget will project the necessary costs for the re-envisioned course and
instructional resources as well as the mechanisms for promoting HEARDs mission and sharing
the results with the greater Ithaca College and Tompkins County communities. By expanding
campus and community awareness through successful programming and publicity, HEARD
foresees the course becoming an integral and impactful part of the fabric of an Ithaca College
students education.

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II. Assessment of Project Funding Need

The HEARD program seeks to establish itself as an integral resource for civic engagement at
Ithaca College to effectively create social reform through creative arts education in detention
facilities. The 2011-2012 pilot course achieved positive initial success in delivering creative arts
education to MacCormick residents. The proposed Service learning Creative Arts Outreach course
expands the faculty base and captures increased student interest, to ensure that HEARD will grow
into a self-sustaining program perpetuated by the productivity and awareness of the Ithaca
College community. The courses links to current campus-wide initiatives such as IC 20/20 and the
focus on students civic engagement further ensure positive outcomes regarding learning
objectives.

During the Fall 2011-Spring 2012 Creative Arts Outreach course, initial funding was provided by the
Office of the Provost (using integrative curriculum funds) and supplemented by the Ithaca College
School of Music. Since this interdisciplinary approach is critical for meeting the core learning
objectives, the Service Learning course can no longer be housed or supported by a single school.
As the program develops, in parallel with the IC 20/20 Initiatives, college-level funding becomes a
more appropriate source of support.

The key feature in the expansion of the program is the development of an interdisciplinary Service
Learning Creative Arts Outreach course, to be covered by a $4,000 course development stipend for
two instructors. A further component is the part-time Program Coordinator position to be
compensated at $2,240 for the upcoming 2014-2015 academic year. Furthermore, Ithaca College
professors are paid $1,300 for each credit taught, requiring $15,600 for the teaching of both the
fall and spring three-credit Creative Arts Outreach course. In addition to costs to cover instructor
salaries, stipends for guest lecturers to deliver pre-service curriculum to participating IC students
will require $400. In-kind donations cover the time for the MacCormick liaison, whose work is
valued at $2,100 per academic year, and a faculty steering committee, whose work is valued at
$5,600.

Basic operational costs in small sums are required to efficiently deliver HEARD programming.
Ithaca College provides vans for transportation at a rate of $60 per day; thus, over the course of
the academic year the HEARD program will require $1,200 to transport students to the
MacCormick Center in Brooktondale. Instruments will be provided from the inventory of
MacCormick Centers inventory and from the Ithaca College School of Music, so the request for
additional teaching supplies is only $1,320. Bringing guest performances to the center twice a
semester will cost $240.

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III. Project Funding Goals and Objectives

Goal 1: To secure internal funding from Ithaca College to support the creation and
implementation of the HEARD Creative Arts Outreach course at MacCormick for the 2014-15
Academic Year. These funds will be utilized to hire a part-time Program Coordinator, cover the
cost of the course development, and pay the salaries of the associated professors.
Projected Cost: $25,000
Objective 1: To secure $2,240 for one year of the HEARD Program Coordinator's salary by
Spring 2014 to begin implementing necessary steps for course creation during
Summer 2014.
Objective 2: To secure $4,000 for faculty curriculum development by Spring 2014 for
implementation during Summer 2014.
Objective 3: To secure $15,600 for faculty overload costs associated with course
implementation by Spring 2014 for implementation of the course during the
2014-15 academic year.
Objective 4: To secure $2,760 for miscellaneous costs including materials, speaker/artist
honorariums, and associated transportation costs by Spring 2014 for
implementation during the 2014-15 academic year.
Objective 5: To secure $400 to facilitate faculty guest speakers participation during the
semester.

Goal 2: To ensure the sustainability of funding for the HEARD Creative Arts Outreach course.
Projected Cost: $24,340
Objective 1: To solicit both internal and external funding through Patricia Spencer's Grant and
Proposal and Grant Writing class during Spring 2014 for future course
development and implementation funds.

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IV. Funding Plan of Action

Stage 1: Secure primary internal funds

Since the program is an interdisciplinary effort at its essence, the bulk of the funding should come
from the institutional budget for IC 20/20 initiatives. The provost will refer this program to the IC
20/20 advisory committee who will review the proposal and make recommendations to the
budgeting committee. Upon their approval, the major portion of the funds could be released to
compensate the faculty. Supplementary internal support will be solicited directly from Anthony
Hopson the director of the Office of Civic Engagement and Provost Marisa Kelly. This preliminary
funding will be secured by Spring 2014.

Anticipated Revenue from Internal Funders:

As a suggested cost breakdown we seek 75% of the funding from the IC 20/20 Initiative for
a total of $18,750. The remaining 25% will be sought in a combined effort from the Office
of Civic Engagement and Office of the Provost, totaling $8,750.

Stage 2: Secure secondary financial support

Financial support for the faculty developing the course will be requested from alternative internal
sources including the Instructional Development Fund in the Ithaca College Center for Faculty
Excellence, which offers stipends for professors engaged in Direct Course Development and in
Diversity Projects. In-kind donations will be incorporated from the faculty steering committee
beginning Spring 2013 and the MacCormick liaison will join the program at the launch of the
course in Fall 2014.

Stage 3: Seek out external foundation support

Once internal funding is obtained and the Outreach course has demonstrated positive results in
assessments, HEARD will leverage this support to seek out external funding to maintain and
expand the program. Funding will be solicited from a number of regional and national benefactors,
including The Mockingbird Foundation, The Legacy Foundation, The Daphne Foundation, the Arts
and Cultural Council for Greater Rochester, the Public Welfare Foundation, the New York State
Education Department, and the New York State Council on the Arts to aid in equipment and
operating costs for the AY 2015-2016 Service Learning Creative Arts Outreach course. These
organizations are potential sponsors because of their dedication to the emotional and artistic
enrichment of underprivileged youth.

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V. Steps to Monitor and Evaluate Funding Objectives
The program coordinator, in conjunction with the HEARD steering committee, will work with the
Ithaca College Office of the Provost and the IC 20/20 advisory committee. The following steps will
be taken to evaluate the efficacy and progress of the funding throughout AY 2014-2015:

Step 1: The program coordinator will meet regularly with the steering committee following the
timeline and stages of funding. The goals throughout the year will be to continually check-
in to ensure that the projected expenses match weekly transportation, supplies, and
teaching costs. They will also utilize the flexibility of the budget to adjust small routine
expenses as necessary.

Step 2: In addition to continual progress checks, the program coordinator and steering committee
will compile reports for the Office of the Provost and the Office of Civic Engagement, via
Provost Marisa Kelly and Director Anthony Hopson, two times per semester. These reports
will detail the major expense trends, and discuss ways in which funds can be properly
distributed in future blocks and semesters.

Step 3: As reports are filed, the Offices of the Provost and Civic Engagement will communicate
with the IC 20/20 advisory committee and other relevant internal offices to distribute the
materials and discuss the financial successes and weaknesses of each blocks use of funding
resources. The steering committee will serve as the hub to receive each offices
suggestions and re-adjust funding as needed to further the effectiveness and sustainability
of the program for years to come.

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HEARD Funding Search

Potential Internal and External Financial Support

Internal Funding Prospects

ORGANIZATION: Ithaca College IC 20/20 Initiative
MISSION: To provide a common set of learning outcomes and set of experiences that will be part
of every Ithaca College students experience
FUNDING HISTORY & INFORMATION: No funding history but preference will be given to
integrated curriculum development funds.
URL: http://www.ithaca.edu/icc/
CONTACT INFORMATION: Members of the IC20/20 Advisory Committee; care of Provosts
Office

ORGANIZATION: Ithaca College Office of the Provost
MISSION: Grants for Creative, Collaborative, and Community Service and/or Service Learning
Projects: These grants are made to faculty for general project expenses entailed by this category
of projects.
FUNDING HISTORY & INFORMATION: These grants fund creative projects that are in the fine
and performing arts that are generally viewed as being outside of the category of "traditional"
academic work (e.g., music composition as performance, film production, fine arts, etc.) as well as
community service/service learning projects that are directed toward activities that have specific,
concrete outcomes in the Ithaca/Tompkins County Community.
URL: http://www.ithaca.edu/provost/docs/internalgrants/CCCSLP/
APPLICATION DUE DATE: Rolling
CONTACT INFORMATION:
Director of Center for Faculty Excellence, Wade Pickren
wpickren@ithaca.edu
316 Gannett Center
607-274-3734

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ORGANIZATION: Ithaca College Office of Civic Engagement

MISSION: The Office of Civic Engagement (OCE) will foster the development and coordination of
curricular and co-curricular community partnerships and activities including service learning
courses, volunteer community service initiatives by students and student organizations and all
areas of institutional community access.
FUNDING HISTORY & INFORMATION: No funding history; requests for grants for IC 20/20
related curriculum development and delivery with service learning overlay will be reviewed.
URL: http://www.ithaca.edu/civic-engagement
CONTACT INFORMATION: Anthony Hopson, Director; and of Service Learning Design &
Implementation Workgroup (SLDIW)

ORGANIZATION: Ithaca College Center for Faculty Excellence
MISSION: The main objective of the Instructional Development Fund (IDF): Direct Course
Enhancement is to improve qualitatively the content and/or methods of instruction in existing or
proposed courses at Ithaca College. The fund intends to encourage faculty members to respond to
specific academic needs at this institution by refining or updating teaching skills, cultivating
expertise, or developing innovative instructional materials and resources that contribute to an
improved and more current curriculum.
FUNDING HISTORY & INFORMATION: To be considered, any proposal submitted for this fund
must specifically address concrete benefits to classroom or laboratory instruction and
demonstrate the extent to which the Colleges curriculum will be enhanced and the improvement
that might demonstrate for the Colleges curriculum more generally. Faculty applicants are
encouraged to discuss ideas or drafts with Committee members beforehand. IC faculty members
are continually responsible for developing and revising the curriculum. Hence, the IDF funds
primarily support proposals that are notably innovative, require assistance beyond those available
from school or department sources, or address College, school, or departmental priorities, and/or
seek to activate a key component from the Mission Statement of Ithaca College. Individual
projects may be funded to a maximum of $1500. For projects that require budgets in excess of
$1500, additional funds from other sources should be sought. Reviewers often welcome evidence
that the dean and/or department have pledged support to an IDF proposal through travel funding,
supplies, and reassigned duties
URL: http://www.ithaca.edu/cfe/research/idf_course_enhancement/

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Director, Wade Pickren
wpickren@ithaca.edu
316 Gannett Center
607-274-3734

ORGANIZATION: Ithaca College Center for Faculty Excellence
MISSION: Instructional Development Fund (IDF): Diversity/International Projects focuses on the
understanding that students benefit when their teachers are enthusiastic about exploring new
ideas and are actively engaged in broadening their knowledge. As faculty members are enriched,
so ultimately are the students educational experiences. In addition to grants for course
improvement focused on curriculum development and pedagogical experiments, IDF grants also
encourage and support projects that incorporate diversity and international/cultural content.
Although immediate curricular impact is not necessary, it is expected that ground work for future
courses and/or other interactions that encourage the exchange of ideas and practices focused on
enhancing diversity and international understanding between faculty members will result. Please
note that the program is not intended for use by faculty members in their quest for advanced
degrees.
FUNDING HISTORY & INFORMATION: Diversity/International projects are funded under two
categories: joint projects involving two or more faculty members (up to $3,000) and individual
projects ($1,500). In order to support the faculty in their efforts to introduce and expand the
international focus of their teaching and curriculum development, the IDF program may fund, in
exceptional circumstances, a limited number of double awards per year (maximum $3000 each) to
support faculty who need to travel abroad to participate in appropriate activities. The activities for
which this expanded support is requested should be directly related to the statement of
international focus of the proposers department and school. This award may be combined with
reassigned released time, at the discretion of the dean, to allow adequate opportunity for the
integration of the international experience into the curriculum.
URL: http://www.ithaca.edu/cfe/research/idf_interdisciplinary/
wpickren@ithaca.edu
316 Gannett Center
607-274-3734
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ORGANIZATION: Ithaca College School of Humanities & Sciences

MISSION: The Educational Grant Initiative (EGI) supports activities and projects that promote
student learning and achievement. Generous donations from Ithaca College alumni and friends to
the IC Fund for the School of Humanities & Sciences provide the funding for this program.
FUNDING HISTORY & INFORMATION: The H&S EGI encourages projects that provide students
with opportunities to integrate theory and practice in the development and execution of research,
professional, or creative projects that extend beyond the classroom, to enhance their
understanding of academic content gained in the classroom/course with direct engagement with
the subject of study, and to develop their professional skills and/or their understanding of careers
and professional requirements. $23,500 in grant money was awarded to various groups in the
2012 - 2013 academic year, often supporting speakers and experiences for students to develop
skills outside of the classroom.
URL: http://www.ithaca.edu/hs/awards_and_honors/awardsgrants/edugrants/
CONTACT: Stacia Zabusky, Associate Dean of H&S

ORGANIZATION: Ithaca College Office of the Provost: Faculty/Student Academic Challenge Funding
FUNDING HISTORY & INFORMATION: The Academic Challenge Funding program is designed
to raise the College profile in scholarship, more specifically faculty-student collaboration. This
could be in the form of special curricular opportunities that will be available for those who wish to
challenge themselves to new academic levels such as high-impact pedagogy, enhanced curricular
and extra-curricular models, cross- and multi-disciplinary, self-directed, problem-based learning
which could include specialized research, and other scholarly research. Please note that priority
is given to projects that directly or indirectly contribute to the IC 20/20 plan.
URL: http://www.ithaca.edu/provost/docs/internalgrants/ACF/
wpickren@ithaca.edu
316 Gannett Center
607-274-3734

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Federal Funding Prospects

ORGANIZATION: The National Endowment for the Arts

MISSION: The National Endowment for the Arts was established by Congress in 1965 as an
independent agency of the federal government. To date, the NEA has awarded more than $4
billion to support artistic excellence, creativity, and innovation for the benefit of individuals and
communities. The NEA extends its work through partnerships with state arts agencies, local
leaders, other federal agencies, and the philanthropic sector.
FUNDING HISTORY: The National Endowment for the Arts supports numerous projects that
support arts in many areas such as arts education, dance, literature, music, visual arts, presenting,
etc and to date have awarded over $4 billion. The endowment center focuses especially on using
different types of art for the betterment of the community as a whole. Their funding history is
pages and pages long. Recently they gave to an organization in LA called Street Poets. This
organization engaged in poetry for high-risk youth in detention centers, schools and community
centers. Another project includes the San Diege State University Foundation, where $10,000 were
given for an outreach program. This program created a space for young musicians in underserving
communities to put on concerts and workshops in juvenile justice systems facilities, community
centers as well as libraries.
URL: http://arts.gov/about
APPLICATION DUE DATE: Next deadline information coming in January 2014.
National Endowment for the Arts
1100 Pennsylvania Avenue,
NW Washington, DC 20506-0001
Phone: (202)-682-5400
Email: webmgr@arts.gov

State Funding Prospects

ORGANIZATION: The New York State Council on the Arts

MISSION: The New York State Council on the Arts is dedicated to preserving and expanding the
rich and diverse cultural resources that are and will become the heritage of New York's citizens.
The Council believes in supporting artistic excellence and the creative freedom of artists without
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censure, and the rights of all New Yorkers to access and experience the power of the arts and
culture, and the vital contribution the arts make to the quality of life in New York communities.
FUNDING HISTORY: The New York State Council on the Arts has a long history of funding both
the emergence of specific forms of the arts in the public sphere, as well as the vital maintenance
of arts within governmental and educational institutions throughout New York State. Past
funding has gone to hundreds of projects, ranging from dance to theatre to teaching artist
residencies in schools to other arts outreach. In 2012,, NYSCA gave $2,792,130 to 228
organizations, and has given similar amounts over recent years. Since 2000, $60,431,517 was
granted to over 3,000 organizations. While a major focus of the Council is on making arts available
to the public at large, their funding of projects within schools and other educational settings
would set precedent for possible funding of HEARD, especially in regard to the section of their
mission that extols arts accessibility and arts education accessibility.
URL: http://www.nysca.org/public/home.cfm
APPLICATION DUE DATE: No deadline
New York State Council on the Arts
175 Varick Street, New York, NY 10014-4604
(212) 627-4455
Fax (212) 620-5911
Email: info@nysca.org

ORGANIZATION: The Arts & Cultural Council for Greater Rochester
MISSION: The Arts & Cultural Council for Greater Rochester is a nonprofit association which
promotes and strengthens arts, culture, and education in the greater Rochester region, including
Cayuga, Genesee, Livingston, Monroe, Ontario, Orleans, Seneca, Wayne, Wyoming, and Yates
counties. The Arts & Cultural Council provides a broad range of services and programs for the
cultural community, particularly
Community Arts Grants Funding for public arts programming, capacity building for
nonprofit cultural organizations, and for the creation of new work.
Education Through the Arts Grants Funding for partnerships between schools (grades K-
12), artists, and cultural organizations for arts integrated classroom learning.
Strategic Opportunity Stipends Funding for opportunities that enhance the career
development of artists.

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Although HEARD is not based in Monroe County, it serves Monroe County and its communities
because MacCormick residents homes are in Monroe County. By way of reducing recidivism
through creative arts, HEARD serves Monroe County and would apply for these grants:
Decentralization Grant: of up to $5,000 are available for nonprofits for arts-related
programs that serve Monroe County residents in 2012.
Education through the Arts Grant: The program is designed to encourage artists, teachers,
administrators, and parents to collaborate on well-planned partnership programs that
involve interdisciplinary art programs in a curriculum.

Both grants are funded by the New York State Legislature and the New York State Council on the
Arts in partnership with the Arts & Cultural Council.
FUNDING HISTORY: A Decentralization grant of up to $5,000 was given in 2011 to a nonprofit
that benefited arts-related programs that served Monroe County residents in 2011. The grant was
funded by the New York State Legislature and the New York State Council on the Arts in
partnership with the Arts & Cultural Council.
URL: http://www.artsrochester.org/artscouncil/grants.htm#AIE
APPLICATION DUE DATE: Fall 2014
Justin Croteau, Director of Development and Grant Programs
(585) 473-4000, ext. 206
Audrey Shaughnessy, Grants and Database Coordinator
(585) 473-4000, ext. 215

ORGANIZATION: New York State Education Department: The Office Access Programs
MISSION: The Office of K-16 Initiatives aims to improve college graduation rates for ethnic,
cultural and other underrepresented and or disadvantaged students and to close the gap for
students in need of academic intervention services to meet the Regents graduation requirements.
FUNDING HISTORY: The Office of K-16 Initiatives and Access Programs has awarded, in total,
approximately $90 million in grants, contracts, and scholarships to colleges, universities, school
districts, community based organizations, non-profits, and students.
URL: http://www.highered.nysed.gov/kiap/
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Stanley S. Hansen Jr, Executive Director
Office of K-16 Initiatives and Access Programs
New York State Education Department
Room 969, Education Building Addition
Albany, NY 12234
(518) 474-3719
kiap@mail.nysed.gov

Corporate and Foundation Funding Prospects

ORGANIZATION: The Mockingbird Foundation

MISSION: The foundation offers competitive grants to schools and nonprofit organizations that
effect improvements in areas of importance to the Phish fan community, including music (projects
that encourage and foster creative expression in any musical form, but also recognize broader and
more basic needs within conventional instruction), education (including the provision of
instruments, texts, and office materials, and the support of learning space, practice space,
performance space, and instructors/instruction), and children (programs that benefit
disenfranchised groups, including those with low skill levels, income, or education; with
disabilities or terminal illnesses; and in foster homes, shelters, hospitals, prisons, or other remote
or isolate situations).
FUNDING HISTORY: The foundation is particularly interested in organizations with low
overhead, innovative approaches, and/or collaborative elements to their work. Grants range from
$100 to $5,000 and are made on a one-time, non-renewable basis.
URL: www.mockingbirdfoundation.org
APPLICATION DUE DATE: February 1st and August 1st
Ellis Godard, Executive Director
6948 Luter Circle
Moorpark, CA 93021

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ORGANIZATION: The Daphne Foundation

MISSION: The foundation funds programs that confront the causes and consequences of poverty
in the 5 boroughs of New York City. The foundation has a particular interest in grassroots and
emerging organizations which engage their members in the creation and implementation of long-
term solutions to intractable social problems. The foundation believes it should fund in a manner
that reinforces and facilitates the work of the programs it funds and that the most inventive and
humane solutions to social problems often come from the people most affected by those
problems.
FUNDING HISTORY: Has awarded 17 grants (A total of $572,120) for the year ending 6/30/12 for
organizations focusing on youth development, community outreach, education, and social
change.
URL: www.daphnefoundation.org
Yvonne L. Moore, Executive Director
4444 Lakeside Drive 3rd Floor
Burbank, CA 91505
Telephone: (212) 782-3711
Fax: (212) 228-5275
E-Mail: info@daphnefoundation.org

ORGANIZATION: OppeneimerFunds, Inc. Corporate Giving Program
MISSION: OppenheimerFunds makes charitable contributions to nonprofit organizations involved
with youth entrepreneurship and business education. The Future Enterprisers program provides
students kindergarten through college with access to a continuum of proven entrepreneurship
education programming designed to equip and inspire students to succeed in school, work and
life. Types of support includes employee volunteerism and corporate matches of employee
donations.
FUNDING HISTORY: Not public
URL: www.oppenheimerfunds.com
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Jennifer Stevens, Director of Corporate Communication
2 World Financial Center, 11th Fl.
225 Liberty St.
New York, NY 10281
Telephone: (212) 323-5224
Fax: (212) 912-6710

ORGANIZATION: AEGON Transamerica Foundation
MISSION: The foundation supports programs designed to promote arts and culture; civic and
community; education and literacy; and health and welfare. The grantmaker has identified the
following area(s) of interest:
Arts and Culture
The foundation supports programs designed to foster music and the performing arts, including
venues for artistic expression.
Civic and Community
The foundation supports programs designed to promote community development; encourage
civic leadership; enhance workforce and business development; and empower people and
communities.
Education and Literacy
The foundation supports programs designed to provide knowledge and expand individual's
capabilities. Special emphasis is directed toward programs designed to promote financial
literacy, financial security, and personal success through financial education and planning for
individuals.
Health and Welfare
The foundation supports programs designed to improve the condition of the human body
though nutrition, housing for the homeless, disease prevention, and other support services.
FUNDING HISTORY: In the year ending in 12/31/11 they awarded a total of $5,261,190 in gifts to
educational services, youth programming, arts outreach, and social change.
URL: http://www.transamerica.com/about_us/aegon_transamerica_foundation.asp

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c/o Tax Dept.
4333 Edgewood Rd., N.E.
Cedar Rapids, IA 52499-3210
E-mail: shaegontransfound@aegonusa.com

ORGANIZATION: The Legacy Foundation
MISSION: The Foundation supports programs and projects in the areas of health, education,
recreation, human and social services, aging, and the arts in Tompkins County, New York. Support
is also given to requests for capital expenditures and "seed" money for new or innovative projects
or programs.
FUNDING HISTORY: In 2011-2012, The Legacy Foundation awarded $85,000 to health initiatives,
environmental sustainability, programming for disabled adults, and public education in Tompkins
County.
URL: http://www.tclegacy.org/index.htm
APPLICATION DUE DATE: April 15/ September 15th
Jane Hewitt, Recording Secretary
P.O. Box 97, Ithaca, NY 14851
jhewitt@tompkinstrust.com
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External Documents

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Marisa Kelly, Provost and Vice President of Educational Affairs
Office of the Provost
3rd Floor, Peggy Ryan Williams Center
Ithaca College
953 Danby Rd
Ithaca, NY 14850

RE: Letter of Inquiry Regarding Support of the HEARD Program

Dear Provost Kelly,

On behalf of the HEARD Program (Human Expression through the Arts, Resident Development), we
are writing to introduce you to our organization and to respectfully request an opportunity to submit a
full proposal for $25,000 in support of the emerging partnership between Ithaca College and the
MacCormick Secure Center, which will implement a creative arts Curriculum that will inspire and
stimulate the young men at the facility as well cultivate a vital service learning opportunity for Ithaca
College students.

PARTNERSHIP HISTORY
The MacCormick Secure Center has been tasked with the responsibility of educating and inspiring a
population of 14- to 20-year-old male juvenile offenders. These services are provided in a safe, secure,
therapeutic environment that embraces learning, mutual respect, and teamwork, with the expressed
purpose of creating an effective permanent change to the mutual benefit of the residents and society.

The HEARD Program was developed in the Fall of 2010 by a group of Proposal and Grant Writing
students at Ithaca College under the advisory of MacCormick staff psychologist Carol Whitlow, and
Patricia Spencer, the course instructor. The Fall 2010 team founded the program to deliver multiple
art courses with options in the performing arts, in cooperation with Performing Arts for Social Change
(PASC), a strategic initiative with the Center for Transformative Action at Cornell University, under the
direction of Cynthia Henderson, an Ithaca College theater professor. The Spring 2011 grant writing
team proposed and received $30,000 to pilot a Creative Arts Outreach course in cooperation with the
School of Music. The course, African Drum and Dance, served as a capstone professional practice and
community-based learning course for 10 upper level undergraduate students at Ithaca College to
deliver a music program to 28 residents at the MacCormick Secure Center. The HEARD Program is
currently broadening its scope to benefit the MacCormick residents through a sustainable host of
resources at Ithaca College.

PURPOSE OF REQUEST
The HEARD program seeks to deliver on-going creative arts programming to the residents of the
MacCormick Center in Brooktondale, NY, a maximum security facility for young men ages 14-20.
Building off of the success of the pilot course in AY 2011-12, HEARD proposes a permanent service
learning course to be offered beginning in Fall 2014 that guides IC students through the process of
developing and delivering creative arts curriculum. Blending the study of social justice issues and
development of practical skills, the course is in ideal alignment with Ithaca College's vision of civic

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engagement and integrative learning. This ground-breaking course design will serve as a model for
other institutions of higher education.

SUMMARY
As a partner institution, Ithaca College will sponsor the colleges participation expenses for the
Creative Arts Outreach course at MacCormick, while additional funding will supplement aspects of the
HEARD Program not supported by Ithaca College. Full funding for the Creative Arts Outreach course
will bring innovative and comprehensive arts curricula to MacCormick and provide the residents with
positive outlets for creative energy and self-expression in addition to providing Ithaca College
students with a transformational service learning opportunity. The full implementation of this
program will significantly improve the quality of life for the MacCormick residents as well as the Ithaca
College hands-on student experience.

With a grant of $25,000 from the IC 20/20 budget to support the HEARD Program, the MacCormick
Secure Center and Ithaca College will create an enriching and educational curriculum for the 2014 -
2015 academic year and beyond that will provide a positive transformational experience to both
residents and students alike.

Our team, and course instructor are happy to meet with you in January of 2014 to review the details of
the proposal. In addition, our December 19, 2013 formal proposal materials will be made available to
you on request. If you have any questions, please do not hesitate to contact any member of the team
or our course instructor, Patricia B. Spencer.

Sincerely,

Adrian Anderson 14, Theatre Arts Management, Aanders3@ithaca.edu
Karamvir Bhatti 14, Anthropology, Kbhatti1@ithaca.edu
Bridget Cafaro 15, Theatre Arts Management, Bcafaro1@ithaca.edu
Elizabeth Levine 14, Writing, Elevine2@ithaca.edu
Moriah Petty 14, International Communications, Mpetty1@ithaca.edu

Patricia B. Spencer
Assistant Professor and HEARD Program Advisor
Ithaca College

Cc: HEARD Faculty Advisory Group

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Marisa Kelly, Provost and Vice President of Educational Affairs
Office of the Provost
3rd Floor, Peggy Ryan Williams Center
Ithaca College
953 Danby Rd
Ithaca, NY 14850

RE: Cover Letter

Dear Provost Kelly,

I am pleased to submit a proposal for a collaboration between Ithaca College students and the
MacCormick Secure Center through the HEARD Program (Human Expression through the Arts:
Resident Development.) We look forward to your assistance in our efforts to provide a new service-
learning course for IC students and faculty as well as enriched creative arts programming for residents
at the MacCormick Center in Brooktondale, NY.

Our proposal requests $25,000 for the upcoming academic year. These funds will help offset the
costs of instructor salaries as well as creative arts curriculum materials that will develop a two-
semester program at the MacCormick Center. Two different parties will benefit from the credit-
bearing course, Ithaca students looking to gain experience in education, arts therapy, and social
outreach, as well as young men at the secure facility. The HEARD program has a strong history with
the College, primarily through volunteerism but also through a similar pilot course taught by Music
Education Professor Baruch Whitehead, during AY 2011-2012. Although the HEARD Program is an
emerging collaboration, there are many faculty, staff members and volunteers who are dedicated to
bringing enrichment programs to the residents. Those involved have the unique skills it takes to
implement a successful program and evaluate its effectiveness.

Thank you for your interest in the HEARD Program. We envision a successful collaboration to establish
an active, service-learning course focused on providing arts curriculum at the MacCormick Center and
we welcome your feedback and participation in this effort. If you have any questions, please do not
hesitate to contact any member of the team or our course instructor, Patricia B. Spencer.

Sincerely,

Adrian Anderson 14, Theatre Arts Management, Aanders3@ithaca.edu

Karamvir Bhatti 14, Anthropology, Kbhatti1@ithaca.edu
Bridget Cafaro 15, Theatre Arts Management, Bcafaro1@ithaca.edu
Elizabeth Levine 14, Writing, Elevine2@ithaca.edu
Moriah Petty 14, International Communications, Mpetty1@ithaca.edu

Patricia B. Spencer
Pspencer@ithaca.edu
Assistant Professor, Department of Writing, Faculty Consultant to Institutional Advancement, HEARD Program advisor
Ithaca College

cc: HEARD Advisory Group
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Executive Summary
Transformation Through Community Service
The HEARD Program (Human Expression through the Arts: Resident Development) seeks $25,000
for the development of a service learning course at Ithaca College in partnership with the
MacCormick Secure Center. In collaboration with departments and faculty across campus and the
IC 20/20 initiative, the HEARD course would serve as an interactive teacher-training program for IC
students and a creative arts outlet for MacCormick residents.

Diverse in Scope, Focused in Support
The HEARD course would run as a repeating semester-long course, split into two blocks. Each
week, students would design curriculum to then be delivered at MacCormickwith ample
opportunity given for both groups to provide feedback and interact as co-partners in learning. The
faculty, with a broad range of interests and creative arts backgrounds, will serve as mentors in
teacher training as well as resources in a cross-cultural learning environment.
The MacCormick Center, located in rural Brooktondale, New York, is a maximum-security prison for
male juvenile offenders, ages 14-20. The MacCormick vision, aligned with that of the HEARD
Program, is to provide its services in a secure environment that embraces the development of
expressive skills and confidence of its residents. Meeting together in a shared space of student,
faculty, and resident, the HEARD Program desires to bridge cultural gaps through music, dance,
creative writing, and studio/media arts.

Addressing Two Needs
HEARD recognizes that the students of Ithaca College and residents of the MacCormick Secure
Center are bound together not simply by geographical contiguity but by a shared need to express
themselves through a creative medium. The HEARD Program rests on the belief in the
transformative power of a communal space for both students and residents to learn and grow in
tandem. To truly maximize HEARDs potential impact, the program must expand from the pilot
course (delivered in AY 2011-2012) into a sustainable semester-long course. The following
proposal breaks down the necessary costs as well as a full funding and curriculum plan for the re-
envisioned course. It also provides instructional resources and the mechanisms for promoting
HEARDs mission and results of teaching to the greater Ithaca College and Tompkins County
communities. By expanding campus and community awareness through successful programming
and publicity, HEARD foresees the course becoming an integral and impactful part of the fabric of
an Ithaca College students education.

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Organizational History
A Shared Passion for Learning
At its most basic level, [prison-exchange programs] allow students and others outside of prison to go
behind the walls to reconsider what they have learned about crime and justice, while those on the
inside are encouraged to place their life experience in a larger framework. However, much more
occurs in the exchangelayers of understanding that defy prediction. In the groups discussions,
countless life lessons and realizations surface about how we as human beings operate in the world,
beyond the myths and stereotypes that imprison us all.
- Lori Pampa, Founder and National Director of The Inside-Out Prison Exchange Program
A Shared Mission to Educate Beyond the Classroom
The HEARD program, at its very core, sets out to transform a students understanding of
schooling versus education. Schooling conjures images of desks, academic essays, a teacher
lecturing at the chalkboardthe knowledge gained from within an institution. Education,
conversely, is a continuous and ever-transforming activity to which we may dedicate our entire
lives. The power of education is that it exists and gathers strength from our interactions with the
world around us. The HEARD program sees the walls of the classroom as permeable and the
students in it as active citizens of their communities.

Beyond its pedagogical mission, HEARD functions as a Creative Arts Outreach program between
Ithaca College students and the MacCormick Secure Center in Brooktondale, NY. Ithaca College
presents the ideal space from which to pioneer the HEARD program. Born out of a desire to share
a passion for the creative arts, specifically music, with others, Ithaca College now boasts over a
century of excellence in music, drama, art, and creative writing along with a rigorous liberal arts
curriculum in politics, sociology, teacher education, and beyond. In the intersection of these two
tenets of Ithaca Colleges curriculum, the HEARD program is steadily gaining momentum. With
the development of the campus-wide educational transformation known as IC 20/20 and the
introduction of a new Integrative Core Curriculumemphasizing experiential learning, diversity
education, and the creative artsthe HEARD program becomes all the more relevant1. Bridging
disciplines, artistic mediums, and socio-political backgrounds, HEARD desires to provide a
sustainable means to connect aspiring student educators with residents at the MacCormick
Secure Center.

1
1. https://www.ithaca.edu/ic2020/about/
Corriero, Michael. "The Criminal Responsibility of Juveniles." Judging Children as Children: A Proposal for a Juvenile

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A Successful Pilot
I realized that I started looking forward to our outreach days the most out of my whole week. I was
constantly thinking about further programming and ideas. I was thinking of ways to connect with the
students.
-Samantha Underwood, pilot HEARD Program participant

Samantha Underwood, IC Music Education 12, stumbled upon the HEARD program by accident.
Already registered for the African Drum and Dance Ensemble, she discovered the Creative Arts
Outreach elective in its first year and decided each course would enhance the experience of the
other. In the Fall of 2011, Baruch Whitehead, associate professor of Music Education took the first
group of IC students, including Samantha, to the MacCormick Secure Center. This program, now
known as HEARD (Human Expression through the Arts: a Resident Development Program), was
intended to serve as a vehicle to give vital teaching experience to creative arts education majors
while providing MacCormick with a service they so desperately neededa voice and a means to
express themselves.

MacCormick, a maximum security prison housing up to 39 young men ages 14-20, was the primary
site of a course piloted in the Fall of 2011. The course, a three credit-bearing special topics seminar
which combined music education and writing, was intended to utilize the passion Ithaca College
students and faculty had for the creative arts and direct it towards a sector of the population that
is often disenfranchised and disengaged from creative pursuits.

The semester culminated with a collaborative performance between the residents and students
incorporating spoken word. Although part of this course was focused on making music, no musical
experience was necessary for IC students or MacCormick residents. Samanthas experience at
MacCormick transformed her educational and professional trajectory. Teaching at MacCormick
taught her the importance of resiliency, accountability, flexibility, and inspired her to consider
Expressive Therapies and Community Arts as a potential career. After graduating from Ithaca
College, she spent a year teaching full-time at MacCormick.

While the course has not been offered again after its pilot semester, the second branch of the
HEARD Creative Outreach Initiativethe student organizationcontinued to provide that service
at another level.

The Future of the HEARD Program
Unfortunately, due to funding challenges and lack of school-wide recognition, neither the credit-
bearing course nor the student organization have been able to fully realize their goals for creative

HEARD
39
arts outreach. With its focus on empowerment, both for the residents of MacCormick and the
student-teachers in the program, HEARD desires to become an established component of Ithaca
Colleges curriculum. Although she is not working in MacCormick at this time, Samantha
integrates the tenants of HEARD into her current teaching jobhoping one day to ensure that
people who need music and arts are getting the access they deserveand spreading the arts to
places where it was previously non-existent.

The Fall of 2013s Proposal and Grant Writing Team, in partnership with interested faculty and
administrative staff, have been working towards just that goal: combining the love for creative
arts and education already felt within the Ithaca College communityits students, faculty, and
administrationwith the current positive relationship built between IC and the MacCormick
Center.

Proposed Initiative Statement

Integrating Arts Outreach into the Course Catalog
The Ithaca College HEARD program seeks $25,000 to create, expand, and solidify a service
learning course reflecting creative arts outreach with the MacCormick Security Center. A blended
academic and practicum course offers students the opportunity to participate in interdisciplinary
coursework and field-based service learning aimed at supporting incarcerated underserved youth
through creative arts instruction. Funds will support (1) a salary for the program coordinator, (2)
stipends for professors providing instruction surrounding their specific disciplines, (3) necessary
equipment to make the practice of taught disciplines possible, as well as (4) logistical costs such as
transportation and outside programming.

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40
Opportunity Statement
Transcending Barriers with Service Learning

Transitioning to an Established Curriculum
Currently, the HEARD program is operating strictly as a student organization. Although this is
useful for spreading word on campus about the program, the resources available are extremely
limited. The organizations SGA-restricted budget limits the potential of the program and what it
can achieve. If the program continues to run solely as a student organization, access to
instruments, guest speakers and audio production equipment will be limited. The creation of a
sustainable HEARD course would ensure adequate, regular programming for MacCormick
residents, and would also be instrumental in facilitating a high-caliber learning experience for both
residents and students.

The creation of this new course would be a testament to the colleges commitment to serving
their student body and the local community. In efforts to best serve Ithaca College faculty and
students, as well as MacCormick residents, the HEARD course requires a considerable amount of
coordination between Ithaca College departments, schools, and administrative offices. The course
will need approval from academic departments within the school (Humanities and Sciences,
Music, and Park School of Communications) as well as the Provosts Office and the Registrars
Office.

Shifting from Volunteerism to College Credit
With contingent and primarily volunteer-based staff, the HEARD program is limited in the extent
of programming it can provide at the MacCormick Secure Center. Government funding to the
Center allows only for standard academic programming, leaving HEARD as the only way to offer
supplementary arts engagement. Since HEARDs inception in 2010, it has been facilitated by
almost entirely faculty and student volunteers. To increase participation and effective teaching, a
service learning course at Ithaca College will properly train and support students to facilitate
creative arts programming with MacCormick residents, as a means for coping with the
psychological effects of imprisonment.

Incarceration as a Social Justice Issue
The United States is the world leader in imprisonment. Young offenders are efficiently enrolled in
the system, but once incarcerated they do not receive the rehabilitation services they need and
suffer from the estrangement from their families and communities, resulting in an increased
likelihood of recidivism. This is a rather recent phenomenon directly corresponding to a shift in

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41
federal policy. The U.S. had a stable and average incarcerated population for most of the 20th
century until it began to rise in the mid-1970s and skyrocketed over the course of the next four
decades.

Incarceration statistics are intimately related to behavior and living conditions during childhood.
Researchers have identified risk factors for child delinquency including poor academic
performance, early childhood aggression, poverty and lack of resources, and the absence of
parental involvement. Boys may be more likely to become delinquent if they are mistreated at
home, have delinquent friends, drop out of school, use drugs, or face community violence2.

Cumulative Disadvantages for Young Men of Color
A 2006 study commissioned by the Joint Center for Political and Economic Studies in Washington
D.C. labeled these external factors as cumulative disadvantages. According to the study, only 56
percent of African Americans, compared to 78 percent of whites, and only 23 percent of Black high
school students and 20 percent of Latinos were eligible to pursue a college education.
Employment statistics present a similar picture. The unemployment rate for black males ages 16
to 19 was 35.6 in 2004 compared to 16.3 percent for whites.3

This is the precise demographic of the majority of MacCormick residents who benefit from the
HEARD program. Their lives have been shaped by the cumulative disadvantages that largely
contributed to their current circumstances. The stigma surrounding the provision of services for
convicted criminals challenges the program, yet this research demonstrates that systemic
limitations of opportunities for people of color in the U.S. is a root cause of juvenile delinquency
and, therefore, often exists outside the control of the individual.

An imminent duality exists within the modern juvenile justice system where incarcerated youth
are both perpetrators of crimes and the victims of institutional racism and the prison industrial
complex. Moreover, the justice system is increasingly influenced by politics and big business due
to the rise of private corrections firms. Understanding and contextualizing these sociological and
political dimensions of juvenile delinquency is a key learning objective of the Ithaca College
service learning course. When applied to his or her teaching at MacCormick, a students
understanding of this nuanced and politicized set of issues will increase substantially.

2
Corriero, Michael. "The Criminal Responsibility of Juveniles." Judging Children as Children: A Proposal for a Juvenile
Justice System. Philadelphia: Temple UP, 2006. 35-36.
3
Belk, Jr., Adolphus G. A New Generation of Native Sons: Men of Color and the Prison-
Industrial Complex. Washington, D.C.: Joint Center for Political and Economic Studies Health Policy Institute, 2006.

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42
Art as Rehabilitation
Despite the arts well-established role in therapy, creative arts-related programming is often the
first to go in terms of budget cuts. Internal funding from the MacCormick Center regretfully can
no longer support creative arts class offering to residents. The natural therapeutic effects of
creating art prove to produce increased self-awareness, enhance cognitive abilities, lower stress,
and offer a coping mechanism to manage trauma and avoid conflict4. Denying young people like
those at the MacCormick Center the benefits of exposure to the arts perpetuates the inequalities
that may have led to their initial criminal activity.

Student-Driven Momentum
The program is based on best practice models for the delivery of a creative arts outreach program
in detention facilities across the country. However, while other programs include student
involvement with the supervision and primary leadership of professionals, HEARD is primarily
student-driven, with the aid of faculty instructors and advisers. Volunteers of different academic
years and backgrounds will combine their creative efforts to fulfill a specific need at the
MacCormick Center by providing an outlet for creative expression. The interest expressed by
Ithaca College students and their tireless passion in developing this initiative is rooted in the
character the college strives to cultivate.

Due to the interactive nature of such programming, service learning accommodates many
different types of learnersespecially those for whom traditional educational models have failed.
Moreover, the post-service or reflection component of most service learning curricula
encourages the student to actively critique their involvement in the program, which can both
bolster self-confidence in teaching abilities and self-awareness of their learning and teaching
styles. Above all, and the reason why higher education institutions must consider seriously the
inclusion of such programs in their curriculum, is that these programs are geared towards the
formation of conscious citizensthe kind of student who will take with them all that they have
learned and apply it in positive and constructive ways to the world around them.

The Right Time to be HEARD
The HEARD Programs mission aligns closely with IC 20/20 and its current funding initiatives,
particularly the enhanced focus on cross-cultural service learning. In accordance with the IC 20/20
vision, the transformative nature of integrative learning has demonstrated a linkage to higher
grade point average, course content retention, and life skills, such as leadership ability, critical

4
Erickson, Bonnie J., and Mark E. Young. "Group Art Therapy With Incarcerated Women." Journal of Addictions & Offender
Counseling 31.October (2010): 38-51.

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43
thinking, and self-confidence.5 With support from internal offices at Ithaca College, one or more
instructors per semester or academic year can be hired to monitor the learning of both college
students and MacCormick residents.

The HEARD program has been slowly gaining support on campus. Faculty and staff from a variety
of offices and schools champion the program and have demonstrated interest in expanding its
reach, attracted by both the educational value and the cause. During AY 2011-2012 Professor
Baruch Whitehead taught a year-long pilot course blending Ithaca and MacCormick students and
he wishes to take on the role of coordinator in order to offer this experience to more students.
Professors across disciplines, including Baruch Whitehead of Music and Jessica Barros and Eleanor
Henderson of Writing, have already expressed interest in taking on the role of instructor and the
administrators in various schools support establishing a credit-bearing course. The timing is right
to transform the theoretical framework of the course into a reality.

Program Description
The Components for Success
Statement of Goals and Objectives

The Ithaca College community thrives on the principles that knowledge is acquired
through discipline, competence is established when knowledge is tempered by
experience, and character is developed when competence is exercised for the benefit of
others.
Ithaca College Mission Statement

Goal 1: To create a sustainable curriculum centered on high-impact experiential learning for

Ithaca College students to support them both academically and professionally. Closely aligned
with the overall mission of the college, the HEARD program seeks to apply the knowledge gained
in the classroom through teaching simulations, course development exercises, and regular
teaching opportunities at the MacCormick Secure Center.

5
Hansen, Ken. "A Practical Guide for Designing a Course with a Service-Learning Component in Higher Education." Journal
of Faculty Development 26.1 (2012): 29-36. ERIC. Web.
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44

Short-term objectives for the course:
Objective 1a: Baruch Whitehead, Associate Professor of Music Education in the School of Music,
will be appointed as the coordinator to streamline all Creative Arts Outreach efforts between
participating bodies in the Spring of 2014. Moving forward, Professor Whitehead will assist in the
curriculum development and the coordination between the HEARD student organization, course
programming, and the MacCormick Secure Center, in addition to instructing the first block of the
pilot course.

Objective 1b: The semester-long course will launch in the Fall of 2014 with a total of 18 students
participating. It will be divided into two blocks, with an option of 3 credits for the students.

Objective 1c: The course will involve two faculty members from distinct creative arts backgrounds
who will receive three credits in overload from the institution. Through this collaboration, the
students will be allowed more exposure to different teaching experiences. Additionally, the
opportunity to work with varying artistic mediums will draw students and faculty from all over the
college and build the base of support.

Objective 1d: The course will rely heavily on evaluative and reflection materials to ensure a
valuable experience for all involved:
a. Student Evaluation and Reflection: There will be extensive reflection materials for the
benefit of enhancing the student experience. These reflections will serve as an important
component of the course and will be intended to measure the level of student engagement
and perceived value of the experience as a whole. Pre-service surveys will also be utilized to
quantify the changes in perception and skill development after participation in the course.
b. College-wide Assessment: Due to its potential service learning designation and inherent
interdisciplinary nature, the course can function as a pilot for a college-wide assessment
program as a means to properly assess specific faculty participation and the success of the
course as an interdisciplinary program.

Long-term objectives for the course:
Objective 1e: With the combined efforts of Professor Whitehead as coordinator and HEARDs
growing awareness campus-wide, the HEARD student organization will grow by 15% by Spring
2015. The student organization can then function as a volunteer opportunity for students who
cannot or have already participated in the course.

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45
Objective 1f: The course will continue to expand its outreach and efficacy as the curriculum
becomes more refined and HEARD grows in recognition. In the spirit of integration between a
students educational life and citizenship, the faculty and coordinator will develop coursework
that would follow the trajectory of a students college career. Courses would be available at every
level and focus on distinct aspects of a teacher training and fall in line with IC 20/20s Power &
Justice theme and Creative Arts perspective.

Goal 2: Provide opportunities for the development of meaningful partnerships in learning

and creative arts expression between Ithaca College students and MacCormick residents.
HEARDs unique positioning as a course for both Ithaca College teachers-in-training and
MacCormick residents allows for a focus on dialogical learningthat is, learning that occurs in a
dialogue between teacher and student. HEARDs classroom would function as a platform for both
groups to work together towards developing a successful model for creative arts outreach and
education.

Outcomes for the partnership:
Outcome 2a: Through the formation of partnerships between IC students and MacCormick
residents, a mutual understanding of each others needs will develop. This understanding is
imperative in driving the IC students lesson plans and will ultimately enhance participation in the
program from both sides.

Outcome 2b: Provide MacCormick residents opportunities for creative arts education to function
as a coping mechanism, a means of self-expression, and a development of technical skills.
Through the integration of these three components of the curriculum, the residents will be
exposed to many ways to utilize the creative arts for their own personal and professional growth.

Outcome 2c: The program will also develop an extensive evaluation system for both MacCormick
residents and staff to map initial interest and understanding of subject matter in comparison to
post-experience opinions. This data will be essential to the further expansion of the HEARD
program.

Goal 3: Confront the stigma of incarceration, especially of young men of color, from within
Ithaca College and in the larger Tompkins County Community. Stemming from Ithaca Colleges
longstanding mission to encourage social justice pursuits from its student body and faculty, the
HEARD program would also serve as a platform to discuss and act upon central issues related to
race, class, gender, and opportunityespecially within the context of education.
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46

Objectives for the social justice initiative:
Objective 3a: The course will provide students with the unique opportunity to interact with
numerous guest speakers on issues of race and class, identified by March 2014. Their expertise will
advance the students understanding of the larger context within which they are providing
effective programming to the MacCormick residents. The guest speakers, primarily from different
schools within the College, will be recognized and compensated for their involvement with the
course.

Objective 3b: A larger mission of the HEARD program is to expand the impact beyond the walls of
the classroom and the MacCormick Secure Center. Participating students, faculty, and
MacCormick residents will be given a public platform to share their impressions and discoveries, if
they so desire. After the Fall 2014 semester, the students will be provided the opportunity to
present the experiences with a campus and community-wide audience. This will not only boost
awareness of the course and associated programming but also of the larger goals of HEARD as a
creative arts vehicle to combat issues of oppression.

Methods: Service Learning Arts Outreach Course

A Sustainable Ithaca College Course Offering
I. Curriculum Framework

HEARD represents all the things we want our students involved in.
- Professor Baruch Whitehead

Overview
Based on the pilot course offered during AY 2011-2012, the proposed Service Learning Creative
Arts Outreach 4-block course will offer different approaches to presenting the residents at
MacCormick with creative arts programming. The credit-bearing course being proposed will
consist of two semesters of interdisciplinary learning, team taught by two faculty each semester,
from departments and schools across Ithaca College's campus. We are currently seeking support
among faculty with foci in music, theatre, dance, creative writing, studio, and media arts. This
tentative curriculum structure incorporates a pre-service orientation, which includes protocol and
personal context exercises, an introduction to understanding pedagogical theory surrounding

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47
creative arts outreach at a maximum-security facility, as well as skill development in the

designated creative art for that block. Throughout the course, students will reflect on their
experiences as well as their personal and professional growth and development.

Integrative Core Curriculum
The professors of the HEARD Service Learning course will build coursework using guidelines of
the Integrative Core Curriculum.

Power and Justice Potential inquiries:
1) How have power and justice been theorized, described, and explained within different
disciplines?
2) How is power generated, distributed, transformed and mobilized, be it physically,
culturally, or psychologically?
3) How do sexualities, class, race, ethnicity, sustainability affect and reflect structures of
power and notions of justice?
4) How does a historical understanding of power or fights for justice help us understand our
contemporary conflicts?

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Creative Arts Perspective Competencies

Upon completion of a CA course, students are able to:
1) Recognize and explain the forms, techniques, and processes used in at least one area of
creative arts;
2) Analyze, in themselves and others, how performances or creative works stimulate
emotions, provoke thoughts, or guide actions and beliefs; and
3) Articulate the role of the creative arts in the construction of historical and/or
contemporary cultures.6

Service Learning
Building upon acknowledged best practices in service learning models, we will ensure the
following attributes are included in the outreach course:

Disciplinary Skills are Applied and Practiced: The experience involves the application of
concepts and knowledge learned in the students regular coursework, in a real-world, or simulated
real-world, environment.

Faculty Mentoring is Consistent: The experience involves significant, on-going mentoring by

faculty throughout the experience. The evolutionary nature of experiential learning requires
consistent faculty involvement to remain focused on the predetermined learning objectives.

Learning is Purposeful and Measurable: The experience is purposeful, designed in advance with
clear goals and explicit, measurable learning outcomes. The pressures and unpredictability of the
real-world environment are likely to produce unexpected results, and of course, goals may change
in the process of the experience. Clear goals from the outset will enhance the likelihood that both
the instructor and the students can adapt to the unexpected while maintaining intended
outcomes, and that shifts in goals will be deliberate and productive for student learning.

Reflection is a Key Component: The experience provides opportunities for reflection about what
and how the student is learning. Examples of such opportunities include journaling and systematic
recording of the experience, thorough post-experience community outreach as a vehicle for
professional practice learning.7

6
Guidelines for Integrative Core Curriculum Themes and Perspectives Designations
http://www.ithaca.edu/hs/depts/politics/docs/ICC/ICCguidelines.pdf
7
A Framework for Experiential Learning in H&S http://www.ithaca.edu/hs/faculty/explrng/explrngframework/

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49
Tentative Course Structure

Pre-service Component: Based on best practice models for service learning coursework, the
HEARD Creative Arts Outreach course will begin with a pre-service orientation. Through guest
lectures from faculty Center for the Study of Culture Race and Ethnicity and classes with their
instructors, students will study the complexities of the US criminal justice system. They will be
paired with an introduction to the complexities of working with underserved minority youth. The
next component will focus on an introduction to the pedagogy and methodology of creative arts
outreach specific to that block's designation.

Course Content and Outreach Component: The majority of the semester will consist of
refinement and delivery of outreach curriculum to MacCormick residents. MacCormick residents
are divided into three units and the Ithaca College course will be divided in this way to match. One
unit will visit MacCormick per class period while the remaining students remain on-campus to
develop lesson plans with the other professor. Each week students will be expected to submit a
short reflection that addresses outreach expectations and outcomes and personal and
professional development. Individual creative arts outreach faculty will incorporate this
framework into their own pedagogical style and artistic area of expertise.

Reflection and Evaluation Component: The final week will be devoted to constructive reflection
on individual growth related to the student learning objectives, outlined in the IC20/20 student
learning initiatives. In addition, formal student, professor, staff and resident evaluations are to be
completed and submitted by the end of this block period for potential course refinement.

II. Timeline

Timeframe
Objective
December 2013
Confirm participation from instructors Baruch Whitehead and instructional.

Finalize course curriculum and student learning objectives for IC students as
well as MacCormick residents for Creative Arts Outreach.
Request funds of $25,000 from the Office of the Provost, The Office of Civic
Engagement, The Director of Institutional Advancement, The Office of
Alumni Relations, The Dean of the School of Music, and The Dean of the
School of Humanities and Sciences, and various private foundations.
Request permission from the Dean of the School of Music (Karl Paulnack)
January 2014
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50
March 2014
Summer 2014
August-
December 2014
December
2014

HEARD
and the respective Dean for participation for his instructional partner for
their participation.
Request permission from the Dean of the School of Music and the respective
Dean for his instructional partner to allow instructors to add course to
current course load or as an overload.
Request permission from the All-College Tenure and Promotion Committee
for instructors to request credits to their tenure promotion if applicable.
Request permission from the Office of the Provost to allow students to take
the course for 1 to 3 credits.
Contact MacCormick Center staff for conductive times of the week for IC
students to bring outreach initiative to residents.
Hire and appoint Faculty Coordinator
Invite Guest Lecturers to present
Begin marketing initiatives for student enrollment, such as Intercom
announcements, direct emails to students majoring in Education, Music, Art,
Theatre, Writing, and Media Arts, word-of-mouth recommendations from
faculty involved, etc.
Whitehead and instructional partner finalize curriculum and grading policies.
Apply for ICC Designations: Power and Justice theme; Creative Arts
perspective.
Pilot Creative Arts Outreach semester-long course for the semester
IC students will be in class for 2 hours a week working on lesson plans and
gaining teaching skills and at the MacCormick Center two hours a week.
18 Students will rotate in three groups of six. Six students will be at the
Center during the week, while the other two groups will be in class at IC.
Block I will teach residents skills in instrumental music while Block II will
focus on creative writing.
Evaluate effectiveness of instructors, student-teachers, and MacCormick

participants.
Devise curriculum for Creative Arts Outreach Course for Spring 2015.
o Potentially utilize different forms of art and different instructors
51
III. Diversity/Nondiscrimination Policy Statement

Diversity encompasses multiple dimensions, including but not limited to race, culture, nationality,
ethnicity, religion, ideas, beliefs, geographic origin, class, sexual orientation, gender, gender
identity and expression, disability, and age. Ithaca College continually strives to build an inclusive
and welcoming community of individuals with diverse talents and skills from a multitude of
backgrounds who are committed to civility, mutual respect, social justice, and the free and open
exchange of ideas. We commit ourselves to change, growth, and action that embrace diversity as
an integral part of the educational experience and of the community we create. National African
American and Hispanic demographics are disproportionately affected by crime and incarceration.
The HEARD program thereby addresses issues of racial disadvantages surrounding the prison
system. We will also employ coordinators, professors, and additional staff in accordance with
OSHAs federal requirements for Protection from Discrimination.

IV. Management & Key Personnel

Program Coordinator
Baruch Whitehead, Associate Professor of Music Education, will not only teach Block I of the
Creative Arts Outreach course but will serve as the logistical coordinator between Ithaca faculty,
MacCormick faculty and residents, and Ithaca College students. Prior to the start of the Fall 2014
semester, he will develop lesson plans and the evaluation process with his collaborative
instructional partner, as well as schedule guest speakers for the pre-service portion of the course.
His work before the start of the semester will also entail screening potential students to deem
their qualifications for creative arts instruction, including conducting interviews with IC students,
as well as coordinating with the Division of Legal Affairs in terms of risk management. Whitehead
will aid in marketing initiatives for student involvement, including managing the organizations
website and promoting students past work.

During the length of the course, additional responsibilities will include aiding in fundraising and
grant writing with upcoming Proposal and Grant Writing courses, coordinating schedules with the
faculty at the MacCormick Center, and planning performances and exhibitions of residents work.

Faculty Steering Committee
Baruch is one member of the Faculty Steering Committee that provides overhead supervision for
the HEARD Program. The Steering Committee consists of eight skilled and interested IC faculty
and administrators from a variety of disciplines and departments. They oversee the program to

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52
ensure a long-term partnership between the College and the MacCormick Secure Center. The
Committee reviews the proposed syllabus for the course and consults with the MacCormick liaison
to evaluate the appropriateness of the arts courses for MacCormick residents. It will meet three
times a semester: once to review professor proposals, once to select the focus of the course to be
implemented for the following semester, and once to evaluate the effectiveness of the current
semesters course. See Addendum A for full biographies of Committee members.

The key personnel in maintaining the HEARD program

- Staff Psychologist and Faculty at the MacCormick Center
- Faculty Advisory Committee at Ithaca College
- Ithaca College course Coordinator

Ithaca College Service Learning Course Instructors

- Music block: Baruch Whitehead, Associate Professor of Music Education,
Instructor of the Fall 2011 Creative Arts Outreach course
- Writing block: TBD

Guest Speakers
- The Study of Race, Culture, and Ethnicity: Paula Ioanide and Sean Eversley-Bradwell
- Art Education: Carla Stetson, Assistant Professor of Art
- Prison Education and Rehabilitation: Nancy Menning, Assistant Professor of Religion
- Service Learning: Patricia Spencer, Assistant Professor of Writing
- Performing Arts for Social Change: Cynthia Henderson, Associate Professor of Theatre

Ithaca College Administration

- Christy Agnese, Senior Assistant to the Deans, School of Music
- Anthony Hopson, Director of Civic Engagement

Further Funding and Coordination

- Proposal & Grant Writing students (current and future groups working with HEARD)
- Proposal & Grant Writing professor Patricia Spencer
- Warren Calderone, Director of Foundation and Corporate Relations

Further Campus Allies

- Writing Professors: Tom Kerr, Jim Stafford, Eleanor Henderson, Barbara Adams
- Music Professors: Chad West, Brian Dozoretz
- Theatre Arts Professors: Chrystyna Dail, Cynthia Henderson, Paula Murray-Cole
- Art Professors: Susan Weisend
- Media Arts Professors: Jon Hilton
- Sociology Professors: Belisa Gonzalez, Jonathan Laskowitz

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Impact Statement
The Ripple Effect

On Ithaca College Students
The optimal impact of a service learning course is the formation of students who will engage with
what they have learned and apply it in positive and constructive ways to their future careers and
education. The HEARD course facilitates civic engagement that allows students to reinterpret and
apply past college coursework to a direct action project, making them into active seekers of
learning rather than passive recipients.8

The HEARD experience will challenge previous assumptions of the world students might have,
forcing them out of their comfort zone, and to apply theory-based solutions on real-world
problems. Pre-service studies provide students with a new understanding of political and
sociological factors of incarceration in the U.S. while the service component provides context and
observed evidence. The post-service or reflection will empower students to critique their own
participation as well as the participation of others in the program, which can both establish
confidence in their teaching abilities and consciousness of their learning and teaching capabilities.

On MacCormick Participants
The natural therapeutic effects of creative expression can produce similar results to counseling,
such as increased self-awareness, enhanced cognitive abilities, lower stress, and a coping
mechanism to manage trauma and avoid conflict. Studies show that rehabilitation arts
programming is particularly effective among incarcerated juveniles with learning or emotional
disabilities, such as many MacCormick residents, who often struggle to express themselves
through reading and writing.9

Activities in the arts promote personal growth and creative expression with a freedom that is
otherwise suppressed by the highly structured nature of detention facilities. Participants in the
arts classes will regain a sense of control that it is often lost through the dehumanization of
incarceration and, in this way, art can help reconnect the prisoners with their own voice. The arts
have been associated with rehabilitation methods to overcome anger and increase self-esteem as
well as build a work ethic and self-confidence. Without these skills, a young person may be more

8
Eyler, Janet, and Dwight Giles. Where's the learning in service learning? San Francisco: Jossey-Bass, 1999. p. 18.
9
Venable, Bradford B. "At-Risk and In-Need: Reaching Juvenile Offenders Through Art." Art Education July (2005): p. 49.
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54
likely turn to violence and drugs, potentially putting themselves and their communities at risk.

On Ithaca College
The Ithaca College faculty who participate as instructors or contributors gain the experience of
teaching in an alternative classroom. Participating in the course will alter their perspective on
teaching and their role as community members with unique services to offer. Instructing
MacCormick residents poses a professional and personal challenge as they readapt their teaching
technique to interact with a new demographic. The Ithaca College course could showcase the
power of service learning and the set standards for cross-cultural education. The innovative course
design will serve as a model for other institutions of higher education and the college will receive
recognition for instituting civic engagement through curriculum.

On the Tompkins County Community

In the face of overwhelming differences, Ithaca College and the MacCormick Center share the
unfortunate potential to act as isolated islands separate from the surrounding community. The
HEARD program challenges this notion by inviting participation from the Tompkins County
community. Only through the engagement of the local population will HEARD achieve the goal of
relieving stigmas of incarcerated individuals and raise consciousness of the prison-industrial
complex. Publication of artwork created by HEARD participants will provide further exposure to
the arts and inspire interest in the program and the power of creative expression.
Evaluation Plan
Looking Ahead
A wide variety of feedback will be necessary to sustain and improve the HEARD program at Ithaca
College. For the program to be successful it must benefit the needs of the MacCormick residents,
Ithaca College students, and the vision of the Ithaca College core curriculum. Through direct
reflections by each participant, the program will be better able to prepare for a successful and
sustainable future.

Ithaca College Students
At the end of each block session, students who have participated in the class will be asked to
contribute an evaluation reflecting on their experience with the IC HEARD program. Students will
be asked to assess aspects of the program such as curriculum planning, program execution, as

HEARD
55
well as the fulfillment of all student learning outcomes set forth by the coordinator. This reflection
process will include a written component in addition to an in-person interview with the program
coordinator. Through their feedback, students will be able to determine which aspects of the
program need to be altered in order to maintain the programs longevity.

MacCormick Residents
After each visit, the MacCormick residents will be encouraged to write about their experiences
with the HEARD program. In addition to responses from the residents, MacCormick personnel,
such as the staff psychologist, will be able to evaluate the programs success based on verbal
responses from residents, observed emotional improvements, tangible products created through
the program, and the improvement of former resident's lives upon their return to external
communities.
Ithaca College Vision
Each semester the Ithaca College deans and professors associated with the HEARD program will
evaluate its alignment with the colleges integrative core curriculum and its overall IC 20/20 vision.
This panel of faculty must determine how the program will continue to benefit the mission of the
college and its students.
Dissemination Plan
Raising the Volume
The objectives of our dissemination are to:

Attract students to enroll in the service learning course.
Establish the course as an enduring presence of Ithaca College.
Gain recognition for the work of students and faculty.
Spread awareness of social justice concerns of incarceration.
Promote responsible and respectful civic engagement among the student body.

Recruitment
The dissemination of information regarding the HEARD Service Learning course must commence
during the spring semester of 2014 prior to registration for fall classes. The unique format of a
service learning course and its potential for transformation must be clarified to prospective
HEARD
56
students in order to attract enrollment.

Faculty and campus allies will act as the main vehicle for disseminating information about the
course. Professors from various disciplines will attract students to the program by promoting it in
their classes that bear relevance to HEARDs mission. This includes classes in art education,
writing, music and the visual arts, as well classes in political and social justice or those in the
Center for Culture, Race and Ethnicity. Faculty endorsements and class recommendations have a
powerful influence on students, especially when shared by a respected professor.

The course will be advertised through department list-serves, during informational sessions, and
on the Ithaca College website. Baruch Whitehead will be available for consulting to those students
who would like more information. Students from past grant writing teams as well as members of
the student organizations will act as spokespeople for the course and spread the news through
word-of-mouth.

Local Outreach: Ithaca College and City
A central feature of the dissemination plan is reaching out to creative arts-based community
organizations in the local area and arts clubs on the Ithaca College campus. These partners can
spread the word among their own networks, suggest further contacts, and provide insight for
further program development. Local art collections, including the Handwerker Gallery on campus,
may be able to incorporate works by MacCormick residents into their exhibitions.

National Outreach: Networking
HEARD will collaborate with similar prison education programs and service learning courses
centered on residents of secure facilities. These partnerships will raise the profile of Ithaca College
nationally and help the HEARD program gain recognition. Networking with the organizers of
similar programs allows for an exchange of ideas as well as professional development
opportunities for service learning students as well as IC faculty.

Cross-Platform Media Coverage
To increase visibility we will reach out to campus publications such as The Ithacan, ICTV, Buzzsaw
Magazine, and Fuse. The program was already covered by 360 Magazine in the spring of 2012.
Student coordinators will also spread word through social media venues that will reach the widest
range of interested students, faculty, and community participants. The initiatives Facebook
page10 and student organizations website11 will continue to operate and with increased presence.

10
https://www.facebook.com/groups/HEARD.IC/

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57
As part of a service learning initiative, information on the course and students involved could
additionally be posted within The Office of Civic Engagements section on Ithaca Colleges
website. Students would be able to blog about their teaching experiences as well, assuming
residents identities are protected.

Publishing Artwork of MacCormick Residents
Media students will be encouraged to develop a website to document HEARDs current activities
as well as publish the art produced by MacCormick residents in the form of written documents,
visual pieces, or recorded sound files. This could take several different forms such as a blog, a
Tumblr or SoundCloud depending on the type of work produced by students in the class. The
School of Music could house the website initially with links from other departments.

HEARD coordinators and student teachers will also solicit air time on local radio for music
produced by the residents. Their work could broadcast on IC radio stations WICB and VIC, or on
Crossing Borders Live, an independent radio program produced locally that brings together
people of diverse backgrounds through a shared appreciation of music. Their mission aligns
closely with HEARD objectives and is a venue for connecting with an audience that may hold a
bias against individuals in the justice system. MacCormick residents will receive credit for any
work shared with the public.

Future Funding Statement

Exploring All Options
The HEARD initiative will initially seek funding from internal sources at Ithaca College, namely the
Office of the Provost, the Office of Civic Engagement, and various schools within the College.
Monetary support from Ithaca College will ensure proper levels of salaries for the prospective
instructors, as well as funds for transportation, instructional supplies, and upkeep of instruments
at the MacCormick Center. In addition, future funding could potentially be received from the
Legacy Foundation, New York State, The National Endowment for the Arts, The US Department
of Education, and private foundations.

11
https://ithaca.collegiatelink.net/organization/HEARD

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58
Conclusion
An Innovative and Timely Initiative

The HEARD program will provide Ithaca College students with the tools needed for outreach to
the community through civic engagement. Stabilizing the program would allow for the deeper
connection between Ithaca College professors and students and the residents at MacCormick to
emerge. If supported, this program will not only benefit the residents lives and give them the
opportunity to creatively express themselves, but it would also allow for personal and professional
development opportunities for students and staff and overall growth in the community.

The creation and continuation of this interdisciplinary course would make room for hands-on
experience for future teachers at Ithaca College. It also integrates IC students into the local
community in accordance with the IC 20/20 goal of incorporating civic engagement into
coursework.

MacCormick residents are curious and driven to continue learning. Providing them with an arts
focus in education exposes them to a constructive environment where they are creating
something personal. The program provides them with tangible results and rewards of working
individually and collaboratively IC students for an overall benefit to their social and mental well
being. Expanded programming will feed the curiosity and love for learning of students and
teachers alike. Ithaca College students will gain the invaluable experience of interacting with
people of diverse backgrounds as well as fulfilling their desire to apply their knowledge and
develop skills. By embracing the HEARD Program, Ithaca College has the opportunity to reach
multiple diverse audiences in a single innovative and timely initiative.

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59
Budget Summary
Academic Year 2014-15
BUDGET CATEGORY
Personnel Costs
IN- KIND COSTS

Instructor Stipend
Program Coordinator
MacCormick Liaison
SUBTOTAL
PROJECT COSTS

$15,600.00
$15,600.00
$2,240.00
$2,240.00
$2,100.00
$2,100.00
$400.00
$400.00
Faculty Steering Committee
$5,600.00
$5,600.00
Grant Consultants
$4,000.00
$4,000.00
PERSONNEL SUBTOTAL
$11,700.00
Faculty Guest Speakers
$18,240.00
Course Development Stipend
$4,000.00
$4,000.00
$5,040.00
$1,320.00
$6,360.00
$460.00
$240.00
$700.00
Transportation
$1,200.00
$1,200.00
$2,400.00
NON-PERSONNEL SUBTOTAL
$7,700.00
$6,760.00
$12,260.00
TOTALS
$18,400.00
$25,000.00
$43,400.00
42%
58%
100%
IC Student Performances
$29,940.00
Non-personnel Costs
Teaching Supplies
REQUESTED
FROM SPONSOR
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60
Requested Funds Breakdown by Semester:

BUDGET CATEGORY
Per Semester
Per Academic Year
Instructor Stipend
$7,800.00
$15,600.00
Program Coordinator
$1,120.00
$2,240.00
$200.00
$400.00
$2,000.00
$4,000.00
Teaching Supplies
$660.00
$1,320.00
$120.00
$240.00
$600.00
$1,200.00
$12,500.00
$25,000.00

Transportation
TOTALS

Cost Per Participant Breakdown:
Requested Funds
Cost per AY year
75 total participants
$25,000
75
$333.33
Cost per Week

28 weeks per AY
$333.33
28
$11.90
Cost per Contact Hour

2 hours of outreach per week
$12.00
2
$6.00
With requested funds:

$6 per participant per contact hour

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61

Total Program Cost

Cost per AY year
75 total participants
$42,200
75
$562.67

28 weeks per AY
$562.67
28
$20.10

2 hours of outreach per week
$20.10
2
$10.05
With total funds:

$10 per participant per contact hour

Budget Narrative
Spring 2014-Spring 2015
Personnel Costs
MacCormick Liaison
In-kind Donation: $2,100
The MacCormick liaison will work directly with the program coordinator and provide IC students
and faculty the necessary information to visit the MacCormick Center. They will also help to
establish functioning curriculum with the residents. The work of the liaison is valued at $25 per
hour.

$25 per hour x 3 hours per week = 75 x 28 weeks per academic year = $2,100 valued

Professor Salary for 1.5-credit course
Funding Request: $15,600
Ithaca College professors receive $1,300 per credit for a course overload. The HEARD Programs
Creative Arts Outreach course will be a 3-credit course, adding up to $3,900 per semester. The
course will be co-taught by two professors, each teaching a block from their creative arts field.
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62
Both will be working for the entire semester. While one teacher takes a team of student
instructors to MacCormick, the other will stay with the remaining students to develop lesson
plans, conduct reflections, and host guest lecturers. Funding for professor salaries for both Fall
2014 and Spring 2015 for a total of $15,600.

$1,300 per credit x 3-credit course x 2 semesters= $7,800 per semester

= $15,600 full request

HEARD Program Coordinator
The HEARD Program is a paid position that ensures a consistent presence for the HEARD Program
at MacCormick from semester to semester and therefore the sustainability of the course. They
will sit of the Faculty Steering Committee and be in close contact with the MacCormick liaison.
Their responsibilities include but are not limited screening prospective students, scheduling class
visits and performances, collecting evaluations from MacCormick, and managing dissemination of
information on the program
The Program Coordinator will be hired through Ithaca College for a part-time position totaling an
average of 4 hours per week. The coordinator position will be compensated

$20 per hour x 4 hours per week = $80 x 28 weeks = $2,240 full request

Faculty Advisory Steering Committee
The Steering Committee provides additional overhead supervision and guidance for the course. It
consists of eight skilled and interested IC faculty and administrators from a variety of disciplines
and departments and meets three times per semester: once to review professor proposals, once
to select the focus of the course to be implemented for the following semester, and once to
evaluate the effectiveness of the current semesters course. The Steering Committee is
instrumental to the long-term goal of expanding the arts programming to further mediums art
such as theater, dance, or sound mixing. We value the 8 faculty committee members at $25 per
hour. See Addendum A for full biographies of Committee members.

$25 per hour= 25 x 28 weeks academic year = $700 x 8 faculty members = $5,600 valued

Funding Request: $400
Faculty from a variety of disciplines will visit the class for one period to deliver additional academic
content. Possible speakers include: Nancy Menning, Assistant Professor, Department of
Philosophy and Religion; Dr. Paula Ionide and Dr. Sean Eversley-Bradwell, Assistant Professors,
Center for the Study of Culture, Race and Ethnicity; Carla Stetson, Assistant Professor,

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63
Department of Art and Department of Education; Tom Kerr, Associate Professor, Department of
Writing. See Addendum B for full biographies.

Each guest lecturer will receive a $100 stipend for his or her contribution.

2 professors per semester x $100 = $200 x 2 semesters = $400 full request

Grant Consultants
HEARD funding streams of all varieties are identified by the grant consultant team of students in
the IC course Proposal and Grant Writing with oversight and guidance by development
professional and IC faculty member, Patricia Spencer. After initial funding is secured, subsequent
grant consultant teams will seek out support from private foundations that will be interested in
funding an established program and investing in its sustainability. Their work time is valued at
$4,000.

Non-Personnel Costs
Ithaca College provides a stipend of $2,000 for professors to develop new courses over the
summer before an academic year. Both instructors of the Creative Arts Outreach course will
receive this stipend in order to develop their lesson plans in accordance with the ICC guidelines.

$2,000 per course x 2 professors = $4,000 full request

Teaching Supplies
The start-up supplies from the initial pilot course are still housed at MacCormick and available for
use. The inventory includes: Music: 4 keyboards ($400), 2 guitars ($400); Recording: 1 Pro-Tools
software kit ($600), an iMac ($1,500), a microphone, amp and mixing board ($740). The total value
of these supplies is $3,640. Ithaca College School of Music provides the drums for the African
Drumming block taught by Baruch Whitehead. Eight drums with a value of $175 each is a total of
$1,400.
The total for donated musical supplies is $3,640 + $1,400 = $5,040.
As the HEARD Program renews its work at the MacCormick Center, a small sum of $1,320 is
required to build on those supplies and publish the residents artistic output for internal
circulation. This includes maintenance of the instruments, supplies for the writing block of the
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64
course, printing cost for the compilation of residents written work. The MacCormick liaison will
approve all materials to ensure they meet safety regulations and restrictions.

Funding Request: $240
In-kind Donation: $460
The arts programming delivered at MacCormick will include guest performances and workshops
by Ithaca College student performance arts groups such as Spit That! Spoken word poetry, dance
troupes, a cappella singers and Artists for Artists. The course will support two visits per semester.
An additional van valued at $60 is required for their transportation to the Center but their artist
fee of $115 per performance is donated.

Transportation: $60 x 4 performance groups per AY = $240 full request

Artist Fee: $115 x 4 performance groups per AY = $460 valued

Transportation
The students and professors from the Creative Arts Outreach course will be traveling to and from
the MacCormick Center approximately 11 times over the course of one semester, using rented
vans from Ithaca College. These vans cost $60 per day, totaling to $1,200 for the academic year.
There will also be a $30-$35 participation cost for students valued in-kind that will cover additional
transport to and from the Center an additional 10 times per semester.

60 per trip x 20 trips per AY = $1,200 full request

$33.33 per student x 36 students per AY = $1,200 valued

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65
Addendum Materials
Addenda A: Steering Committee Members

Office of Student and Multicultural Affairs (OSEMA)
Don Austin: Assistant Director; Community Service & Leadership Development.
Don Austin is the assistant director of OSEMA, the Office of Student Engagement & Multicultural
Affairs, at Ithaca College. OSEMA is an organization dedicated to developing, implementing, and
coordinating Civic engagement projects throughout Ithaca Colleges campus. His experience as a
committee member that organizes and coordinates complex student projects is in excellent
keeping with our programming.

Communications
Jon Hilton: Lecturer in Audio Production, Park School of Communications.
Professor Hilton is a professor of Audio Production in the Park School of Communications,
founder and CEO of Hiltronex Sound Production Studios, and Secretary of the Learning Web of
Tompkins County. His expertise in the field of sound recording and his associations with various
programming is well suited to the recording arts projects outlined within the HEARD program
between IC and MacCormick Secure Center.

Music
Baruch Whitehead: Associate Professor of Music Education, Whalen School of Music.
Given Professor Whiteheads past work with the GAIC (Greater Ithaca Activities Center)
supporting disenfranchised and underrepresented students in Ithaca, as well as collaborative
efforts with IC faculty, students, and local artists, his expertise is vital to the steering committee of
the HEARD program. In the Fall of 2011, he also delivered an African Drumming and Dance course
to the residents of MacCormick Secure with Ithaca College students.

Whalen School of Music Deans Office
Christy Agnese: Christy Agnese works in the School of Music as the senior assistant to the dean.
Her primary responsibilities include overseeing ensemble tours and major events, teaching a
career orientation course for music majors, managing School of Music special initiatives, working
as the liaison to development and alumni affairs, and formalizing and overseeing School of Music
activities related to community engagement.

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66
Writing
Tom Kerr: Associate Professor, Department of Writing, School of Humanities and Sciences.
As a professor of Writing, Professor Kerrs areas of expertise include Composition and Rhetoric,
Cultural Studies, non-fiction, and rhetorical theory. Professor Kerr has worked with adult inmates
in the past, including Death Row inmates of San Quentin. Kerrs encouraged and worked with the
inmates to refine and guide their writing skills in a positive, and altogether beneficial way.

Eleanor Henderson: Associate Professor, Department of Writing; School of Humanities and
Sciences.
Professor Hendersons specialties within writing are fiction writing, historical fiction, and the short
story cycle. In addition to her experience as a writing workshop facilitator, her prior experience
working with middle and high school students developing writing, and critical thinking skills,
immediately makes her stand out as a valuable asset to the steering committee.

Jessica Barros: Assistant Professor, Department of Writing; School of Humanities and Sciences
With academic backgrounds in political science, creative writing, and vernacular literature,
Professor Barros currently instructs an Ithaca College freshman seminar focused on community
service. She additionally has taught courses on African-centered cultural literacy and spoken word
poetry. Outside of the academic realm, Jessicas community work includes mentoring individuals
transitioning out of the prison system and providing literacy programming to underserved
children in Tompkins County.

Patricia Spencer: Assistant Professor, Writing; School of Humanities and Sciences.
With over twenty-five years of experience in higher education, ranging from classroom instruction
to administrative units, Professor Spencer is a valuable faculty member who will play a key
consultant role for the logistical needs and curriculum delivery of the HEARD Program. Professor
Spencers background includes undergraduate and graduate level teaching experience in writing
and education; specializing in proposal and grant writing, as well as civic-engagement curriculum
development, delivery, and promotion across department, school, and college venues. Beyond
her record of professional excellence as an educator, her extensive experience in fund
development, marketing, and promotion will be instrumental in sustaining the HEARD Program.

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67
Addenda B: Faculty Guest Lecturers

Theatre Arts
Cynthia Henderson: Associate Professor, Theatre Arts; School of Humanities and Sciences.
Performing Arts for Social Change founder, Associate Professor of Theatre Arts, and returning
member of the HEARD Initiative of Fall 2010, Professor Henderson has expressed an interest in
both teaching the residents; and serving as a program advisor on the steering committee. Her
experience as a group workshop producer, as well as her familiarity with MacCormick Secure and
the founding of HEARD program in Fall 2010, make her an asset to our committee.

Center for Culture, Race and Ethnicity
Dr. Sean Eversley-Bradwell: Dr. Bradwell is an assistant professor at Ithaca College. He serves as
the co-coordinator for the African Diaspora Studies minor in the Center for the Study of Culture,
Race and Ethnicity and has research/teaching interests in educational policy, race theory, and hip
hop culture.

Dr. Paula Ioanide: Dr. Ioanide's research focuses on political, economic, social, and cultural
practices that reproduce and disrupt gendered racism in the post-civil rights era. Particularly,
Ioanide investigates dominant public fantasies and feelings about race and sexuality that make
exploitation, exclusion and elimination appear permissible and justifiable.

Visual Arts
Carla Stetson: A multi-faceted arts professor, Carla Stetson serves both the Art Department and
the Department of Education here at IC. Professor Stetson specializes in Art Education and the
visual arts, including Intro to Drawing, Intro to Sculpture, and Three-Dimensional Design.

Philosophy and Religion
Nancy Menning: Nancy Menning holds a Ph.D from the University of Iowa in Religious Studies
with a specialty in Ethics. She is a graduate of the National Instructor Training Institute of Temple
Universitys Inside-Out Prison Exchange Program, which encourages partnerships between
institutions of higher learning and correctional systems in order to offer transformative learning
experiences in prison contexts.

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68
Addenda C: Letter of Support

Dr. Baruch J. Whitehead
Ithaca College School of Music
953 Danby Rd.
Ithaca, N.Y. 14850
December 5th, 2013
To whom it may concern:
I wholeheartedly endorse this proposal to bring creative arts to the resident of the MacCormick Center. I
was involved with the program one year ago and very much enjoyed my time teaching and helping IC
students connect through the arts with a marginalized community.
The Creative Arts Outreach course of the HEARD Program (Human Expression through Arts: a
Resident Development Program) positively impacted the young men of the MacCormick Secure Center.
Although the course used music as a means for working with the young men, a lack of musical
knowledge didnt disqualify students from the class. The class was open to juniors and seniors from all
academic schools at Ithaca College. Students researched about teaching in correctional facilities and
used a participatory approach to teaching the residents.
Sincerely Yours,
Dr. Baruch J. Whitehead

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69
Addenda D: Materials from Pilot Course

Service Learning Reflection Questions
HEARD Service Learning Course
Directions: Please submit a 1-2 page typed reflection of your service-learning experience in this course
to date by _________. Use the categories and bulleted prompts below to guide your reflection, which
should be in paragraph form. This exercise provides you with an initial opportunity to capture both the
writing skills and the community-based insights that you are gathering. You will also be asked to submit
a final reflection in December.
Course theory focus questions

How does the service experience relate to class material?
Does the experience contradict or reinforce class material?
How does course material help you overcome obstacles or dilemmas in the service
experience?
What aspects of your learning may be due to your service experience?
Issue focus questions
Why is there a need for your service?

What do you perceive as the underlying issue, and why does it exist?
Who is involved in this issue? (in helping solve it, or perpetuating it)
Do you see connections to public policy at the local, state, or national level?
What social, economic, political and educational systems are maintaining and perpetuating
it?
What would it take to positively impact the situation (from individuals, communities,
education, and government)?
Teaching focus questions
What similarities do you share with the people (stakeholders) you are indirectly
serving? What differences?
What are their strengths? What can you learn from them and their strengths?
How are you perceived by the people you are serving?
What do you think a typical day is like for the people you serve? What pressures do they
confront?
How does their situation impact their life socially, educationally, politically, recreationally,
etc.?
What stereotypes are you confronting about the people you serve? Have you reconceptualized these stereotypes? What new information leads you to do this?
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70
Self focus/personal development questions
In what ways is your involvement with your service partner challenging? What about your
personality/temperament helps you move past these challenges?
What personal qualities (e.g. leadership, communication skills, compassion, teaching etc.)
have you developed through service-learning? How will these qualities help you in the
future?
What happened that made you feel you would like to pursue this field as a career? Or not?
Civic focus questions
What can you do with the knowledge you gained from the experience to promote change?
How is what you study preparing you to address this issue?
How do your lifestyle choices affect this issue? Is there anything you are doing/not doing
that perpetuates the situation?
How has your orientation to or opinion about this issue changed through this experience?
Pre-professional questions
Is there a difference between the way [professionals in your discipline] view problems and
the way they are viewed by people you are working with? What are the differences? Why do
these differences exist?
What non-technical information did you learn about the project from the people you worked
with? Is this information relevant to your work? If so why?
How can [professionals in your discipline] work with other citizens together to solve
problems? Why should they?
Did you have any ethical dilemma about taking on this project? Have you been asked to do
something that contradicts your values or beliefs? Are there social issues which affect or are
affected by the project you have been assigned and, if so, how will/did you take then into
account? What is the ultimate outcome of your project? Who will benefit?
If you put this project on a rsum, would you list it as community "service" or as
professional skills? Does the [your discipline] community value volunteer work? Why is this
important?
Think of a [your discipline] principle that can be applied to help understand a social problem.
How does your thought process as a [your discipline] affect the way you view social issues?
Can social issues affect the way you do science?
What is the responsibility of a person in this field to address this issue?
NOTE: Pre-professional questions are adapted from Decker, R. and Moffat, J. (2000). "Servicelearning reflection for engineering: A faculty guide" in Tsang, E. (Ed.). Projects that matter:
Concepts and models for service-learning in engineering. Washington , D.C.: AAHE. The
remaining questions in this reflection activity were taken from the Boise State University ServiceLearning site:
http://servicelearning.boisestate.edu/index.cfm?fuseaction=content.view&section=16&page=46

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71
Template for Learning Goals and Objectives

HEARD Service Learning Course
1. Title of Lesson/Workshop:
2. Proposed Date(s) for Delivery:
3. Personnel (organizations and/or individuals)
Instructor(s):
Volunteers needed to facilitate experience:
4. Creative arts fields involved (e.g., creative writing, poetry, music, music history, studio art, media arts, etc.):
5. Program type (e.g., workshop, performance, discussion, etc.):
6. Coping skills* addressed (e.g., channeling self expression, clarifying identity, building awareness or selfesteem, learning how to learn, developing emotional control, etc.)
*Coping skills are the methods a person uses to deal with stressful situations. These may help a person face a
situation, take action and be flexible and persistent in solving problems.
7. Goals and Objectives:

a) Learning Outcomes for MacCormick residents:
Examples for a lyric development and song-production experience:
To enhance writing skills and channel emotions through lyric development
To enhance musical instrument knowledge and use
To enhance music production knowledge and experience
To enhance awareness of diverse life experiences through interaction w/other residents and student
instructors
b) Learning Outcomes for Ithaca College student facilitators:
Examples for a lyric development and song-production facilitation experience:
To enhance writing instruction skills through lyric development
To enhance musical instrument instruction skills
To enhance music production instruction skills
To enhance awareness of diverse life experiences through interaction w/residents and other student
instructors
8. Procedures:
a) Materials
b) Structure of Lesson
9. Timeline: Date(s) scheduled:
_______________________
Scheduled Event(s):
________________________
HEARD

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Dec.

Adrian Anderson 14, Bridget Cafaro 15,

HEARD Program: Organization Analysis .. 5

Steering Committee Members . 65

HEARD Program: Organization Analysis

The United States Prison System

The Prison Industrial Complex

Success in prison education depends on sustaining participant motivation, a function served by

Project Funding Plan

I. Project Mission Statement

II. Assessment of Project Funding Need

III. Project Funding Goals and Objectives

IV. Funding Plan of Action

Stage 1: Secure primary internal funds

Anticipated Revenue from Internal Funders:

Stage 2: Secure secondary financial support

Stage 3: Seek out external foundation support

V. Steps to Monitor and Evaluate Funding Objectives

HEARD Funding Search

Internal Funding Prospects

ORGANIZATION: Ithaca College Office of Civic Engagement

ORGANIZATION: Ithaca College School of Humanities & Sciences

Federal Funding Prospects

ORGANIZATION: The National Endowment for the Arts

State Funding Prospects

ORGANIZATION: The New York State Council on the Arts

APPLICATION DUE DATE: No deadline

Corporate and Foundation Funding Prospects

ORGANIZATION: The Mockingbird Foundation

ORGANIZATION: The Daphne Foundation

APPLICATION DUE DATE: No deadline

RE: Cover Letter

Adrian Anderson 14, Theatre Arts Management, Aanders3@ithaca.edu

Proposed Initiative Statement

Statement of Goals and Objectives

Goal 1: To create a sustainable curriculum centered on high-impact experiential learning for

Goal 2: Provide opportunities for the development of meaningful partnerships in learning

Methods: Service Learning Arts Outreach Course

creative arts outreach at a maximum-security facility, as well as skill development in the

Creative Arts Perspective Competencies

Faculty Mentoring is Consistent: The experience involves significant, on-going mentoring by

A Framework for Experiential Learning in H&S http://www.ithaca.edu/hs/faculty/explrng/explrngframework/

Tentative Course Structure

Confirm participation from instructors Baruch Whitehead and instructional.

Evaluate effectiveness of instructors, student-teachers, and MacCormick

III. Diversity/Nondiscrimination Policy Statement

IV. Management & Key Personnel

The key personnel in maintaining the HEARD program

Ithaca College Service Learning Course Instructors

Ithaca College Administration

Further Funding and Coordination

Further Campus Allies

On the Tompkins County Community

The objectives of our dissemination are to:

students in order to attract enrollment.

Future Funding Statement

IN- KIND COSTS

Faculty Steering Committee

Faculty Guest Speakers

Course Development Stipend

Requested Funds Breakdown by Semester:

Per Academic Year

Faculty Guest Speakers