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![Community Service
The year 2008 marked the centennial of D’Youville
College’s charter by New York State as a college. In
celebration, the college committed to 10,000 hours
of community service in 2008 through the “100 to
the second power” campaign. Participants in this
campaign had logged over 10,800 hours of service
with 6 weeks left in the year. In addition, D’Youville
College was placed on the President’s Higher
Education Community Service Honor Roll for 2007,
a designation given to only a handful of institutions
nationwide in recognition of effective service
programs. Campus Ministry plans to continue the
success of these centennial efforts through ongoing
programs such as “Give 100,” in which individuals
pledge to complete 100 hours of service over the
course of a year.1
At present, community service at D’Youville College
is coordinated through Campus Ministry. Although
not officially part of the College administration,
Campus Ministry is closely aligned with D’Youville
College’s mission and is located on campus. The
ministry directly coordinates service opportunities
at the College; an online “databank” of volunteers’
service activities and a listing of current volunteer
opportunities are maintained by staff. Campus
Ministry staff often teach classes that feature service
components, and while the ministry has focused on
service activities it has also taken an active role in
Service‐Learning initiatives.
Service‐Learning
Service‐Learning is a relatively new practice in
higher education. There are essentially three
components: course work related to service, a
service requirement, and reflection on the
experience. Service‐Learning requires a significant
academic commitment on the part of the institution,
particularly when it comes to encouraging faculty
participation, because it is somewhat time‐
intensive. The process is well suited to institutions
that concentrate on the holistic development of
their students. D’Youville College recognizes this, as
evidenced by its mission statement: “At [D’Youville
College], there are four foundation stones in an
effective learning environment: academic
preparation, practical experience, a consistent value
structure, and a concern for the betterment of the
community.” Service‐Learning essentially bridges
these “foundation stones.”1
In most cases, Service‐Learning comes in the form of
a credit bearing class and is required for graduation.
A typical course has a minimum service‐hour
component. While D’Youville College does not have
a Service –Learning requirement for graduation (as
do some peer institutions, such as Daemen College),
it runs first‐year orientation classes that emphasize
service and feature hands‐on participation in at
least one service project.
In the context of neighborhood partnerships,
Service‐Learning is considered more effective than
traditional community service because it allows
both a student and a CBO to form a relationship. A
student receives a deeper understanding of the
purpose of a CBO, and a CBO receives a more
intensive, and in many cases more effective,
commitment from a college or university. The
theme of the Service‐Learning may be aligned with a
student’s academic focus, thereby encouraging a
higher level student engagement that may progress
into future involvement beyond the course.
Service‐Learning at D’Youville College is currently
coordinated by April Rockwood, a faculty member
D’Youville College (Mission)
“honors its Catholic heritage...by providing
academic, social, spiritual, and professional
development in programs that emphasize
leadership and service.”
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![Food for Growth
Date
Fall 2003
Focus Area
Census Tracts 69, 66.01 and 67.01 (bounded by
Richmond Avenue to the east, Porter Avenue to the
south, Fargo Avenue to the southwest, New
Hampshire street to the northwest and West Ferry
street to the north
Sponsoring Party/Author
Massachusetts Avenue Project
Other Participants
University at Buffalo, Department of Urban and
Regional Planning
Summary
This report presents recommendations based on an
assessment of food security in the West Side and a
comprehensive analysis of the opportunities and
shortcomings in the local food system. This plan is
also an example of how planning can be used to
improve food security within an urban
neighborhood.
Issues Affecting D’Youville
The target area includes the eastern half of the
campus. It identifies the lack of adequate quality
food available to residents in the area. The food
prices were also found to be higherthan the rest of
the city and items tended to be closer to their marked
expirations date. It wasalso found that residents
without personal vehicles have a hard time accessing
supermarket dueto their locations and the locations
of public transportation stops. Most of
therecommendations are aimed at greater
cooperation between local growers,
communitygardens, local organizations and the City
of Buffalo and Erie County. There are few
recommendations that, if implemented, could affect
the land use and transportation around the campus.
1. Niagara Frontier Transportation Authority should
make food store and supermarket locations a
primary consideration when planning bus routes and
stops. They should also consider collaborating with
major supermarkets to provide shuttles for
residents.
2. [The City of Buffalo should] facilitate adaptive
reuse and historic preservation of buildings along
possible business oriented streets, such as
Connecticut, to allow them to be developed as
restaurants, and small‐scale food businesses.
3. [The City of Buffalo should] modify land use policy
to allow land trusts that would protect viable urban
community gardens.
4. [The City of Buffalo should] recognize community
gardens as a permissible use in all zoning categories.
The abundance of vacant land that could be used as
network of community gardens was listed as a key
strength of the planning area.
Reference
The Massachusetts Avenue Project. (2003). Food For
Growth: A Community Food System Plan for Buffalo’s
West Side.
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Bridging the Gap: Community Collaboration Between D’youville College and the West Side of Buffalo
- 1. Bridging the Gap CommunityCollaboration Between D’youville College and the West Side of Buffalo
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List of Tables and Figures ............................................................................................................................................................................1 List of Acronyms...............................................................................................................................................................................................3 Chapter 1: Setting the Stage Introduction..................................................................................................................................................................................................5 D’Youville in the City and Region........................................................................................................................................................9 Planning in The D’Youville Area .......................................................................................................................................................21 Proposed Campus Master Plan..........................................................................................................................................................24 Peace Bridge Plaza Expansion...........................................................................................................................................................29 Chapter 2: Precedent Study Introduction ..............................................................................................................................................................................................33 Town‐Gown Best Planning Practices .............................................................................................................................................33 Sustainability as a Community Vision ...........................................................................................................................................36 Planning Process .....................................................................................................................................................................................37 Existing Conditions ................................................................................................................................................................................37 Goals and Visions ....................................................................................................................................................................................38 Recommendations and Actions ........................................................................................................................................................38 Continuous Monitoring ........................................................................................................................................................................39 University‐Assisted Housing Programs ........................................................................................................................................39 Financial Partner Model ......................................................................................................................................................................40 Service Provider Model ........................................................................................................................................................................40 Lessons Learned .....................................................................................................................................................................................41 Chapter 3: Community Relations Introduction...............................................................................................................................................................................................43 Research Methodology..........................................................................................................................................................................44 Findings .......................................................................................................................................................................................................47 Recommendations ..................................................................................................................................................................................50 Chapter 4: Sustainable Growth Introduction...............................................................................................................................................................................................55 Methodology..............................................................................................................................................................................................55 Contents
- 12. Urban Context...........................................................................................................................................................................................55 Transportation and Parking...............................................................................................................................................................57 The Argument for Alternative Travel Modes..............................................................................................................................59 Committing to Sustainability .............................................................................................................................................................61 Recommendations..................................................................................................................................................................................61 Chapter 5: Investment Introduction...............................................................................................................................................................................................73 Methodology..............................................................................................................................................................................................73 Commercial Corridors...........................................................................................................................................................................73 Consumer Spending Power.................................................................................................................................................................76 Lakeview Community............................................................................................................................................................................78 D’Youville College ‐ A Place like No Other....................................................................................................................................80 Chapter 6: Synthesis Introduction...............................................................................................................................................................................................85 Community Partnership Center........................................................................................................................................................85 Community Advisory Board: An Evolution..................................................................................................................................86 Development of 501(c)(3) ..................................................................................................................................................................88 Focus Expansion on Connecticut Street........................................................................................................................................88 Joint Development..................................................................................................................................................................................88 Moratorium on Residential Property Acquisition....................................................................................................................89 Appendix Plan Inventory..........................................................................................................................................................................................92 Summary of Campus‐Community Best Practices................................................................................................................... 102 Summary of University Assisted Housing Programs............................................................................................................ 104 Real Estate Trends in the Neighborhood................................................................................................................................... 105 Opportunities for Expansion along Connecticut Street....................................................................................................... 106 Connecticut Street Anchors............................................................................................................................................................. 107
- 13. Chapter 1: Setting the Stage Figure 1.1 ‐ D’Youville College and the Westside of Buffalo. Figure 1.2 ‐ Koessler Administration Buildings. Figure 1.3 ‐ D’Youville College Regional Sphere of Influence. Figure 1.4 ‐ 2008 D’Youville College Student Addresses. Figure 1.5 ‐ 2008 D’Youville College Student Addresses in WNY and Ontario. Figure 1.6 ‐ Distribution of D’Youville Students Within 200 miles of Campus. Figure 1.7 ‐ 20 Minute Commuter‐shed and 2008 Student Addresses. Figure 1.8 ‐ 1/4 Mile Pedestrian‐shed. Figure 1.9 ‐ D’Youville Neighborhood Partnerships. Figure 1.10 ‐ Neighborhood Study Area. Figure 1.11 ‐ Neighborhood Demographics. Figure 1.12 ‐ Primary Language Spoke at Home. Figure 1.13 ‐ Proposed Campus Gateways and Expansion Opportunities. Figure 1.14 ‐ D’Youville College Center—Current. Figure 1.15 ‐ D’Youville College Center—Proposed. Figure 1.16 ‐ Academic Cluster Scheme. Figure 1.17 ‐ Proposed redesign of Fargo Avenue. Figure 1.18 ‐ D’Youville College and Current Peace Bridge Plaza. Figure 1.19 ‐ D’Youville College and Proposed Peace Bridge Plaza, Alternative #1. Table 1.1 ‐ Percentage of Degrees Awarded by All Institutions in WNY by Degree. Table 1.2 ‐ Degrees Awarded by Degree Level. Table 1.3 ‐ Change in Sq.Ft. Real Estate Prices Within Study Area. Table 1.4 ‐ Plan Inventory Analysis. Chapter 2: Precedent Analysis Table 2.1 ‐ Advantages and Disadvantages of Employer Assisted Housing (EAH) Programs by Stakeholder. Table 2.2 ‐ EAH Models Motivated by Community Revitalization. Chapter 3: Community Relations Figure 3.1 ‐ The Seven Phases of Planned Changed. Table 3.1 ‐ Community Partners Assessment Survey Results. Chapter 4: Sustainable Growth Figure 4.1 ‐ Physical Components of D’Youville Campus. Figure 4.2 ‐ Campus Tree Canopy Cover on D’Youville Campus Grounds. Figure 4.3 ‐ Current Parking Area At College. Figure 4.4 ‐ NFTA Bus routes and D’Youville students. Figure 4.5 ‐ NFTA Bus routes with in 1/4 mile of D’Youville’s Campus. Figure 4.6 ‐ Possible use of Green Infrastructure on The D’Youville Campus. Figure 4.7 ‐ Alternative A, Two‐story parking deck. Figure 4.8 ‐ Alternative B, Five story garage as proposed by the Cannon Design Master Plan. Figure 4.9 ‐ Alternative E, Recommended alternative. Three‐story garage along West Avenue. Table 4.1 ‐ Summary of Parking Supply at Peer Institutions. List of Tables and Figures 1
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- 15. List of Acronyms ACRONYMS ADA Americans with Disabilities Act ASR Action Science Research BERC Buffalo Economic Renaissance Corporation CAB Community Advisory Board CAN Community Needs Assessment CARE Community Area Revitalization Efforts CBO Community Based Organization CDMP Cannon Design Master Plan CO Carbon Monoxide CSO Combined Sewer Overflow DOT Department of Transportation EAH Employer Assisted Housing EIS Environmental Impact Statement EPA Environmental Protection Agency FAST Family Advocates Skills Team GIS Geographic Information Systems GLRC Great Lakes Regional Collaboration HANDS Housing and Neighborhood Strategies IPEDS Integrated Post‐Secondary Education Data System IRB International Railway Bridge LID Low Impact Development NAAQS Nation Ambient Air Quality Standards NCES National Center for Education Statistics NFTA Niagara Frontier Transit Authority NY‐CHP New York Collaborative for High Performance Schools NYS HEOP New York State Higher Education Opportunity Program OSU Ohio State University PM Particulate Matter NYSED New York State Department of Education NYSERDA New York State Energy Research and Development Authority RAP Remedial Action Plan RIT Rochester Institute of Technology SBM Shared Border Management SUNY State University of New York TDM Transportation Demand Management UCP University‐Community Partnership 3
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- 23. institutions, however, the share of degrees in business or related fields awarded ranks in the bottom third. Degrees in business are the largest share of degrees awarded by Medaille College, comprising almost half of undergraduate degrees awarded. Finally, liberal arts degrees rank among the third most awarded degree at D’Youville College, and make up a larger share of total degrees at the college than any of its peer institutions. D’Youville College’s academics attract in large numbers graduate students in education and the health sciences. In 2006, D’Youville College awarded the majority of its bachelor degrees in health professions (48 percent), followed by degrees in business‐related fields (17 percent).5 Nearly 67 percent of degrees awarded at D’Youville College are at the graduate or doctoral level of study, as opposed to an average of 54 percent awarded at that level at other institutions throughout the region. At this level, a majority of degrees awarded (71 percent) were in the field of education, followed by degrees granted in the health professions and clinical sciences (27 percent). By comparison, St. John Fisher College and Daemen College award the largest share, respectively, of degrees in the field of education suggesting that D’Youville College is a regional competitor in awarding degrees in education. D’Youville College, however, awards more of its graduate degrees in the health sciences (28 percent) than other schools. As a result, it is evident that D’Youville College faces regional competition in degrees granted in business at the bachelor’s level, and degrees granted in education and the health sciences at the graduate level. To encourage continued growth, expansion, and establish doctoral programs that will enable D’Youville College to transition into D’Youville University, it must distinguish itself from other institutions within the region to attract students. Table 1.2 ‐ Degrees Awarded by Degree Level Data Source: IPEDS (20052006)2 Bachelor's Degrees (2006) % Awarded (1) Health professions and related clinical sciences D'Youville College 48% Daemen College 35% Nazareth College of Rochester 19% Saint John Fisher College 9% SUNY at Buffalo 6% Canisius College 2% Medaille College 1% Hilbert College < 1% Niagara University NA (2) Business, management, marketing, and related support services Medaille College 48% Niagara University 36% Saint John Fisher College 25% Canisius College 22% Hilbert College 21% SUNY at Buffalo 18% D'Youville College 17% Nazareth College of Rochester 13% Daemen College 11% (3) Liberal arts and sciences, general studies and humanities D'Youville College 14% SUNY at Buffalo 7% Medaille College 4% Hilbert College 4% Daemen College 2% Saint John Fisher College 1% Niagara University < 1% Canisius College < 1% Nazareth College of Rochester NA 11
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- 31. Table 1.3 Change in Sq. Ft. Real Estate Prices Within Study Area 12 Data Source: Buffalo Niagara Area Realtors (BNAR) Six Year Change in Price by Property Type ($/sq. ft.) Type Jan 2001 Dec 2007 % Change Multi Family 6.27 16.28 160 Residential 18.4 28.41 54 Condo 53.03 157.34 197 Commercial 3.38 16.80 397 All 17.75 27.10 53 Data on property values within the census tract study area was obtained from The Buffalo Niagara Area Realtors (BNAR) for 2000 to 2008. All properties demonstrated a 53 percent increase in price per square foot during the eight year period. The values of commercial properties per square foot increased the most, demonstrating an increase of 397 percent per square foot from 2000 to 2008 (from $3.38/sq. ft. to $16.80/sq. ft.), followed by condominiums which illustrate an increase of 197 percent in value during the same time period. Table 1.3 summarizes the change in value by property type from 2001 through 2007 based on the trend line for the data. The West Side of Buffalo is a diverse neighborhood. According to the 2000 Census, approximately 36 percent of the population spoke Spanish as their primary language; this was second to residents who spoke English (55 percent). Additionally, the majority of the neighborhood was made up of African Americans and Whites.10 Figure 1.11 summarizes the racial composition of D’Youville College’s neighborhood. At the time of the 2000 census, the campus neighborhood was home to approximately 16,300 residents, a 20 percent decrease from the 1990 Census. In comparison, the city of Buffalo lost approximately 11 percent of its population during the same time period.9 Within the neighborhood, only one‐quarter of residents were home owners as opposed to renters, indicating that home‐ownership has been relatively stable since the 1990 Census. As of D’Youville College’s fall 2008 enrollment, approximately 99 students (excluding those in dormitories) indicated off‐campus local addresses within the neighborhood, which reflects less than two percent of D’Youville College’s total enrollment.11 Figure 1.12 Primary Language Spoke at Home. Data Source: US Census (2000) Figure 1.11 Neighborhood Demographics. Data Source: US Census (2000) 19
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- 37. elements of inclusive design from the master plan has the potential to generate community resistance. The CDMP identifies gateways to the D’Youville College campus. The gateway locations are Fargo and Porter Avenues, Porter and Prospect Avenues, Prospect Avenue and Connecticut Street and Connecticut Street and West Avenue. CDMP strengths include several suggestions for identifying college gateways through the utilization of identifying walls, banners, pedestrian furniture and landscape. These recommendations encourage interaction between the college and the community. There are, however, several recommendations that access points of buildings be turned inward to face away from the community, which would isolate the community from the campus. The D’Youville College Center on the corner of Porter Avenue and Fargo Avenue is an important element of the Porter/Fargo Avenue college gateway. Currently the college center has an inconspicuous entryway, which is difficult to access. The CDMP recommends creating a ground‐floor entry to entice students in from the street and create a welcoming sense of activity at street level. A glass enclosure around the front stairs and outside arcade area provides an opportunity to create a new campus attraction and promote economic development and branding. This could additionally serve to enhance community integration. The Master Plan recognizes the D’Youville College Center as an essential element for enhanced integration of the college and community. Wayfinding Wayfinding and branding are two integral elements in establishing strong identities for colleges or communities. Little attention is paid to wayfinding and branding in the plan. The inclusion of elements such as banners and pavers or cobblestone would outline pedestrian areas and become unifying elements for college and community. The CDMP mentions the importance of consistent furnishings, Additionally, traffic patterns on Porter Avenue make crossing unsafe. Instead, consideration should be given to locating a parking garage closer to student apartments, which would provide a visual buffer on the west side of the garage. Furthermore, placing the garage behind the student apartments would leave the parcel facing Connecticut Street open for future development. Borders, Gateways and Interaction The spatial interaction between colleges and surrounding communities begins with the borders, edges, and gateways of a campus. Access is a leading physical factor for successful college and community integration. The Master Plan states goals for connecting the campus to the surrounding community, which include: 1. Develop a Campus Master Plan that enhances the character of the built environment; 2. Establish continuity in amenities and create gateways to re‐knit the campus; 3. Establish new centers of student activity; 4. Improve public awareness and access to the campus through a strengthened identity. For urban campuses like D’Youville College, community integration presents challenges. Urban campuses by their nature are landlocked. Landlocked colleges and universities have greater potential for successful community relationships if sections within campus master plans are devoted to the research and development of community and neighborhood relations. Within the Master Plan little attention is paid to community integration and there is limited discussion as to how campus planning will impact the surrounding community economically, socially or aesthetically. Given the population density of the neighborhood and spatial constraints of the built environment, omitting 25
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- 44. Chapter 1 Endnotes 1. Sister Denise Roche, President of D’Youville College. Personal Interview, October 22 2008. 2. U.S. Department of Education. (2008). National Center for Education Statistics. Retrieved September 2008, from Integrated PostSecondary Education Data System: http://nces.ed.gov/ipedspas/. 3. Percentage of degrees granted refers to degrees granted at the bachelor, masters, doctoral, or first professional level of study, only. Degrees granted for D’Youville College were calculated as a percent composition of Erie and Niagara counties, only. 4. Data for the 20052006 academic year was released by the National Center for Education Statistics in 2007. 5. Degrees awarded in business are classified by the IPEDS as business, management, marketing, and related sup port services. 6. Geocoding is a process of finding geographic coordinates to enable mapping associated with information such as street addresses or zip codes. 7. Western New York consists of the following eight counties: Erie, Niagara, Orleans, Genesee, Wyoming, Chautau qua, Cattaraugus, and Allegany. 8. Watson, D., Plattus, A., & Shibley, R. G. (2003). TimeSaver Standards for Urban Design. New York: McGrawHill. 9. U.S. Census 2000. Summary File 3. 10. The 1990 Census included Hispanic as part of the racial demographic and removed it from consideration in the 2000 Census due to it referring to ethnicity rather than race. 11. Local addresses may not reflect actual residents within the area due to underreporting of actual local ad dresses. 12. All real estate price figures represent trend line values. Further information can be found in Appendix D. 13. Appendix A contains a brief summary of each plan that was considered in this study. 14. Buffalo Olmsted Parks Conservancy (2008). The Olmsted City. The Buffalo Olmsted Parks System: Plan for the 21st Century. 15. Buffalo RAP 2005 Update section 4.1.5. http://www.epa.gov/grtlakes/aoc/buffalo.html#Beneficial_and Niag ara River RAP “Stormwater Management” section http://www.epa.gov/glnpo/aoc/niagara.html . 16. Green Cities, Great Lakes: Using Green Infrastructure to Reduce Combined Sewer Overflows. (2008). Ecojustice (formerly Sierra Legal). http://www.ecojustice.ca/publications/reports/thegreeninfrastructurereport. 17. Urban Ecosystem Analysis: Buffalo and Lackwanna. (2003). Retrieved from http://www.americanforests.org/ downloads/rea/AF_Buffalo.pdf. 18. Cannon Design (2006). D’Youville College Master Plan2006. Grand Island, NY. 19. The Peace Bridge Authority. (n.d.). Project History. Retrieved October 2008, from Peace Bridge Expansion Pro ject: http://www.peacebridgex.com/history.aspx 20. The Peace Bridge Authority. (n.d.). Key Issues. Retrieved October 2008, from The Peace Bridge Expansion Pro ject: http://www.peacebridgex.com/issues/default.aspx 21. The Peace Bridge Authority. (n.d.). The Peace Bridge Expansion. Retrieved October 2008, from Project News: http://www.peacebridgex.com/news.aspx 22. U.S. Department of Transportation. (2007). Peace Bridge Expansion Project: Draft Environmental Impact Statement. 32
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- 50. 1. To become a model for University‐community relations; 2. To be a place of pride through the maintenance, conservation, and enhancement of buildings; 3. To be culturally and socio‐economically diverse; 4. To become a neighborhood of choice; 5. To become a leader and partner to encourage retail and housing; and 6. To be actively engaged with community leaders and agencies. Recommendations and Actions Following the identification of its values, universities translated each goal into a set of recommendations and actions, which stemmed from opportunities identified by the university. The University of Akron, OSU, and the University of Cincinnati realized the symbiotic relationship between university and community, and therefore the need to create an environment to attract and engage people not only to campus but to the surrounding community as well. Aside from the physical redefinition of their campuses, incentives were put in place to increase homeownership. Additionally, opportunities for partnerships were identified based on the dual need for student preparation within specific disciplines of study and the communities’ need for those skill sets within local schools, businesses, and agencies.5 The University quickly realized that capitalizing on existing housing stock would be less invasive to the community than engaging in mass demolition and restructuring. As a result, the University of Cincinnati made it a primary goal to assess existing real estate, housing types, and retail and commercial spaces prior to redevelopment. Specifically, housing types, housing sizes, and occupancy type within the area were assessed. Furthermore, the University undertook an in‐depth analysis of retail establishments within the area surrounding the campus, including an assessment of the geographic reach of such establishments. Additionally, the effort determined important needs of the off‐campus community, which included demand for a recreational space. The University agreed to provide a recreational facility for the community in exchange for a parcel of land it desired to acquire for expansion. Similarly, the University of Akron assessed existing conditions surrounding the University by conducting a community resident needs assessment. To determine residents’ needs, surveys were issued, public meetings held, and market studies conducted. Additionally, the University of Akron mapped both community assets and existing businesses using Geographic Information Systems (GIS). Goals and Visions After establishing the Campus Partners for Community Urban Redevelopment, OSU initiated its own campus rehabilitation by first articulating the University’s core values for the process. The values articulated were long‐term goals toward which campus actions should ultimately be directed. The values not only encompassed the physical revitalization of the campus and surrounding community, but its social redefinition as well. The University divided its values for the neighborhood into the following six categories:5 Ohio State University ~ Vision “The University District shall become a high quality ‘citywithinacity,’ characterized by diverse, enriched, safe, livable, and commercially viable neighborhoods with community features and programs connected by a districtwide framework of transportation, open space, amenities, and human services.” ~University Neighborhoods Revitalization Plan Concept Document, 2005 38
- 51. University‐Assisted Housing Programs Many urban universities have found it increasingly difficult to attract and retain faculty and students due to urban decline surrounding college campuses.2 Consequently, many institutions are engaging in partnerships to encourage development in their communities. Motivated to recruit, retain, revitalize, and/or develop positive community relations, several universities have adopted Employer Assisted Housing (EAH) programs, which provide incentives for employees to purchase homes in targeted communities. Such programs have proven to be beneficial to universities, employees, and the surrounding communities, the costs and benefits of which are summarized in Table 2.1. There are four conventional EAH models that employers may adopt, depending on their motivation for implementing such a program: the financial partner model, the service provider model, the connector/facilitator model, and the developer model. Continuous Monitoring In conjunction with assessing current conditions, articulating goals, and translating goals into actions, each of the universities studied developed community partnerships. The partnerships not only enabled dialogue between a university and its community, but created a feedback mechanism for the redevelopment process. The University of Cincinnati created the Uptown Consortium, which consisted of the five largest employers within the University’s region. Similarly, the University of Akron created the University Park Alliance, a cooperation between the University of Akron, the City of Akron, Summa Health System, and the University Park Neighborhood Association. The organization brought together important stakeholders to develop a comprehensive community‐based planning process. Additionally, the Alliance created a means for checks and balances of each action undertaken.5 Advantages of EAHs Employer • Effective Recruitment Tool • Employee Retention and Loyalty •Reduced Costs Associated with Turnover • Positive Press Releases • Creation of Goodwill to the Community • Community Revitalization • Encourage Investment in Existing Housing Stock Employee • Facilitates Homeownership • Enhanced Quality of Life due to Homeownership • Job Satisfaction • Employer Loyalty • Reduction in Commute times • Equity Appreciation Community • Increased Neighborhood Stability • Increased Sense of Community • Higher degree of Community Involvement • Increased Business for Local Businesses • Increased Tax Base • Less Studentification Disadvantages of EAHs Employer • Forgiven Loan Principal • Program Administration Costs Employee • Locked into Homeownership for Period of Time • Termination of Employment with University makes Prorated Loan Payable Immediately Community • Possible Perception of University Dominance in Neighborhood Table 2.1 Advantages and Disadvantages of Employer Assisted Housing (EAH) Programs by Stakeholder 39
- 52. Financial Partner Model Universities will often adopt the financial partner model in conjunction with a lender or a partner to reduce the risk of taking on loans themselves. As a financial partner, the University provides financial support to employees who choose to participate. The support can take on many different forms: low interest loans, cash towards down payment, or reduced transaction costs (i.e. closing costs, mortgage fees). Some Universities also offer employer matched savings programs, sometimes at ratios greater than one.18 In Western New York, the University at Buffalo has established an employer assisted housing program that allows employees to finance up to 120 percent of the cost of a house if they purchase within the University Heights area. To date, approximately 21 employees participate in the program. Likewise, Canisius College has undertaken a program that provides forgivable loans to defray closing costs or assist with down payments. The loans issued are forgiven after 5‐years as long as the employee remains employed by the college and continues homeownership. Efforts have also been made outside of Western New York to encourage faculty investment in neighborhoods surrounding universities. The University of Rochester has initiated the 3+3+3 program in partnership with the City of Rochester and local banks. The program provides up to $9,000 towards the purchase of a new home in Sectors 4 and 6 of the city, forgivable after 5‐year occupancy and employment with the University. Since its inception in March 2008, the program already has 14 faculty buyers and has had approximately 147 additional inquiries.19 Service Provider Model The service provider model is a passive form of University homeownership support. Niagara University has adopted this model, which does not include the dedication of University funds in order EAH Near Canisius College “We believe our EAH program will not only fa cilitate home ownership but also develop greater employee loyalty to the college and commitment to the city of Buffalo.” ~ Rev. Vincent M. Cook, President Canisius College News and Events, 2002 Institution Model U. of Cincinnati Financial Partner LeMoyne College Financial Partner Ohio State University Financial Partner Canisius College Financial Partner U. at Buffalo Financial Partner U. of Rochester Financial Partner U. of Scranton Financial Partner, Connector/Facilitator Niagara U. Service Provider Table 2.2 EAH Models Motivated by Community Revitalization After evaluating over 24 case studies, it is apparent that institutions whose primary goal is community revitalization most often adopt the financial partner model, followed by the service provider model. Table 2.2 outlines the models adopted by institutions motivated by community revitalization that are located in similar urban settings to D’Youville College.18 40
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- 54. Chapter 2 Endnotes 1. Romanos, M., Edelman, D., & Arefi, M. (2006). Community Interactions and Collaborations Peer Institutional Study. Cincinnati: University of Cincinnati. 2. U.S. Department of Education . (2008). National Center for Education Statistics. Retrieved September 2008, from Integrated PostSecondary Education Data System: http://nces.ed.gov/ipedspas/ 3. Perry, D., & Wiewel, W. (2005). The University as Urban Developer: Case Studies and Analysis. M.E. Sharpe. 4. Park Point at RIT. (2008). Retrieved September 20, 2008, from Park Point at RIT: http:// www.parkpointrit.com. 5. Ohio State University Campus Partners. (2005). University Neighborhoods Revitalization Plan Concept Docu ment. Retrieved September 25, 2008, from Campus Partners: Ohio State University: http:// campuspartners.osu.edu 6. Gilderbloom, J., & Mullins, R. (2005). Promise and Betrayal. Albany: State University of New York Press. 7. Gelmon, S., Holland, B., Driscoll, A., Spring, A., & Kerrigan, S. (2001). Assessing Service Learning and Civic En gagement: Principles and Techniques. . Providence, RI: Campus Compact. Silka, L. (2005). Scholarship in Ac tion: Applied Research and Community Change. Washington D.C.: Department of Housing and Urban Develop ment, Office of Policy Development and Research. Vidal, A., Nye, N., Walker, C., Manjarrez, C., & Romanik, C. (2002). Lessons from the Community Outreach Partnership Center Program. Washington D.C.: The Urban In stitute. 8. AlKodmany, K. (1999, June). Using Visualization Techniques for Enhancing Public Participation in Planning and Design: Process, Implementation, and Evaluation. Landscape and Urban Planning , pp. 3745. 9. Smith, April and the Student Environmental Action Coalition (1993), Campus Ecology: A Guide to Assessing Environmental Quality and Creating Strategies for Change, Living Planet Press, Los Angeles CA 10. ULSF, Talloires Declaration (1990), available at http://ulsf.org/talloires_declaration.html. Retrieved October 2008 11. Blueprint for a Green Campus: The Campus Earth Summit Initiatives for Higher Education, (1995) A Project of theHeinz Family Foundation 12. Second Nature & ULSF, Workshop on the Principles of Sustainability in Higher Education, Essex Report (1995) 13. PCSD, Education for Sustainability: An Agenda for Action (1996). 14. Calder, W & Clugston, RM. (2003). Progress Towards Sustainability in Higher Education. Environmental Law Institute. Washington, D.C. Retrieved October 2008 http://www.eli.org 15. Calhoun, T. &. (2005). We rise to play a greater part: students, faculty, staff converge in search of leadership from the top. Ann Arbor: Society for College and University Planning (SCUP). 16. College Sustainability Report Card (2008). www.greenreportcard.org 17. Harnisch, T. 2008 The State College Role in Advancing Environmental Sustainability 18. Hoereth, J. K., Packnett, D., & Perry, D. C. (2007). University EmployerAssisted Housing: Models of University Community Partnerships. Retrieved September 25, 2008, from Lincoln Institute. 19. Dickman, S. (2008, March 28). University of Rochester News. Retrieved September 12, 2008, from New Incen tive for University Employees to Buy a City Home : http://www.rochester.edu/news/show.php?id=3133 20. Maurrasse, D. J. (2001). Beyond the Campus: How Colleges and Universities. London: Routeledge. 42
- 55. Introduction An evaluation of the communication between D’Youville College, its neighbors, and community partners is an important first step towards a strengthened campus‐community fabric. This chapter examines both formal and informal relationships to determine areas for improvement. Effective methods employed at peer institutions are drawn upon to recommend community relations strategies for D’Youville College. In the last decade, some residents of adjacent neighborhoods have viewed D’Youville College’s physical expansion process as an encroachment on the fabric of the community. More recently, D’Youville College’s effort to interact with CBOs and neighborhood residents has been met with distrust from some due to D’Youville College’s expansion strategy. As the previous chapter suggests, universities and their surrounding communities have historically struggled to cooperatively address urban problems. The expansion of urban colleges can often challenge neighborhood stability on the same streets that these institutions work to strengthen in other ways. As a result, community relationships are strained by the proposed expansion of a college despite often valiant efforts towards community service. A growing number of examples exist for innovative university‐community partnerships, as 21st century academic institutions strive to shed “ivory tower” stereotypes and become strong and integrated community partners. Examples such as Xavier University and the University of Cincinnati guide both the work of this chapter and Chapter Six. In transforming community relations, an array of scholarly research, reinforced by practice, points to a series of key action steps for the leadership structure at D’Youville College. A careful examination of perspectives of several key stakeholders at D’Youville College and within the Chapter 3: CommunityRelations Vision Statement D’Youville College will become a model for community outreach and development that respects the community and ensures neighborhood stabilization. survey of a wider group of community entities, which investigates perceptions of the College. Building on the findings of this analysis and the community assets identified throughout this project, a series of recommendations are presented as a means to repair and strengthen community relations. D’Youville Leadership in the Community To make the most of partnership opportunities in the community, D’Youville College should be perceived by the community as an entity that can be trusted and is capable of and committed to bringing about significant change. D’Youville College’s goals for change in the community must both reflect and derive from the goals of the community itself. Consequently, D’Youville College must show its commitment to the community through its own actions. The most important entities in D’Youville College’s endeavor to build trusting, meaningful relationships with members and groups in the community are the President and the Board of Trustees. The President The President has a great responsibility to uphold the mission of D’Youville College. Words spoken by the President, whether in meetings or speeches, are perceived to convey the intent of the entire college. When the President acts, it implies the support of the entire College. Willingness to provide potential or existing partners with direct access to central leadership at D’Youville College indicates the intent to act on what is communicated. 43
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- 58. group and organizational mechanics by examining the underlying processes that guide their decision‐ making. Five themes below are the basis for ASR: 1. Problem identification and planning. 2. Collaboration to resolve a problem identified through the ASR process. 3. Education and reeducation of group members through reforming organizational cultures as a result of change in social organizations. 4. Democratic participation and action through a strong commitment of democratic action in improving group behavior and effectiveness. 5. Theory building and practical applications. An ASR design incorporates seven phases to initiate change within a group or organization. The model begins with the recognition that a problem exists within a group. Next, all of the necessary data are collected for analysis. An analysis uncovers where gaps in group dynamics occur. This creates an opportunity for collaborative planning from all members to diminish or lessen the gaps. The phases of this model were formed based on the idea that group members can improve interpersonal and organizational effectiveness by examining underlying motivations that drive their interactions. This collective evaluation process is key to successful and sustainable change. The seven phases are outlined in Figure 3.1. The second research design method implemented is a Community Needs Assessment (CNA), a method of ranking institutional effectiveness. The University of Cincinnati developed a model to rank colleges across the United States by performance utilizing a letter grade.5 Specifically, the University of Cincinnati assessed institutional performance across a variety of community collaboration activities including: the generation of knowledge, collaborative studies, community involvement, and area redevelopment. Figure 3.1 The Seven Phases of Planned Changed Phase 1: A need for a change is identified for a current situation falling short of an ideal state. Phase 3: A diagnosis is made from the data. Phase 2: Data from the current situation are collected. The data come from different sources Phase 4: A plan is made to change the current situation and move toward the ideal state. Phase 5: The plan is converted into an actual change effort: The “actions” of the actions re‐ Phase 6: The actions are evaluated and assessed to determine if the change efforts are working. Phase 7: The best parts of the action are institutionalized. Need for additional change is 46
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- 62. The survey results reveal partnership perceptions of the strengths and weaknesses exhibited by D'Youville. Of the 13 partnerships, 80 percent agree that D'Youville College shares a “common goal and direction for the partnership” with the organization. Also, 69 percent of respondents feel that D’Youville College is “accessible.” Additionally, 54 percent feel that D'Youville College is both “dedicated to involvement with the community” and easily identifiable as a community partner. The remaining questions addressed perceptions of D’Youville’s communication and outreach. Only 15 percent of Group II respondents feel that they are “kept informed regarding D’Youville events”, or that they are directly kept informed by D’Youville College. Although D'Youville College seems to be a dedicated community partner, there is a lack of consistency when it comes to communication with community organizations. One organization indicated that it would like to be contacted for more than collaborative grant applications, while another was not even aware that D'Youville College had discontinued its partnership. The overall responses from the 13 organizations indicate that five perceive D’Youville College to be performing well across all indicators for the collaboration. Many of the remaining organizations perceive D’Youville College to be strong in some areas, and weak and others. Finally, a handful indicate that D’Youville College needs improvement Table 3.1 Community Partners Assessment Survey Results Strengths: Approval Rating Do you feel that you and D'Youville share a common goal/direction with the partnership? 80% Do you percieve D'Youville as being accessible to you? 62% Do you feel there is dedication to involvment with the community? 54% Are you able to identify D'Youville as a community partner? 54% Areas for Improvement: Approval Rating Are D'Youville's Programs are well advertised? 15% Are you kept informed regarding D'Youville events? 15% Are you contacted by D'Youville when necessary? 31% Is the information you receive from the college helpful? 31% in every area of the collaboration. Improved communication and implementation of the ASR Method can help to strengthen community partnerships. Recommendations Commitment to an Urban Mission Urban regeneration is intricate, and if revitalization initiatives are not sufficiently comprehensive, they will not succeed in solving urban problems, but instead provide temporary relief to those directly impacted. Programs should focus on creating consistent and sustained relationships in the community to support these initiatives.1 In order to comprehensively address problems of the West Side, D’Youville College must work to understand the neighborhoods and their concerns. D’Youville College must also determine how these concerns will impact itself, and how both parties would benefit from an active partnership in developing and meeting the neighborhood’s goals. These concerns cannot be identified or addressed properly without learning from the community, and D’Youville College should avoid focusing solely on providing service to the neighborhoods. D’Youville College must identify problems and opportunities in the community that can be addressed through partnerships. Such a shift in service paradigm, from one of only reactive or 50
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- 66. Chapter 3 Endnotes 1. Gilderbloom, J.I. & Mullins, R. (2005.) Promise and Betrayal: Universities and the Battle for Sustainable Urban Neighborhoods. Albany NY: State University of New York Press. 2. Sister Denise Roche, D’Youville College President. Personal Interview, October 22 2008. 3. D'Youville. (2008, February 21). Better by Degrees Survey. (o. b. The Regional Institute, Interviewer 4. McNabb, D. (2002). Research Methods in Administrative and Nonprofit Management. Quantitative and Qualita tive Approaches., M.E.Sharpre, Armonk, New York. 5. Romanos, M., Edelman, D., & Arefi, M. (2006). Community Interactions and Collaborations Peer Institutional Study. Cincinnati: University of Cincinnati. 6. Father James Fee. Personal Interview. October 30 2008. 7. Councilmember David Rivera and Staff. Personal Interviews. September 10 2008 and October 14 2008 8. University at Buffalo (2008). UB Neighbor: News for the South Campus Neighborhood. Retrieved from http:// www.buffalo.edu/community/impact_neighbors.html 54
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- 73. Order of the Grey Nuns of the Sacred Heart have endorsed the Earth Charter, a declaration that outlines the importance of ecologically sensitive land use, consumption, social, and environmental justice.12 Recommendations President’s Council Committee on Sustainability D’Youville College should reflect the Grey Nuns of the Sacred Heart’s commitment to the Earth Charter and connect the College’s mission and core values plans directly to its strategic and operational plan. Without necessarily hiring a new position, D’Youville College can utilize existing staff and decision‐making structures to create a campus planning team dedicated to bringing administrators, staff, faculty, and student government together to identify and implement sustainable practices on campus. The Office of the President should directly oversee sustainability planning and the President’s Council should house the committee on sustainability so that the program has access to the highest administrative decision‐makers. It is important to note that sustainability is not simply “campus greening”. For the purpose of this study, the term “sustainability” refers to the goal of balancing competing considerations of economic well‐being, human and ecological health, and social equity. The definition of a sustainable community Earth Charter “We must join together to bring forth a sustainable global society founded on respect for nature, universal human rights, economic justice, and a culture of peace.” The Earth Charter, endorsed by the Grey Nuns of the Sacred Heart12 Benefits of Sustainable Growth for D’Youville College & Community 1. Economic viability & fiscal stability 2. Health and high performing learning/ teaching environment 3. Safer campus and surrounding neighbor‐ hoods 4. Improved urban ecology 5. Neighborhood stabilization 6. Resource efficiency and conservation College aimed at increasing transit ridership, offering these students an incentive to remain transit riders. Committing to Sustainability As articulated in the D’Youville College Strategic Plan, the institution is “responsible and accountable for fulfillment of the D’Youville College Mission, but in accomplishing that mission remains mindful of the public trust and is always sensitive to the immediate surrounding community and natural environment. The College actively attempts to understand and positively influence the social, political, and economic environments that impinge upon it.”11 Local grassroots advocates are already working on neighborhood needs within the context of broader neighborhood restoration. The efforts of organizations such as the West Side Collaborative and Heart of the City Neighborhoods continue to shape the neighborhood’s revitalization. The College and community must pursue a collaborative framework in order to realize both the College’s development aspirations and the neighborhoods’ restoration efforts. D’Youville College’s mission statement does not yet formally include sustainability principles; however, it seems such a commitment is implicit in the legacy and core values of the College. For instance, the 61
- 74. depends heavily upon the unique local circumstances derived from community history, economy, culture, and landscape features.12 Therefore, specific benchmarks must be defined through intensive collaboration with the community. Criteria for guiding campus‐community sustainable practices draw on urban design and planning principles and sustainability best practices that directly relate to the campus‐community relationship. The goal is to develop a tailored framework to facilitate a joint visioning process for both the College and the community. Additional criteria for campus‐community sustainability were developed with consideration for D’Youville College’s strategic plan, expectations for growth, current size and endowment, existing physical conditions, community health, local cultural context, and socioeconomic conditions. The proposed goals are to: 1. Value and build on existing neighborhood assets such as housing stock, commercial spaces and rich and diverse cultural heritage. 2. Protect and restore the urban environment especially in terms of water resource management 3. Co‐design campus expansion with the community for connectivity, continuity, equity, health, environmental justice and ecological integrity. 4. Capitalize on the opportunities of the waterfront city and bi‐national region. 5. Develop in a community centered and place‐based fashion. 6. Promote equitable opportunities to participate in decision making processes and implementation with local residential communities through candor, respect, and peace in dialogue and planning, . 7. Redefine and advance economic viability through employing economic multipliers, fostering equity partnerships and campus community commercial support systems. 8. Empower local entrepreneurs, local workforce, and local buying power. Transportation Demand Management Proposals To operationally define the above principles D’Youville should pursue the following sustainable practices: Carpooling Carpool or rideshare programs are a major component driving the success of campus sustainability plans for many colleges reviewed in this study. Locally, Daemen College began offering preferred parking to carpoolers in November 2008. A security guard enforces the regulation. Daemen College is working to further expand its carpool parking. D’Youville College can aid students and employees interested in carpooling by registering as an employer with GoodGoingWNY. GoodGoingWNY was created by the Greater Buffalo‐Niagara Regional Transportation Council to provide travelers with information about alternative transportation options. In addition to mapping transit, bicycle, and pedestrian routes, GoodGoingWNY provides a carpool matching service for its users. Individuals register with the site, enter their carpool preferences as well as their origin, destination, and travel times. Users are then directed to a list of potential carpool partners. Contacting carpool matches is optional. Employers may register with GoodGoingWNY and access additional features. As a registered employer, the designated representative can monitor those who sign up for the carpool program. The employer representative can track which 62
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- 80. C. Parking with first floor retail on Connecticut Street would be a desirable option in terms of shared parking but is by far the most expensive option per space added (Figure not shown). D. A three‐story structure as an alternative to large footprint of the two‐story structure originally suggested. This option is less expensive and requires less property acquisition than the two story structure, but possibilities for shared parking are less likely (Figure not shown). E. A three‐story structure facing West and Connecticut Streets. This is the suggested alternative because it is least expensive, has the greatest potential for shared parking, and has minimal visual impact on the neighborhood. F. The Ted’s Hot Dogs site, located on Porter Avenue, is the least expensive option since the site is currently vacant. Because of the location, visual impact is a non‐factor, but the distance from the College raises concerns related to safety and feasibility of use (students might actually park on streets closer to campus). These concerns could be resolved with a circulator (shuttle) bus at an estimated cost of $100,000 per year (Figure not shown). It is important to note that the analysis and discussion focuses on the capital costs associated with expanding the parking supply. Operating costs associated with expanded parking, which can be significant, will also need to be considered. Criteria examined in evaluating scenarios were: 1. Total cost 2. Cost per new space 3. Structures required for demolition 4. Walking distance 5. Negative visual impact 6. Potential for shared parking 7. Retail Space (measured in gross square feet) made available Six Parking alternatives were considered for analysis, and are discussed in detail in the following section. Cost, capacity, and other details for these alternatives are presented in Table 4.2. Three of the alternatives are shown in Figures 4.7, 4.8, and 4.9. A. A two‐story parking deck was suggested as an option for consideration by D’Youville administrators.6 This deck would be constructed in the block bounded by West Avenue, York Street, Connecticut Street and Plymouth Avenue but would require major property assembly to prepare the site. The deck would be fully exposed to all four streets and is the most physically imposing option. A two story deck is also the second most expensive option in terms of cost per space added. B. A five‐story deck proposed in the Cannon Design Master Plan is a reasonable option in terms of total cost, cost per space, and land assembly required (see Table 4.2). However, this option is out of context with the adjacent properties (including D’Youville’s Student Apartments) and is not a desirable location for shared parking for Connecticut Street retail. 68
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- 82. Capital Cost Cost per New Space Structures Required for Demo Walking Distance (ft) Visual Impact Potential for Shared Park‐ ing GSF Retail Available Alternatives A. 2 Story Parking Structure $13,450,630 $25,475 20 720 High Low 62,884 B. Cannon Design Proposal $8,440,333 $21,698 1 550 High Low 61,127 C. Parking with First Floor Retail $6,877,130 $37,580 3 620 Medium High 79,461 D. Parking Be‐ hind Con‐ necticut St. $11,431,297 $25,014 5 730 Medium Low 79,461 E. Parking at Connecticut and West $7,929,102 $17,388 0 640 Low Medium 62,884 F. Ted's Hot Dogs Site $8,685,017 $17,652 2 2,250 None Unknown 0 Peace Bridge Expansion A potential expansion of the Peace Bridge may lead to significant transformation in the immediate D’Youville College planning area. The potential expansion may further affect community health, the built and natural environment, transportation, economic development, and neighborhood livability. D’Youville College has not taken a position on the Peace Bridge expansion, but this is not the same as remaining neutral. D’Youville College has made inquiries into the purchase of the Episcopal Church Home on Columbus Parkway, although the Episcopal Church is not in a position to sell the property. The Peace Bridge Authority has shown a favorable opinion of D’Youville College, which has hosted several public forums at the campus. Sister Denise Roche served on the Public Consensus Review Panel which deliberated over bridge expansion. D’Youville College is likely to continue growing. The new pharmacy school alone is expected to generate an additional 250 students. In anticipation of its growth, D’Youville College can take institutional measures to adopt sustainable growth measures to benefit the surrounding community. Table 4.2 Analysis of Parking Alternatives. 70
- 83. Chapter 4 Endnotes 1. Indicators. (2008). The College Sustainability Report Card. Retrieved from http://ww.greenreportcard.org. 2. Ecojustice (Formerly Sierra League). (2008). Green Cities, Great Lakes:Using Green Infrastructure to Re duce Combined Sewer Overflows. Retrieved from http://www.ecojustice.ca/publications/reports/the greeninfrastructurereport. 3. American Forests (2008). Setting Urban Tree Canopy Goals. Retrieved September 2008 from http:// www.americanforests.org/resources/urbanforests/treedeficit.php. 4. Urban Ecosystem Analysis Buffalo Lackawanna Area. (2003, June). American Forest & USFSDA. 5. D’Youville College Facilities. Personal Interview, October 2008. 6. Don Keller, Personal Interview. October 9, 2008. 7. Shoup, D. (2005). The high cost of free parking. Chicago: American Planning Association. 8. June, A. W. (2006). Give & take. Chronicle of Higher Education, 52(38), A30. 9. Jakle, J. A., & Sculle, K. A., (2004). Lots of parking: Land use in a car culture. Charlottesville: University of Virginia Press. 10. Plaut, P. O. (2005). Nonmotorized commuting in the US. Transportation Part D, 10(5), 347 356. 11. Cannon Design (2006). D’Youville College Master Plan2006. Grand Island, NY. 12. The Earth Charter. (2000) www.earthcharterinaction.org/2000/10/the_earth_charter.html 13. Buffalo Car Share. A NonProfit Initiative of Green Options Buffalo. Obtained November 2008 from http:// buffalocarshare.org/index.php. 14. Hess, D., Brown, J., Shoup, D. (2004). Waiting for the Bus. Journal of Public Transportation. Vol. 7, No. 4. 71
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- 86. exclusively offer either African, Asian, Italian, or Latino specialty foods. This eclectic mix has the potential to draw regional shoppers. With more people visiting, the network of specialty foods markets creates a multiplier effect for the area, attracting and supporting additional businesses. In 2005, the Buffalo Economic Renaissance Corporation (BERC) initially proposed creating a Latino‐oriented marketplace; however, after careful review of the continued ethnic diversification of this area it was determined to be more advantageous to market this commercial corridor more so as an “international marketplace.”2 The Connecticut‐Niagara commercial district’s other clustered businesses include five corner stores, four auto repair shops, and four medical offices/clinics. The remaining 39 business establishments are a range of non‐profit organizations, personal services, and warehouses. Currently there are no business establishments that clearly attempt to cater to the 3,000 D’Youville College students. There are two main business associations; the Connecticut Street Business Association, which covers the 21 establishments on Connecticut Street and the Latino Business Owners Association that represents many of the Puerto Rican shop owners on Niagara Street. Neither organization has an internet address to market this corridor to potential shoppers or business operators. Connecticut Street – Sleepy Village Meets Educational Corridor On Connecticut Street, diverse mixes of people have made a fascinating village. Connecticut Street has remnants of the once bustling “Little Italy” of Buffalo’s Sicilian immigrants. An eclectic streetscape with several stately multi‐story structures, the Connecticut Street corridor offers a prime opportunity for the development of mixed use facilities by D’Youville College. The street has sufficient urban amenities for attracting a creative Business Type Connecticut Street Niagara Street Total Appliance 1 ‐‐1 1 African Market ‐‐ 1 1 Asian Market 1 1 2 Auto Repair 1 3 4 Bank 1 ‐‐ 1 Barber ‐‐ 2 2 Beauty Supply 1 1 2 Café ‐‐ 1 1 Cell Phone ‐‐ 1 1 Clothing ‐‐ 1 1 Corner Store 2 3 5 Day Care ‐‐ 2 2 Deli ‐‐ 1 1 Dental ‐‐ 1 1 Document Reproduction 1 ‐‐ 1 Drug Store 1 ‐‐ 1 Financial ‐‐ 1 1 Florist 1 ‐‐ 1 Food Production 1 ‐‐ 1 Funeral Home ‐‐ 1 1 Gas Station 1 1 2 Insurance ‐‐ 3 3 Latino Market ‐‐ 2 2 Laundry 1 1 2 Medical ‐‐ 4 4 Music Store ‐‐ 1 1 Non Profit 1 2 3 Office 1 ‐‐ 1 Pizzeria ‐‐ 1 1 Religious 1 ‐‐ 1 Restaurant 1 2 3 Spa 1 ‐‐ 1 Tavern 1 ‐‐ 1 Warehouse 2 ‐‐ 2 Occupied Structures 21 37 58 Vacant Structures 17 30 47 Totals 38 67 105 Table 5.1 Inventory of Neighborhood Commercial Structures Notes: 1 indicates establishment does not exist in the commercial corridor. 74
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- 89. Development in 1980 and BERC in 2007 that conclude that the commercial corridor captures less than one‐ third of the potential sales of this area.9 The BERC 2005 market analysis concludes that this commercial corridor has the capacity to support more appliance stores, taverns, furniture stores, jewelry stores, and rental stores. A subsequent BERC retail market study of Connecticut Street in 2007 found that the needs of D’Youville College students are not being met and that there was significant opportunity for additional restaurants and general merchandise. Census Category Neighborhood1 Buffalo Erie County Nation Units without access to vehicle 45% 31% 15% 10% Vacant housing Units 24% 16% 8% 12% Owner occupied housing units 25% 44% 65% 66% Persons below poverty level 44% 27% 12% 12% Median household income (1999 dollars) $15,170 $24,536 $38,567 $41,994 Table 5.2 Study Area Household Characteristics 1. Study Area comprised of census tracts 69, 70, 71.01. Data Source: U.S. Census Bureau (2000) Household Expenses Household Spending Buying Power Food at home $2,149 $13,785,835 Food away from home $1,071 $6,870,465 Apparel and services $731 $4,689,365 Housekeeping supplies $288 $1,847,520 Household furnishings and equipment $699 $4,484,085 Entertainment $1,101 $7,062,915 Personal care products and services $285 $1,828,275 Table 5.3 Neighborhood Spending Power Note: Study Area contains 6,415 Households. Data Source: U.S. Census Bureau (2000) 77
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- 95. Chapter 5 Endnotes 1. Sister Denise Roche, D’Youville College President. Personal Interview, October 22, 2008. 2. Buffalo’s Lakeview Community: The Niagara Street – Connecticut Street Neighborhood: International Gate way – Student Village. Peter J. Smith & Company, Inc. May 2007. p. 6. 3. Florida, R. (2004). The Rise of the Creative Class. New York, NY. Basic Books. 4. U.S. Census Bureau. 2000 Summary File 3 – Buffalo Census Blocks 69, 70, 70.1. 5. Pothukuchi, K. (2005). Attracting Supermarkets to InnerCity Neighborhoods: Economic Development Outside the Box. Economic Development Quarterly. DOI 10.1177/0891242404273517. p. 232. 6. Bureau of Labor Statistics Consumer Price Calculator. Retrieved on December 9, 2008 from <http:// data.bls.gov/cgibin/cpicalc.pl>. 7. US Bureau of Labor Statistics Handbook of Methods. Chapter 16: Consumer Expenditures and Income. (2007). Retrieved on December 9, 2008 from < http://www.bls.gov/opub/hom/homch16_a.htm> 8. Bureau of Labor Statistics Table 2. Income before taxes: Average annual expenditures and characteristics, Consumer Expenditure Survey, 2007. Retrieved on December 9, 2008 from < ftp://ftp.bls.gov/pub/ special.requests/ce/standard/2007/income.txt>. 9. Buffalo Economic Renaissance Corporation (BERC) Community Area Revitalization Effort (CARE) Program Manual. (2005). p. 11. Retrieved on December 9, 2008 from < http://www.berc.org/pdf/CAREmanual.pdf. 10. Buffalo’s Lakeview Community: the Niagara Street – Connecticut Street Neighborhood: International Gateway – Student Village. Peter J. Smith & Company, Inc. May 2007. 11. Connecticut Street Urban Renewal Plan. July, 1983. C.C.P. No. 181. 12. National Trust Main Street Center. Retrieved on October 31, 2008 from http://www.mainstreet.org/ 83
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- 98. specific modifications, the current Community Advisory Board can become a more comprehensive and productive tool that will create a stronger, more viable and aware group including: changing the Board’s name, the addition of a steering committee, and development of task groups. Change of Name The Board’s name should be changed from D’Youville Community Advisory Board to a label that both denotes collaboration and focuses on the community, not D’Youville College, as the subject. This is a small adjustment that would symbolize a shift in D’Youville College’s perception of the community. In addition, current board members should refer to themselves as a “Steering Committee” to indicate interaction with a broader base of stakeholders. Suggestions for Additions to Steering Committee Guidelines should be established and regulated for the Steering Committee: 1. Steering Committee should consist of a certain number of participants who could come from religious institutions of all faiths, continuing care facilities, cultural organizations and should also include members that do not have direct relations with D’Youville College but represent important community concerns; 2. Steering Committee should be comprised of a Chair‐Elect, Chair, and Advisory Chair who have specific tasks and duties; 3. Decisions made in or regarding the Steering Committee should be determined by majority vote; 4. A regimented method of determining who will replace members who are unable to fulfill their term should be in place based on who will best help the Steering Committee; and this external participation will mean the branch might: 1. Provide staff support for the Community Advisory Board; 2. Apply for government and private grants and obtain community support for these grants; 3. Serve as liaison to all government offices; and 4. Attend meetings of community‐based organization and relevant public forums. Promoting Community Resources This branch would serve as the information hub for the CPC and would manage D’Youville College’s physical presence and web presence with respect to community relations. Running the center itself would require coordination of space needs that D’Youville currently offers, such as free meeting space for community groups. The branch could also organize community events hosted by D’Youville College, such as the Neighborhood Bazaar recommended in Chapter 3. Cataloguing and promoting the CPCs activities could be done by this branch, including the recommended quarterly community publication and online Information Share. Possible funding sources for the CPC include the Western New York Service Learning Coalition, the New York Campus Compact, the City of Buffalo and local and national foundations. Community Advisory Board: An Evolution The establishment of the Community Advisory Board (CAB) could provide a major step towards improved information sharing and collaborative planning between D’Youville College and community leaders, and may further serve to rebuild trust between D’Youville College and estranged segments of the community. With three 86
- 99. develop English as a second language (ESL) programs. 5. Transportation – to focus on development of parking facilities, access to transit service, alternative transportation, and to address parking concerns. 6. Health and Safety – to focus on clinics drawing from health‐related departments, as well as the broader concerns of residents young and old; and to address crime concerns. The task groups will work both independently and as one entity to create neighborhood stabilization and revitalization. The categories suggested above are merely suggestions, and should be rearranged refined by those involved. Success of the task groups is, of course, dependent on the level of interest and involvement, and this should be considered while forming task groups. While the content of individual task groups should be freely determined, the following issues should be addressed by both the task groups and the Steering Committee: 1. Formation of a neighborhood association that will operate under nonprofit 501(c)3 status, referred to in Chapter Five and below; 2. Review of forthcoming Property Acquisition Plan put forth by D’Youville College; 3. Consideration of opportunities for joint development and shared facilities; 4. Transportation demand management strategies; and 5. Methods for introducing green infrastructure as a best management practice for air and water quality considerations. 5. Upon completion of a term, Steering Committee members should be eligible to submit a nomination form for consideration for an additional term as a member. Development of Task Groups As an extension of the Steering Committee, task groups will offer broad‐based and collaborative opportunities for D’Youville College and the surrounding community to focus on specific issues that are pertinent to the success and stability of the neighborhood. The proposed working groups include: 1. Residential to focus on housing issues, including care and maintenance of vacant properties; citing and reporting housing violations with the City of Buffalo; administering proper purchasing techniques and usage of available housing stock; and work closely with housing CBOs in neighborhood. 2. Business – to focus on creating and maintaining a business association; bringing business to the Connecticut Street and Niagara Street corridors; and helping to modify its zoning. 3. Sustainability – to focus on local environmental issues such as community green space, local air quality, water quality, home weatherization, and the crosscutting issue of environmental literacy. 4. Education – to focus on partnerships and mentoring programs in the community through D'Youville College's education program resources; utilize current and future grants and community partnerships to develop after‐school programs; and 87
- 100. following reasons: 1. Current surface parking on either side of the street is owned by D’Youville and can be utilized for building space if parking is accommodated elsewhere; 2. The setting provides an opportunity to mix academic, residential, retail and office space. This will enhance walkability and help to soften the edges between campus and community; 3. Development of student‐oriented uses along Connecticut Street can catalyze the rebirth of this commercial corridor; and 4. Revitalization of this commercial corridor is a priority issue for a broad range of neighborhood stakeholders. For D’Youville College, the corridor holds the most promising opportunities for joint development. Joint Development D’Youville College, like most higher education institutions, must satisfy a demand for expanded and modernized facilities while operating in a restricted capital funding environment. Sharing the costs of both constructing and maintaining new facilities can help to maximize the impact of capital investments. In terms of external impacts, joint development provides opportunities to balance the College’s urban mission and affirm its role as a stabilizing force in the neighborhood. Development of shared facilities will also help to blur campus edges and enhance the “open doors” image of the College. Joint development opportunities include: 1. Constructing a parking structure along Connecticut Street; 2. Sharing recreational facilities with the City of Buffalo in LaSalle Park; Development of 501(c)3 As discussed in Chapter Five, the establishment of a nonprofit 501 (c)3 neighborhood association will help the community become eligible for state and federal grant assistance. Currently, grants are applied for and received by nonprofits. Instead of utilizing various local nonprofits that have specific areas of focus, a nonprofit for the community will allow for the West Side to grow as a whole. An example of a successful 501 (c)3 is Xavier University’s Xavier Triangle Neighborhood Development Corporation (XTNDC). The XTNDC is an organization that receives support from the University and is comprised of specific working groups intended to serve as an extension of the University’s commitment to community partnerships. The organization does not have any direct decision‐making power regarding the University’s overall community agenda. D’Youville College would follow the premise of the XNTDC, while also allowing for: 1. More control of community grant money that might be more efficient and effective in identifying areas that would best served; 2. Beautification efforts; 3. Development and incentives to operate business in the Niagara and Connecticut Street corridors; and 4. A stronger basis for businesses’ to relocate, attracting businesses locally, regionally, or internationally by capitalizing on its proximity to the Peace Bridge and Canada. Focus Expansion on Connecticut Street Given the modest long‐term growth needs of D’Youville College, roughly 200,000 GSF, a number of alternative growth scenarios exist (as evaluated in Chapter Five). Mixed‐use development along Connecticut Street in an eastward direction is recommended as the preferred alternative for the 88
- 101. 1. Offset costs of parking structure – construction of a parking structure can be expedited through alternative financing strategies, as described in Chapter 5, ranging from bond assistance to shared parking agreements and joint funding agreements to city ownership of said garage. 2. Set the stage for joint development – Potential partners from both public and private sectors may currently be uncertain about joint development on the edges of D’Youville College due to negative impacts such actions would have on their own public relations. A moratorium would clear this barrier. 3. Help to stabilize property values – Perceptions of piecemeal property acquisition tend to have a negative influence on adjacent property values (need citation). A public declaration that D’Youville College has “drawn a line in the sand” will help to neutralize D’Youville’s impact on property values. 4. Encourage reinvestment in the neighborhood – Homeowners that have no reason to fear depreciation of property values are more likely to invest in property upkeep and improvement . The CPCs responsibilities include all of the recommendations provided within, which fall under the scope of coordinating service and service learning, government and community relations, and promoting community resources. Implementing the CPC would enable D’Youville College to translate its mission to meet the needs of residents on the lower West Side in Buffalo, New York. 3. Developing mixed use (retail/office/ apartments) on north side of Connecticut Street; 4. Establishing active uses, such as the International Bazaar, in Prospect and Columbus Parks. Additionally, building a physical home for the Community Partnership Center could itself be an opportunity for joint development. As the College pursues outside funding sources to develop the Center’s core staff and programs, it should seek to fund its physical development with a range of partners, since there will be many diverse users of such a facility. Moratorium on Residential Property Acquisition D’Youville College has the opportunity to grow programmatically and provide adequate space for parking and recreation without further acquisitions of residential property. By choosing to construct a parking garage and direct future expansion along either the Connecticut Street or Porter Avenue corridors, D’Youville College will be in a position to declare a self‐imposed moratorium on residential property acquisition. While this would necessarily be a good‐faith agreement (not a legally binding document), such a measure would have a major positive impact on D’Youville College’s community relations – no single action would do more to restore the community standing of D’Youville College. If adopted, this moratorium should be widely publicized in coordination with community leaders. A public consensus that the neighborhood has “a fresh attitude toward property acquisition” can have the following positive impacts for D’Youville College: 89
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- 104. Appendix A The following appendix provides a summary of planning efforts that focus on the area surrounding D’Youville College. 1. Binational Conservation Blueprint for the Great Lakes 2. Blueprint Buffalo 3. Buffalo River Remedial Action Plan 4. Developing GIS Model and Website for Recreational Bikeway Network 5. Erie Niagara Framework for Regional Growth 6. Framework for the Great Lakes Regional Collaboration 7. Food for Growth 8. Lake Erie Lake‐wide Management Plan 9. Niagara Frontier Bicycle Master Plan 10. New York Collaborative for High Performance Schools Guidelines 11. Niagara River Greenway Master Plan 12. Niagara River Remedial Action Plan (RAP) 13. Guide to School Design: Healthy and High Performance Schools 14. Queen City in the 21st Century ‐ Buffalo Comprehensive Plan 15. Queen City Waterfront& Buffalo Waterfront Corridor Initiative 16. The Olmsted City: Plan for the 21st Century 17. Urban Ecosystem Analysis Plan Inventory 92
- 105. Date 2005 Focus Area Great Lakes ‐ Erie and Ontario of particular focus Sponsoring Party/Author Nature Conservancy US, Nature Conservancy Canada Other Participants Nine Canadian and US agencies including state and provincial agencies Summary The Binational Conservation Blueprint is a framework for coordinated action. It guides The Nature Conservancy and the Nature Conservancy of Canada’s work throughout the Great Lakes and is the logical foundation for conservation of biodiversity within the Great Lakes region. Throughout the region, government agencies and nongovernment organizations are using this important blueprint to help guide their conservation work. Issues Affecting D’Youville Biodiversity in critical areas if D'Y exists currently or will expand to or threaten critical Habitat Reference The Nature Conservancy’s Great Lakes Program and the Nature Conservancy of Canada (2005). Binational Conservation Blueprint for the Great Lakes retrieved from http://www.nature.org/ wherewework/northamerica/greatlakes/work. Date 2006 Focus Area City of Buffalo and first tier suburbs Sponsoring Party/Author National Vacant Properties Campaign Other Participants Local Initiatives Support Corporation (LISC Buffalo) University at Buffalo’s Regional Institute Town of Amherst Industrial Development Agency (IDA) Summary Blueprint Buffalo was the flagship project of the National Vacant Properties Campaign’s (NVPC) 2005 ‐2006 Technical Assistance Demonstration Program. It was a collaborative effort of researchers and planners representing various institutions and agencies from across the country. The Blueprint Buffalo assessment team identified various strategies for effective vacant property initiatives. Issues Affecting D’Youville Recommendations call for property informationsystems to be implemented. This could be a useful resource for researching neighborhood properties. The recommendations also call for the creation of an Erie‐Buffalo Vacant Properties Coordinating Council. This could be a governing body that the college would have to deal with to acquire any additional vacant properties. Reference National Vacant Properties Campaign (2006). Blueprint Buffalo: Regional Strategies and Local Tools for Reclaiming Vacant Properties in the City and Suburbs of Buffalo. Binational Conservation Blueprint for the Great Lakes Blueprint Buffalo 93
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- 111. Focus Area Niagara River Watershed Sponsoring Party/Author DEC, Buffalo R. Remediation Advisory Committee, BRIC Other Participants Buffalo Niagara Riverkeeper Summary Mandated by the Great Lakes Water Quality Agreeme nt. The mission of this RAP is to provide a plan to re store the chemical, physical and biological integrity o f the ecosystem. The Remedial Action Plan that effectively combines the Stage 1 and Stage 2 RAP elements was completed September 1994. A RAP Status Report update was published June 2000. The RAP addresses use impairments, sources, existing remediation programs, and recommends future remedial strategies. Issues Affecting D’Youville Stormwatermanagement, CSOs, non point source pollution prevention and reduction Reference The Niagara River Remedial Action Plan (RAP). Retrieved September 2009 from http:// www.epa.gov/ glnpo/aoc/niagara.html . Date 2007 Focus Area For NYS schools; applicable to educational institu‐ tions anywhere Sponsoring Party/Author Healthy Schools Network Summary Provides guidelines for building materials and design standards for sustainable and healthy learning envi‐ ronments including indoor air quality (IAQ) stan‐ dards, non toxic building materials, carpets, paints, LEEDS, etc. Issues Affecting D’Youville Outdoor and indoor environmental quality. Reference Healthy Schools Network Inc. (2007). Guide to School Design: Healthy and High Performance Schools. Re‐ trieved from http://www.healthyschools.org. Niagara River Remedial Action Plan (RAP) Guide to School Design: Healthy and High Performance Schools 99
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- 113. Date 2008 Focus Area Buffalo's Olmstead Park System includes six major Parks, multiple parkways, circles and small spaces. The six major parks are 1) Delaware Park, 2) Riverside Park, 3) Front Park 4) MLK Park, 5) Cezanovia Park, 6) South Park Sponsoring Party/Author Buffalo Olmstead Parks Conservancy Other Participants University at Buffalo, Department of Urban and Regional Planning, City of Buffalo, County of Erie Summary The guiding principles for restoration and management are: Protect, rehabilitate and "Brand" the system as a unique and historic landscape; Promote safe, diverse and sustainable use of the parks ; Expand the system to connect the parks throughout the city and the Niagara River Greenway; Involve local community partners to foster meaningful participation and help in development of the adjacent neighborhoods Issues Affecting D’Youville Parkways: Redesign the bridge over the thruway with plantings and enlarged pedestrian walkways; Connect to shoreline trail along The Bank, an Olmsted designed circle adjacent to the Front Park, and Busti Avenue; Use Porter Avenue to connect to Symphony Circle, Front Park and LaSalle Park. Prospect Park : Consider renaming both sections of the park with the historic "Prospect park" name; Restore the X pathway pattern; Phase out Niagara Branch Library according to Erie County's library consolidation plan; Restore the park shelter building as a functioning park building; Provide traffic calming measures along Niagara Street to reconnect the two sides of the park. Reference Buffalo Olmsted Parks Conservancy (2008). The Olmsted City. The Buffalo Olmsted Parks System: Plan for the 21st Century. Date 2003 Focus Area Cities of Buffalo and Lackawanna Sponsoring Party/Author US Forest Service, Dept. of Agriculture Other Participants USDA Forest Service NE, City of Buffalo, Buff/ Lackawanna Urban Renewal Communities Summary The Buffalo Lackawanna Urban Ecosystem Analysis is part of a larger effort in the Erie Niagara region to understand the value of the natural environment as “green infrastructure” and for communities to work together on regional planning issues. One major product of this study is a digital map of the area’s landcover, a “green data layer”, which allows local communities to integrate the green infrastructure into their planning. The green data layer shows that trees are a vital and valuable part of the infrastruc‐ ture in the Buffalo Lackawanna region. Issues Affecting D’Youville 25% canopy layer for urban residential areas; green infrastructure valuation Reference Urban Ecosystem Analysis: Buffalo and Lackwanna. (2003). Retrieved from http:// www.americanforests.org/downloads/rea/ AF_Buffalo.pdf The Olmsted City: Plan for The 21st Century Urban Ecosystem Analysis 101
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- 117. Appendix D y = 0.0035x ‐ 120.2 R² = 0.2798 0 5 10 15 20 25 30 35 Sale Price ($/sqft) Average Price by Month Multi‐Family Properties y = 0.0068x ‐ 230.37 R² = 0.0809 0 20 40 60 80 100 120 Sale Price ($/sqft) Average Price by Month Single Family Properties y = 0.0361x ‐ 1265.1 R² = 0.5761 0 20 40 60 80 100 120 140 160 180 200 Sale Price ($/sqft) Average Price by Month Condos y = 0.0046x ‐ 166.14 R² = 0.2652 0 5 10 15 20 25 30 Sale Price ($/sqft) Average Price by Month Commercial Properties y = 0.0032x ‐ 100.28 R² = 0.0655 0 10 20 30 40 50 60 70 Sale Price ($/sqft) Average Price by Month All Properties Real estate trends in the neighborhood. (Census Tracts 69, 70 and 71.01) Data Source: Buffalo Niagara Area Realtors (BNAR). 105
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