Community Development Course Toolkit

COMMUNITY DEVELOPMENT COURSE TOOLKIT

START HERE

Purpose of ToolKit

• EMPOWERMENT-Empowering Community members to participate in decision-making process, take ownership and advocate for their rights

• PARTICIPATION-Promote active participation and engagement in the Community

• SKILLS DEVELOPMENT-New Knowledge, Skills and Compentancies

• RESOURCE MOBILIZATION-Access to finance, Human, Social and Organizatioanl resources

• NETWORKING AND COLLABORATION-Collaborations, Partnerships, Relationa building between community members and others

• SUSTAINABILITY- Self Reliance, Ability to address future challenges

Community Capacity Building

Who Is This Course For?

Born

Liberian Community

This course is designed for Liberians who are:

• US-born citizens

• Naturalized immigrants

• Refugees

• Undocumented individuals Those living in Brooklyn Park, Minnesota. And Those who consider Brooklyn Park their community.

Who Can Use It?

Who Can Use It?

Former Participants

Those Who want to HELP Those Who want to TEACH

The Community

This toolkit is intended for:

• Participants of the course who seek to use the knowledge and resources gained to benefit the community or themselves.

• Individuals who have completed the course and wish to share or deepen their understanding of the course content.

• Prospective community instructors interested in teaching the course within the Brooklyn Park community or other areas.

• Future expansion to the Brooklyn Center community and surrounding areas.

• Outreach to Liberian communities in other locations.

How To Use It

How To Use It?

or

STEP-BY-STEP

• Use the full Toolkit with all ideas and suggestions from beginning to end.

USE WHAT YOU NEED

• Take some of the information and add your own ideas or just use portions of the kit.

There are Two ways this toolkit can be used:

• Step-by-step guidance for using all the ideas and suggestions it contains, from start to finish.

• Selectively extract information from the toolkit, substituting individual research or knowledge where necessary.

*Can be tailored to meet the specific needs and preferences of the Liberian community being served.

*Portions can be used to design short courses or workshop series according to their requirements.

4 MAIN

Why This Course?

• Background

• Course Objective & Outcomes

Preparing For The Course

• About This Course

• Planning The Course

• Course Resources

• Other Important Considerations

SECTIONS

Teaching & Evaluating

Course

• Learning Objectives

• Course Step-by-Step

• Fieldtrips

• Reflection/Evaluation

Next Steps

• Future Courses

• Additional Assistance

Why This Course?

Background: Brooklyn Park & The Liberian Community

* First Entered the City in the 1970’s

* 2nd Immigrant/Refugee Group in the City

* They’re 15,000 plus Liberian Residendents

* The Largest Liberian Population in Minnesota

* 1st Community to have a BP Sister-City

Issues:

We Must Take Action!

Income

Location

Lowest Incomes In Brooklyn Park Most Liberian Live South Of 85th Ave

*The Issues addressed in this toolkit are specific to the City of Brooklyn Park, but for the Liberian Community in America these issues are not uncommon.This kit can be adapted to your city.

Civic Participation

Buisness Creation

COURSE FOCUS AREAS

Housing/ HomeOwnership

Through this course participants will learn:

Civic Participation:

• Introduction to civic participation

• Learning how to make their voices heard in their city

Business Creation and Expansion:

• Understanding entrepreneurship and business creation

• Exploring business resources

Housing and Home Ownership Resources:

• Accessing housing resources

• Learning about home ownership opportunities

Community Planning & Design Project

Final Community Project:

• Central focus throughout the course

• Developing a community project

• Planning and designing project

• Addressing community needs through project execution

• Presenting their project through community meeting

Preparing For The Course

Course Planning Process

Community Needs Assessment

• Conduct a needs assessment

• Gather input from community members, leaders, and stakeholders

• Analyze data and feedback

Writing the Curriculum

• Design curriculum from needs and goals

• Determine the structure and content of the course

• Collaborate with experts, educators, and community members to develop course material

Locating Resources and finding Materials

• Determine the resources and materials needed to deliver the course effectively

• Ensure that all materials are accessible and culturally appropriate for participants.

Get helpers

• Identify and recruit helpers with in your community network

• Provide training or orientation sessions to ensure that helpers understand their tasks or facilitation requirements

Scheduling

• Determine the schedule and logistics for delivering the course classes and outings

• Develop a communication plan to keep participants informed about course logistics and updates.

Promote The Course

• Develop a marketing and outreach strategy to promote the course and attract participants

• Utilize various channels

• Highlight the benefits and value of the course

Sign People Up

• Establish a registration process for participants to sign up for the course.

• Provide clear instructions on how to register

• Collect necessary information from participant

Run The Course

• Deliver the course

• Ensure that you’re prepared and equipped

• Monitor participant progress and engagement throughout the course, and address any issues or concerns that arise.

Reflect and/ or Evaluate the course

• Conduct evaluations at the end of the course to gather feedback from participants

• Use this feedback to assess the effectiveness of the course

• Reflect on lessons learned and successes achieved material

Run Course

Reflect/ Evaluate

* Although Reflection or Evaluation happens here it also happens throoughout others parts of this process

Preparing For The Course

Who Does The Classes and Fieldtrips Focus on?

CAPACITY BUILDING CLASS SESSIONS FIELDTRIPS

PERSONAL GROUP

LEARNING FOCUS

Preparing For The Course

Community Needs

What Are The Community’s Needs?

In and out of Brooklyn Park

(How to find out)

Personal Experience

• What are your experience as a Liberian in Brooklyn Park?

• What do you see that needs to change?

Asking The Community

• Gather Community members in large or small groups

• Send out surveys or in-person surveys one-byone one.

*This can be helpful for creating topics for the course, but can also be a deeper activity during the course. See week 6

Get Information from The City

• Attend City meeting.

• Look on City’s website

• Call or go to City Hall to get information about the city and it’s people.

Social Environmental Economic

For The Course

Community Collaborations

Karmel Malll

Mall

The Liberian Community in Brooklyn Park

OR REGISTRATION FEES PARTNERSHIPS AND SPONSORSHIPS 2 1 3 4 5 6 7 8 9 10

CORPORATE SPONSORSHIPS OR CSR PROG GOVERNMENT FUNDING PROGRAMS

REVENUE SHARING PARTNERSHIPS FEE WAIVERS AND IN-KIND CONTRIBUTIONS MEMBERSHIPS OR SUBSCRIPTIONS CROWDFUNDING CAMPAIGNS

Grants and Donations

• Securing funding from foundations, organizations, or individuals who support educational initiatives.

Partnerships and Sponsorships

• Collaborating with companies or organizations willing to sponsor the course in exchange for visibility or other benefits.

Tuition or registration fees

• Charging participants a fee to enroll in the course

• Offer different pricing tiers or discounts

Crowdfunding campaigns

• Raising funds through online platforms by soliciting donations from a large number of people.

Memberships or Subscriptions

• Offering access to the course as part of a membership or subscription package

Fee Waivers and In-kind Contributions

• Providing the course for free or at a reduced cost through waivers or contributions such as venue space or materials.

Revenue Sharing Partnerships

• Collaborating with partners who share in the revenue generated by the course

Government Funding Programs

• Accessing funding provided by government agencies or departments supporting educational initiatives.

Corporate Sponsorships or CSR Programs

• Partnering with corporations interested in supporting educational programs as part of their corporate social responsibility efforts. Fee-for Service

• Charging a fee for specific services or offerings within the course

Preparing For The Course

Materials

• Materials being used for this course will be based on the projects and activities that are incorporated into the course.

• The below materials lists are suggestions based on the Lesson plans provided in this toolkit

Teaching Materials Participant Materials

Electronic Devices

• *Laptop computer for presenting materials.

• *Projector for displaying slides.

• *PowerPoint software for creating presentations.

Printed Materials

• *Printing ability for handouts and materials.

• *Stationery including pens and markers.

• *Journal for recording teaching reflections and

• evaluations.

Modeling Materials

• *Cardboard, foam core, and Styrofoam for

• creating models.

• *Index cards and Post-it notes for interactive activities.

*Large paper for group exercises.

Getting Helpers

Material Packets

• Each student receives a packet containing a journal, pens, pencils,markers, and a ruler.

Modeling and Collaging

• Foam core, cotton balls, cotton swabs, toothpicks, glue, scissors,box cutters, pipe-cleaners, colorful puffs, paper, tracing paper, crayons, etc.

Presentation Materials

• Presentation boards, paper, markers for student presentations.

• Easels for displaying presentations.

• Tables and chairs for classroom setup.

• Tablecloths for food service.

• Chipboard, paint markers, charcoal markers, crepas, oil pastels etc.,for modeling and artistic activities.

• Compensation

• Appreciation for previous assistance

• Enthusiasm for the cours and its goals

• Trust in the organizer

• Belief in the cause and the benefits of the course

• Existing relationship and trust

• Willingness for the betterment of the community

• Excitement about the course

Things To Know Scheduling

Write Curriculum

Developing a curriculum for a community class can take anywhere from 3 weeks to several months, or even longer depending on how much needs to be put into it.

Get Helpers

Recruiting people to help with various aspects of a community course can take anywhere from a few weeks to several months. It’s importantl to start the early

Materials

Acquiring materials for a community course can take anywhere from a few days to several weeks, or even longer for more complex or specialized items

Promote Course

Promoting a community course effectively typically requires several weeks to months

Resources

Getting resources for a community course typically requires several weeks to months of planning and coordination

Sign Up

The time it takes to get people to sign up for a community course can range from a few days to several weeks depending on you and your community

Ways To Promote Your Course

WORD OF MOUTH

COMMUNITY EVENTS

FREE ONLINE PLATFORMS HOST WORKSHOPS

PARTNER WITH COMMUNITY

EMAIL MARKETING

• Encourage participants to spread the word to friends, family, and colleagues.

• Organize informational sessions or demonstrations at local community centers, libraries, or festivals.

• Create profiles on social media platforms and relevant online forums to share course details

• Offer free preview sessions or downloadable resources

• Partner with local businesses or community centers to host workshops related to course topics.

• Reach out to community organizations, schools, and local government agencies to explore partnership opportunities.

• Build an email list of interested individuals through website sign-ups, event registrations, and networking activities.

Budgeting- Things to take into consideration

Administration and Assistance:

• Childcare services

• Administrator fees

• Catering assistance

Food:

• Catered meals (including Liberian food and pizza)

• Snacks (fruit, juice, water)

Supplies:

• Project materials

• Overstocked supplies

• Supplies organizer

Instructional Materials:

• Online course expenses

• Projection equipment (already available)

• Computer software

Printing:

• Large maps and aerial photos

• Small paperwork (personal printer

Miscellaneous:

• Tablecloths

• Plates and eating utensils

• Field trip expenses (gas, carpooling)

Teaching The Course & Evaluation

Learning Objectives

Economic Development

Community Development

Through This Course

Brookyln Park City Structure

Knowledge of:

Urban Design Concepts Resources + Opportunities for

Brooklyn Park City Plans

Course They Will Gain

Communicate Ideas verbally & Visually to your Community Skills to Analyze Zoning Maps

Skills To:

Identify Problems and Find solutions

Work in a Team

Engage With Community Members

Critically Think & Analyze a Community

Alignment of :

• Learning Objectives

• Course Objectives

• Community & Economic Development

• Course Focus Areas

• Connection to Local Resources

• Motivating Participants to get Involved in Their Community

Teaching The Course & Evaluation

Intro/About Our Cities

Materials for Teaching:

• Computer & Projector/ TV Monitor if doing Slideshow Presentations or using the internet to show additonal information

• Chalk/White board or Large Paper as an alternative to projecting information

Food:

Week 1 /Lesson 1 Class Preparation

• Large Paper, Markers, Tape and Optional Postit Notes for interactive teaching, illustration or class activities

• Game Flashcards are an alternative to class game through computer projection

• Cultural and Widely enjoyed foods are best

• Delivered or PIckup: Food should arrive 20-30 min before class starts.

• Tables should be set for children ahead of their arrival

• Food for adults can be buffet style or individually packaged

• All food should be placed in a location for easy access

Room Setup:

• Round Tables to encourage community stlye participation

• Have Welcome and Title of Course posted ahead of participants arrival

• Materials should be set out and ready for each portion of the class

Welcome:

• Thank everyone for coming

• Introduce the topic of the course

• Go over schedule for the day and talk about the weekly fieldtrips

• Set Ground Rules for the Class Session

• First Class only * Talk about course requirements

• Ask if there are any questions

Example Welcmw information provided at the end of the ToolKit

Icebreaker:

Icebreaker:

Break into Two or more groups and have them ask these questions at their tables

Break into Two or more groups and have them ask these questions at their tables

• Who Are You?

• Who Are You?

• Where Are you from

• Where Are you from

• Your connection to Brooklyn Park

• Your connection to Brooklyn Park

• What would you like to learn from course

• What would you like to learn from course

WHAT WILL YOU LEARN ?

• What a Local Government Planning Process looks like.

• First Experience participating civically.

Scan QR Code for information about this local collaborater

When: Monday, February 5th @ 6 pm

Where: Broklyn Park City Hall 5200 85th Ave N, Brooklyn Park, MN 55443

* It is great to provide transporation to class participants if needed

WHAT IS COMMUNITY DEVELOPMENT?

Making Community better by together People Group

How can it affect our cities?

• Empowerment and social cohesion: Community development fosters a sense of ownership and involvement among residents, leading to stronger social bonds and a more vibrant community spirit.

• Improved safety and well-being: By addressing issues like crime and lack of resources, community development can create safer and healthier environments for residents.

• Increased civic engagement: Programs and initiatives can encourage residents to participate in local decision-making, leading to a more responsive government.

• Job creation and economic development: Community development can attract businesses and investment, creating jobs and boosting the local economy.

• Improved property values: As neighborhoods become more desirable places to live, property values can rise, benefiting residents.

• Increased access to resources: Initiatives can help residents access essential services like job training, financial literacy programs, and affordable housing, promoting economic mobility.

• Improved infrastructure and amenities: Community development efforts can lead to investments in parks, recreation facilities, transportation networks, and public spaces, enhancing the overall quality of life.

• Revitalization of neighborhoods: By addressing issues like blight and vacant buildings, community development can revitalize struggling neighborhoods.

• Sustainable practices: Many initiatives incorporate sustainable practices like green infrastructure and energy efficiency, creating a more environmentally friendly community.

Making a Community by working together

• Their needs, aspirations, and experiences are central to identifying issues and developing solutions.

• Active participation from residents is crucial for the success of any initiative.

Phyiscal Location

Who is usually involved?

• Non-profit organizations, faithbased groups, and resident associations often play a vital role. They can provide resources, organize events, and advocate for the needs of the community.

• Government agencies play a crucial role in providing funding, technical assistance, and policy support for community development initiatives.

• The private sector can contribute through investments, job creation, and sponsoring community initiatives. They can also be involved in urban planning and revitalization projects.

• Make a picture of what your project will look like on your site when it is

• Make a picture of what your project will look like on your site when it is

Activities

*These Materials can be substituted for large flashcards with pictures and information placed on them

1

Computer Projector Powerpoint or Slideshow Software

Activity: Go to Your Site

• We will take time to go to our chose sites to locate items that are currently there.

• Things that we would love to keep, remove,

• what is the driving and pedestrian traffic like,

• and other important features we may have missed from looking at the ariel view photo alone.

Materials:

• Large FlashCards or Powerpoint with Projection

3

Prepare For Your Game by setting up slideshow

2

Explain objective and rules of game Have Participants Form Teams Play the Game

4

Instructions:

Part 1

• Feel the size of your site -Walk through the full site -take pictures of buildings and feature on or surrounding your site to help you understand how big your project may be.

Part 2

• Be aware of the amount of people walking or riding bikes past of through your site and record it though photos and journaling

• Be aware of the amount of car traffic around your site

• look to see if there is bus transportation at or near your site and take pictures or journal

Teaching The Course & Evaluation

Food:

Materials for Teaching:

• Computer & Projector/ TV Monitor if doing Slideshow Presentations or using the internet to show additonal information

• Chalk/White board or Large Paper as an alternative to projecting information

Our City’s Plans Week 2 /Lesson 2 Class Preparation

• Large Paper, Markers, Tape and Optional Postit Notes for interactive teaching, illustration or class activities

• Game Flashcards are an alternative to class game through computer projection

• Cultural and Widely enjoyed foods are best

• Delivered or PIckup: Food should arrive 20-30 min before class starts.

• Tables should be set for children ahead of their arrival

• Food for adults can be buffet style or individually packaged

• All food should be placed in a location for easy access

Room Setup:

• Round Tables to encourage community stlye participation

• Have Welcome and Title of Course posted ahead of participants arrival

• Materials should be set out and ready for each portion of the class

Welcome:

• Thank everyone for coming

• Introduce the topic of the course

• Go over schedule for the day and talk about the weekly fieldtrips

• Set Ground Rules for the Class Session

• First Class only * Talk about course requirements

• Ask if there are any questions

Example Welcmw information provided at the end of the ToolKit

Icebreaker:

Icebreaker:

Break into Two or more groups and have them ask these questions at their tables

Break into Two or more groups and have them ask these questions at their tables

• Who Are You?

• Who Are You?

• Where Are you from

• Where Are you from

• Your connection to Brooklyn Park

• Your connection to Brooklyn Park

• What would you like to learn from course

• What would you like to learn from course

Weekly Fieldtrip

• What Home and Buisness Loan Programs are available

• What the City’s plans are

WHAT WILL YOU LEARN ?

What a professional design process

• Resources for Buisnesses and available land in city

Scan QR Code for information about this local collaborater

• Tips for your design project and knowlege for future projects.

When: Monday, February 12th @ 11am

Where: USBank Branch 7600 W Broadway, Brooklyn Park, MN 55428

Scan QR Code for information about this local collaborater

Scan QR Code for information about this local collaborater

When: Friday, February 16th @ 10am

Where: Brooklyn Park City Hall 5200 85th Ave N, Brooklyn Park, MN 55443

* It is great to provide transporation to class participants if needed

Activities, such as office buildings, retail stores, shopping malls, restaurants, hotels, and other businesses.

WHAT IS LANDUSE?

Housing purposes, including single-family homes, apartment buildings, condominiums, and other types of residential developments

Schools, universities, hospitals, government buildings, libraries, and other public services.

What is Land in Cities Used For?

Land is used for farming crops such as grains, fruits, vegetables, and oilseeds, as well as for raising livestock

Accommodating factories, warehouses, distribution centers, manufacturing facilities, and other industrial operations.

To preserve and protect natural habitats, biodiversity, green spaces, and cultural heritage within the urban environment

Transportation infrastructure, including roads, highways, bridges, railways, airports, bus terminals, and other transit facilities.

Parks, playgrounds, sports fields, botanical gardens, and other recreational areas are essential, providing residents with spaces for leisure, exercise, and community gatherings facilities.

How Land is Used and Managed different purposes

PLANNING AND REGULATION

Making rules and plans for how land can be used.

What is involved?

DEVELOPMENT AND INFRASTRUCTURE

Building roads, utilities, and public spaces.

COMMUNITY ENGAGEMENT

Involving residents in decision-making and keeping them informed.

MONITORING AND ENFORCEMENT

Checking if rules are followed and taking action if they aren’t.

CONSERVATION AND ENVIRONMENT

Protecting natural areas and managing pollution.

Materials:

Activities COLORING MAP

Understanding LandUse

• We will talk about community needs in the Liberian community that goes beyond Brooklyn Park..

Class Site Land-Use Map

Un-Colored Map Markers

Go over City LandUse Map

1 2

Explain Group Activity

3 4 5

Break Participants into Groups Hand Out Large uncolored Map

Have Participants Color their Map

• If we won’t to draw people to the location we must know what they want on a larger scale

Materials:

• Large Paper

• Tape

• Markers

• PostIt notes

• My Design Sheets

• Writing utensils

Instructions:

Part 1

• Relook at List of Community Needs and Assets list

• Relook at List of Site Assets & Oppurtunities list

Part 2

• Choose 3 needs and 3 assets from each created list. 1 Social, 1 Environmental, and 1Economic from each caterory

• Based on those needs and assets come up with an idea of what you’d like to create for the community.

• Then list the ind of things that your idea could benefit from being around

Part 3

• Choose your project zone on the larger site

• Choose your smaller site: street/sidewalk, vacant lot Or parking lot

Teaching The Course & Evaluation

At Home and Other Places

Materials for Teaching:

• Computer & Projector/ TV Monitor if doing Slideshow Presentations or using the internet to show additonal information

• Chalk/White board or Large Paper as an alternative to projecting information

Food:

Week 3 /Lesson 3 Class Preparation

• Large Paper, Markers, Tape and Optional Postit Notes for interactive teaching, illustration or class activities

• Game Flashcards are an alternative to class game through computer projection

• Cultural and Widely enjoyed foods are best

• Delivered or PIckup: Food should arrive 20-30 min before class starts.

• Tables should be set for children ahead of their arrival

• Food for adults can be buffet style or individually packaged

• All food should be placed in a location for easy access

Room Setup:

• Round Tables to encourage community stlye participation

• Have Welcome and Title of Course posted ahead of participants arrival

• Materials should be set out and ready for each portion of the class

Welcome:

• Thank everyone for coming

• Introduce the topic of the course

• Go over schedule for the day and talk about the weekly fieldtrips

• Set Ground Rules for the Class Session

• First Class only * Talk about course requirements

• Ask if there are any questions

Example Welcmw information provided at the end of the ToolKit

Icebreaker:

Icebreaker:

Break into Two or more groups and have them ask these questions at their tables

Break into Two or more groups and have them ask these questions at their tables

• Who Are You?

• Who Are You?

• Where Are you from

• Where Are you from

• Your connection to Brooklyn Park

• Your connection to Brooklyn Park

• What would you like to learn from course

• What would you like to learn from course

Weekly Fieldtrip

WHAT WILL YOU LEARN ?

• How to start a food co-operative buisness

WHAT WILL YOU LEARN ?

• How to start a farming co-operative

What a professional design process looks like.

Scan QR Code for information about this local collaborater

• Tips for your design project and knowlege for future projects.

When: Friday, February 21st @ 11am

Where: East-Side Food Co-op 2551 Central Ave NE, Minneapolis, MN 55418

Scan QR Code for information about this local collaborater

Scan QR Code for information about this local collaborater

When: Thursday, February 23rd @ 10am

Where: HAFA Farm 20385 Coates Blvd, Hastings, MN 55033

* It is great to provide transporation to class participants if needed

WHAT IS SITE ASESSMENT?

Full Evaluation: Of a piece of land or property to gather information about its physical, environmental, regulatory, and economic characteristics.

7. Reporting and Documentation

Compiling the findings of the site assessment into a complete report or documentation package that summarizes the site’s characteristics, risks, and recommendations.

1. Desk Review

Gathering existing information about the site from available records, maps, plans, and historical data

Purpose: Components

To inform decision-making processes related to land use, development, and remediation, ensuring that any proposed activities are carried out safely, efficiently, and in compliance with relevant regulations and standards.

2. Field Investigation

Conducting on-site inspections and surveys to assess the site’s topography, soil conditions, geology, hydrology, vegetation, and existing infrastructure.

Evaluating the chance of proposed land use, development, or remediation activities based on the site assessment findings.

Evaluating potential environmental risks and impacts associated with the site, including contamination from hazardous substances, pollutants, or waste materials

4. Regulatory Review 3. Environmental Assessment

Identifying laws that apply, regulations, permits, and zoning requirements that govern land use, development, and environmental protection at the local, state, and federal levels.

Assessing the potential risks and liabilities associated with the site, including environmental, health, safety, and financial risks.

6. Feasibility Analysis 5. Risk Assessment

5 Walk-Audit checklist Camera Journal Writing or Drawing utensil

1

3

5 Set out model and other game supplies Explain objective of the Activity Take Walk-Audit Checklist Have participants choose zones Take equipment for Writing, Drawing, and Taking Pictures

2

4

6 Form Groups by Zone then go Assess Area

• Walk Audit We will be analyzing our course neighborhood site

• Things that we would love to keep, remove,

• what is the driving and pedestrian traffic like,

• and other important features we may have missed from looking at the ariel view photo alone.

Materials:

• Large FlashCards or Powerpoint with Projection

Instructions:

Part 1

• Feel the size of your site -Walk through the full site -take pictures of buildings and feature on or surrounding your site to help you understand how big your project may be.

Part 2

• Be aware of the amount of people walking or riding bikes past of through your site and record it though photos and journaling

• Be aware of the amount of car traffic around your site

• look to see if there is bus transportation at or near your site and take pictures or journal

Teaching The Course & Evaluation

Food:

Materials for Teaching:

• Computer & Projector/ TV Monitor if doing Slideshow Presentations or using the internet to show additonal information

• Chalk/White board or Large Paper as an alternative to projecting information

Our Community’s Plans Week 4 /Lesson 4 Class Preparation

• Large Paper, Markers, Tape and Optional Postit Notes for interactive teaching, illustration or class activities

• Game Flashcards are an alternative to class game through computer projection

• Cultural and Widely enjoyed foods are best

• Delivered or PIckup: Food should arrive 20-30 min before class starts.

• Tables should be set for children ahead of their arrival

• Food for adults can be buffet style or individually packaged

• All food should be placed in a location for easy access

Room Setup:

• Round Tables to encourage community stlye participation

• Have Welcome and Title of Course posted ahead of participants arrival

• Materials should be set out and ready for each portion of the class

Welcome:

• Thank everyone for coming

• Introduce the topic of the course

• Go over schedule for the day and talk about the weekly fieldtrips

• Set Ground Rules for the Class Session

• First Class only * Talk about course requirements

• Ask if there are any questions

Example Welcmw information provided at the end of the ToolKit

Icebreaker:

Icebreaker:

Break into Two or more groups and have them ask these questions at their tables

Break into Two or more groups and have them ask these questions at their tables

• Who Are You?

• Who Are You?

• Where Are you from

• Where Are you from

• Your connection to Brooklyn Park

• Your connection to Brooklyn Park

• What would you like to learn from course

• What would you like to learn from course

Weekly Fieldtrip

WHAT WILL YOU LEARN ?

• What a professional design process looks like.

• Tips for your design project and knowlege for future projects.

Scan QR Code for information about this local collaborater

When: Monday, February 26th @ 10am

Where: Karmel Mall 2910 Pleasant Ave, Minneapolis, MN 55408

Scan QR Code for information about this local collaborater

When: Thursday, February 29th @ 10am

Where: Asia Mall 12160 Technology Dr., Eden Prairie, MN 55344

* It is great to provide transporation to class participants if needed

WHAT IS PLACEMAKING?

Creating or improving public spaces to enhance their quality, functionality, and overall appeal

Goal: fostering community engagement, social interaction, and a sense of belonging

Uses many approaches to:

• planning

• designing

• managing public spaces.

Key Characteristics

• Community-Centered:

Emphasizes the importance of creating:

• functional,

• attractive,

• inclusive spaces that give a sense of community and well-being

Benefits

• Improved quality of life for residents

• Increased social interaction and community cohesion

• Economic development and job creation

• Enhanced public health and safety

• More sustainable and environmentally friendly spaces

1. Unlike traditional top-down planning, placemaking prioritizes the needs and aspirations of the people who will use the space.

2. It often involves extensive community engagement through focus groups, surveys, and public meetings to understand what residents value and how they want to use the space.

• Focus on People:

1. Placemaking goes beyond aesthetics and considers how people will interact with and experience the space.

SOCIAL ENVIRONMENTAL

2. It emphasizes factors like walkability, bikeability, accessibility, safety, and opportunities for social interaction.

• Creating a Sense of Place:

1. The goal is to create unique and memorable public spaces that reflect the character and history of the surrounding community.

2. This can involve incorporating local art, landmarks, cultural elements, and design features that foster a sense of belonging and attachment.

• Holistic Approach:

1. Placemaking considers not just the physical design of the space but also its social, economic, and environmental impact.

2. It aims to create spaces that promote health, well-being, and economic development within the community.

• Long-Term Vision:

1. Placemaking is an ongoing process, not a one-time project.

2. It requires continuous evaluation, adaptation, and maintenance to ensure the space remains vibrant and relevant to the community’s needs.

Walk-Audit checklist

Tape Large Paper to wall for each site Zone

1 2

Have participants break into groups by zone

3 4 5 6

Have them use PostIt Notes to write things identified down

Explain Activity

Activity: Go to Your Site

• We will take time to go to our chose sites to locate items that are currently there.

• Things that we would love to keep, remove,

• what is the driving and pedestrian traffic like,

• and other important features we may have missed from looking at the ariel view photo alone.

Materials:

• Large FlashCards or Powerpoint with Projection

Instructions:

Part 1

• Feel the size of your site -Walk through the full site -take pictures of buildings and feature on or surrounding your site to help you understand how big your project may be.

Have Them Use their Walk Audit Checklist to identify Community Assets, Issues & opprtunities

Groups Stick Them on the Large Paper and Explain

Part 2

• Be aware of the amount of people walking or riding bikes past of through your site and record it though photos and journaling

• Be aware of the amount of car traffic around your site

• look to see if there is bus transportation at or near your site and take pictures or journal

Teaching The Course & Evaluation

Our Community: Design Workshop Week

5 /Lesson 5

Materials for Teaching:

• Computer & Projector/ TV Monitor if doing Slideshow Presentations or using the internet to show additonal information

• Chalk/White board or Large Paper as an alternative to projecting information

• Large Ariel Floor Model with Buildings for helping with orientation of class site and for creating a design for the site

• Game Cards, Dice and Misc Craft Materials for intoducing and conducting activity

Food:

• Cultural and Widely enjoyed foods are best

• Delivered or PIckup: Food should arrive 20-30 min before class starts.

• Tables should be set for children ahead of their arrival

• Food for adults can be buffet style or individually packaged

• All food should be placed in a location for easy access

Room Setup:

Class Preparation

• No Tables placing chairs along the walls of the room allows for floor space for working with model

• Have Welcome and Title of Course posted ahead of participants arrival

• Materials should be set out and ready for each portion of the class

Welcome:

• Thank everyone for coming out

• Introduce the topic of the lesson

• Go over schedule for the day and talk about the weekly fieldtrips

• Set Ground Rules for the Class Session

• Ask if there are any questions Example Welcome information provided at the end of the ToolKit Icebreaker:

Break into Two or more groups and have them ask these questions at their tables

• What do you think Urban Design is?

• Have you ever designed any urban space or vacant lot?

• What you think is most important to consider when designing your land?

Example Welcmw information provided at the end of the ToolKit

Weekly Fieldtrip

WHAT WILL YOU LEARN ?

• What free Business resources are available

• What a professional design process looks like.

Scan QR Code for information about this local collaborater

When: Monday, March 4th @ 6pm

Where: Regular Classroom Site

Scan QR Code for information about this local collaborater

When: Thursday, March 7th @ 12pm

Where: Confluence Landscape Architecture Firm 901 North 3rd St., Suite #225

* It is great to provide transporation to class participants if needed

URBAN DESIGN PRINCIPLES?

Process of Shaping The Physical Layout and Organization of:

Cities Towns Urban Areas

• Practical and Enjoyable Urban Spaces GOALS

IT INVOLVES

• Buildings

• Public Space

• Transportation Systems

• Other Elements

IT CONSIDERS

• Land Use

• Infrastructure

• Connectivity

• Aesthetics

Activities

Dice Playing Cards or Large Ariel Model Craft Supplies

1

2 3 4 5 6 Set out model and other game supplies Explain objective and rules of game Have players choose cards Have players choose zones Have players choose a site type Have players design their sites

Activity: Urban Design Game

We will take time to go to our chosen sites to locate items that are currently there.

• Things that we would love to keep, remove,

Materials:

• Large Model or Aerial of site

• Dice

• Index Cards filled out with Social, Environmental and Economic requirements & site types

• small misc objects and paper for modeling and Glue

Instructions:

Part 1 Prepare game

• Layout large site model on floor so that all ages can participate in this activity

• Prepare to put out random art and modeling materials

• Pair up kids with adults in the class

Part 2 Explain Game

Part 3 Requirement Cards

• Have pairs choose at random a: -Social, Environmental & Economic requirement card

• Have them read card out loud as each category is drawn from cards

• Explain what they mean if needed

Part 4 Choose Zone

• Have each adult participant roll a die or pick a number 1-20 to choose a zone 1-5

-Those closes to furthest from your number go first to last choosing zone 1-5 as many times as needed

Part 5 Choose a Site Type

• Have participants draw a site type card -Street, Vacant lot or parking lot

Part 6 Model

• Have them create what they want to see on their site

Teaching The Course & Evaluation

Food:

Materials for Teaching:

• Computer & Projector/ TV Monitor if doing Slideshow Presentations or using the internet to show additonal information

• Chalk/White board or Large Paper as an alternative to projecting information

Designing Our Sites Pt. 1 Week 6 /Class 6 Class Preparation

• Large Paper, Markers, Tape and Optional Postit Notes for interactive teaching, illustration or class activities

• Game Flashcards are an alternative to class game through computer projection

• Cultural and Widely enjoyed foods are best

• Delivered or PIckup: Food should arrive 20-30 min before class starts.

• Tables should be set for children ahead of their arrival

• Food for adults can be buffet style or individually packaged

• All food should be placed in a location for easy access

Room Setup:

• Round Tables to encourage community stlye participation

• Have Welcome and Title of Course posted ahead of participants arrival

• Materials should be set out and ready for each portion of the class

Welcome:

• Thank everyone for coming

• Introduce the topic of the course

• Go over schedule for the day and talk about the weekly fieldtrips

• Set Ground Rules for the Class Session

• First Class only * Talk about course requirements

• Ask if there are any questions

Example Welcmw information provided at the end of the ToolKit

Icebreaker:

Icebreaker:

Break into Two or more groups and have them ask these questions at their tables

Break into Two or more groups and have them ask these questions at their tables

• Who Are You?

• Who Are You?

• Where Are you from

• Where Are you from

• Your connection to Brooklyn Park

• Your connection to Brooklyn Park

• What would you like to learn from course

• What would you like to learn from course

Weekly Fieldtrip Individual site visit

WHAT WILL YOU LEARN ?

• What a professional design process looks like.

• Tips for your design project and knowlege for future projects.

Scan QR Code for information about this local collaborater

When: Monday, March 11th @ 10am

Where: African Community Economic Resources 6800 78th Ave N, Brooklyn Park, MN 55445

Scan QR Code for information about this local collaborater

When: Thursday, March 14th @ 10am

Where: African Economic Development Solutions 1821 University Ave W, St Paul, MN 55104

* It is great to provide transporation to class participants if needed

HOW TO DESIGN YOUR SITE

Needs

Idea Location

* Reflect on the Social, Environmental and Economic needs of the site and the Liberian community in Brooklyn Park and beyond.

* If you are not sure which category a need falls into just place it in a general needs category

* Think about:

• Past field trips of things that other cultures have done in there communities

• Design ideas thought of in class

• Pictures of projects that you saw during class or on your own

* Choose your smaller site within the larger site based on:

• Your idea

• Site Oppurtunities (assets, needs)

• What is allowed there (Land Use/Zoning)

1.

• Knowing what and who is on your site and surrounding area will help you know how to design it.

Analyze Site

2.

• Use Circles, lines, arrows, boxes, and other methods

• Place them where you want them to sit on your site and what you want them to represent (circles can be buildings, open space, lawn, anything

• Color and name your items

1 2 4 3 Site Analysis Bubble Diagram Model Concept Plan Visualization Organize Site Photos Trace Paper ideas with people using space Use site footprint build your project

3.

• Use random materials like in class #5’s model building game

• Use your concept plan along with your site’s outline to help you build.

4.

• Make a picture of what your project will look like on your site when it is completed

• Show people using the site the way you planned for it to be used!

In-Class Ac-

Design Worksheet” Class Community Needs Sheet Class Site Analysis List Pen

1 Go Over Past Community analysis

3 Have them write on sticky notes and post additional needs on Large sheet

2 Have them Discuss Community Needs in Groups from Analysis and Do further discussion

Activity: Project Idea

• We will be coming up with project ideas based on our needs and opportunities lists

Materials:

• My Design Worksheet

• Pen

• Class Community Needs list

• Zone (Class Site) Analysis Lists

Instructions:

• Share the SWOT analysis information dicoveres through the walk audit outload for participants to remember

• Based on this lists, and past lectures, class activities and fieldtrips think of a project ideas that are needed

• Then lead this discussion aloudclass

• We will be going to our chosen sites to better understand their locations and their surroundings in our larger community site

Materials:

• Camera

• Journal/ notepad & pen

5 Then have participants choose a site type to for there project

4 Idividually have them Fill out Worksheet with their Project idea

6 Class time extension: Choose and Visit Site

• tape measure

Instructions: Through this discussion have them fill out

• Be aware of the amount of people walking or riding bikes past of through your site and record it though photos and journaling

• Be aware of the amount of car traffic around your site

• look to see if there is bus transportation at or near your site and take pictures or journal

Teaching The Course & Evaluation

Food:

Materials for Teaching:

• Computer & Projector/ TV Monitor if doing Slideshow Presentations or using the internet to show additonal information

• Chalk/White board or Large Paper as an alternative to projecting information

Designing Our Sites Pt. 2 Week 7 /Class 7 Class Preparation

• Large Paper, Markers, Tape and Optional Postit Notes for interactive teaching, illustration or class activities

• Game Flashcards are an alternative to class game through computer projection

• Cultural and Widely enjoyed foods are best

• Delivered or PIckup: Food should arrive 20-30 min before class starts.

• Tables should be set for children ahead of their arrival

• Food for adults can be buffet style or individually packaged

• All food should be placed in a location for easy access

Room Setup:

• Round Tables to encourage community stlye participation

• Have Welcome and Title of Course posted ahead of participants arrival

• Materials should be set out and ready for each portion of the class

Welcome:

• Thank everyone for coming

• Introduce the topic of the course

• Go over schedule for the day and talk about the weekly fieldtrips

• Set Ground Rules for the Class Session

• First Class only * Talk about course requirements

• Ask if there are any questions

Example Welcmw information provided at the end of the ToolKit

Icebreaker:

Icebreaker:

Break into Two or more groups and have them ask these questions at their tables

Break into Two or more groups and have them ask these questions at their tables

• Who Are You?

• Who Are You?

• Where Are you from

• Where Are you from

• Your connection to Brooklyn Park

• Your connection to Brooklyn Park

• What would you like to learn from course

• What would you like to learn from course

Weekly Fieldtrip

EXTRA WORKING SESSIONS

No Feild Trip

• How Analyze a for designing, through observing surroundings , picture taking, sketching and journaling

Scan QR Code for information about this local collaborater

When: Monday

Where: Confluence Landscape Architecture Firm 901 North 3rd St., Suite #225

* It is great to provide transporation to class participants if needed

HOW TO DESIGN YOUR SITE

Needs

Idea Location

* Reflect on the Social, Environmental and Economic needs of the site and the Liberian community in Brooklyn Park and beyond.

* If you are not sure which category a need falls into just place it in a general needs category

* Think about:

• Past field trips of things that other cultures have done in there communities

• Design ideas thought of in class

• Pictures of projects that you saw during class or on your own

* Choose your smaller site within the larger site based on:

• Your idea

• Site Oppurtunities (assets, needs)

• What is allowed there (Land Use/Zoning)

1.

• Knowing what and who is on your site and surrounding area will help you know how to design it.

Analyze Site

2.

• Use Circles, lines, arrows, boxes, and other methods

• Place them where you want them to sit on your site and what you want them to represent (circles can be buildings, open space, lawn, anything

• Color and name your items

1 2 4 3 Site Analysis Bubble Diagram Model Concept Plan Visualization Organize Site Photos Trace Paper ideas with people using space Use site footprint build your project

3.

• Use random materials like in class #5’s model building game

• Use your concept plan along with your site’s outline to help you build.

4.

• Make a picture of what your project will look like on your site when it is completed

• Show people using the site the way you planned for it to be used!

Journaling Photos Sketches

Dice Playing Cards or Large Ariel Model Craft Supplies

1

Have Participants take out information gathered while at their project sites

2

3

Have Participants trace their sites on the aerial model

4

5

Additional Class sessions this week will allow Participants to Create Models and other visuals for project completion

Have them start to organize their design ideas through bubble diagram

Activity: What & Where

• We will talk about community needs in the Liberian community that goes beyond Brooklyn Park..

• If we won’t to draw people to the location we must know what they want on a larger scale

Materials:

• Large Paper

• Tape

• Markers

• PostIt notes

• My Design Sheets

• Writing utensils

Instructions:

Part 1

• Relook at List of Community Needs and Assets list

• Relook at List of Site Assets & Oppurtunities list

Part 2

• Choose 3 needs and 3 assets from each created list. 1 Social, 1 Environmental, and 1Economic from each caterory

• Based on those needs and assets come up with an idea of what you’d like to create for the community.

• Then list the ind of things that your idea could benefit from being around

Part 3

• Choose your project zone on the larger site

• Choose your smaller site: street/sidewalk, vacant lot Or parking lot

Teaching The Course & Evaluation

Community Meeting

Preparation

Venue Arrangements

Logistics Planning

• Securing a suitable venue for the community meeting.

• Ensuring the venue is comfortable, familiar, and spacious enough to accommodate all participants.

• Determining the timing of the meeting, including start and end times.

• Considering the most convenient day of the week for community members to attend.

• Coordinating logistics such as seating arrangements, audiovisual equipment, and recording devices.

City Outreach

Meeting Preparation

Flyer Distribution

• Contacting the Planning Department of Brooklyn Park months in advance to inform them about the community meeting.

• Discussing logistics and potential collaboration with the city for the meeting.

• Planning the agenda and order of activities for the meeting.

• Creating PowerPoint presentations and visual aids for e ective communication.

• Setting up presentation boards and models for participants.

• Arranging for photography or video recording of the meeting.

• Sending out physical and digital yers to advertise the community meeting.

• Utilizing social media platforms for digital yer distribution.

• Encouraging participants to share digital yers on social media to increase outreach.

Run Meeting Run Meeting

Welcoming and Introduction

Ground Rules and Expectations

Introduction of the Course

• Greeting attendees and setting the tone for the meeting.

• Providing an overview of the meeting agenda and what to expect.

Introduction of Final Project

• Establishing ground rules for conduct during the meeting.

• Informing participants about what will be provided and where resources are located.

• Explaining the importance of the community development course.

• Recapitulating the key components and activities of the course.

• Using visual aids such as videos and slideshows to enhance understanding.

• Presenting details about the nal project, including its signi cance and objectives.

• Describing how the nal project relates to the overall course objectives.

Project Presentations

Question and Answer Session

Certificate Ceremony

Conclusion and Refreshments

• Allowing participants to present their nal projects to the community.

• Providing an opportunity for individuals to showcase their work and ideas.

• Facilitating a Q&A session where community members can ask

• questions about the presentations and project ideas. Encouraging dialogue and discussion among participants.

• Recognizing the achievements of course participants by presenting certi cates to adults and medals to children.

• Celebrating the completion of the course and participants' contributions.

• Wrapping up the meeting with closing remarks and expressions of gratitude.

• Providing refreshments for attendees to enjoy and socialize after the formal proceedings.

Teaching The Course & Evaluation

Participant Chosen Sites Within Larger Area

City Owned Vacant Lot at Brookyn Boulevard and Welcome Avenue

City Owned Vacant Lot at Brookyn Boulavard and Regent Avenue

City Owned Vacant Lot at Brookyn Boulevard and Welcome Avenue

Private Owned Auto Dealership at Brookyn Boulevard and Regent Avenue

Teaching The Course & Evaluation

Example Participant Project

Teaching The Course & Evaluation

Example Participant Project

Liberian Senior Building with Skate Park

Project Model

Participants planned a Liberian Senior Building with Skate park. The building comprises Liberian Senior housing, and a Multi-Cultural Senior Community Center.

Lessons Learned

Outdoor Spaces Consideration:

• Participants learned to consider outdoor spaces, not just indoors.

Skate Park:

• They planned a skate park for the grandchildren of elderly Liberians who visit the community center.

Land Use and Zoning:

• They considered the area’s land use and zoning, which is neighborhood mixed-use.

Housing and Social:

• They planned a building with senior housing on top and a community center below.

Parking Arrangement:

• To save green space, they decided to share parking with a nearby clinic.

Walkability Consideration:

• They placed the senior community building near the clinic to make it easier for elderly people to get to appointments without needing transportation.

Community Meeting in Action

Evaluating Course Teaching The Course & Evaluation

• Evaluation should happen throughout each class session

During Course- Evaluation Process

• Evaluation is an ongoing process, regardless of whether you’ve taught the course once or multiple times.

• You should continually strive to improve the course based on feedback and observations.

• Adjustments will be made based on the needs and preferences.

Adaptations and Adjustments:

• Participants may have different learning styles

• Consideration should be given to participants’ schedules and responsibilities

• Even with thorough planning, unexpected situations may arise during the course.

Flexibility and Response:

• Flexibility is essential for addressing unforeseen challenges and making real-time adjustments as needed.

• Some adjustments may need to be made during the course, despite initial planning efforts.

• Strategies such as scheduling classes at convenient times or providing translation services may need to be implemented suddenly

Evaluating Course Teaching The Course & Evaluation

• After the course has been completed, additional evaluation should be conducted.

After-Course Evalution Process

• This evaluation is primarily student-driven and aims to gather feedback on the course and its learning outcomes.

• Students should provide input on what they liked about the course and what they wished they had learned.

Content of Evaluation:

• The evaluation combines students’ feelings during the course with an assessment of their learning outcomes.

• Questions should prompt students to reflect on their experiences and articulate their thoughts, ideally through written responses or recorded sessions.

Adjustments and Responses:

• Based on the feedback received from student evaluations, adjustments should be made to the course.

• These adjustments can improve teaching methods, the learning environment, and even the instructor’s personal teaching style.

• After making adjustments in response to evaluations, it’s essential to reflect on the successes of the course.

Reflection and Preparation:

• Positive aspects highlighted in evaluations, such as engagement levels or effective lessons, should be acknowledged.

• Based on evaluations, instructors can decide whether to teach the course again immediately or take time for further adjustments or a deeper exploration of specific subjects.

Future Courses / Next Steps Additional Assistance

What’s Next?

Adjustments to the Overview Course

• The current overview course would be adjusted to make it better

• It would be taught again to a new group of participants, using feedback and lessons learned from previous versions

Follow-up Assistance

Continued Support

• t’s important to provide ongoing support and follow-up assistance to course participants.

• Over time, checking in with participants to see if they have made progress in their areas of interest, as taught in the course, should be a priority.

Succession Planning

• Over time, one of the participants who has completed the course may transition into a teaching role, taking over the class and becoming an instructor themselves.

• This plan ensures the class continues and allows participants to become experts in their community.

Progress Assessment

• Assessing whether participants have made progress in their chosen areas of focus is crucial.

• If participants have not made progress or are facing obstacles, exploring additional ways to assist them in achieving their goals is essential.

Expansion into Additional Courses

• Offering additional courses based on this course to participants who have completed it.

Providing Additional Resources

• Offering additional resources and support can be highly beneficial.

• Directing participants to relevant resources, guiding them in the right direction, or providing hands-on assistance through processes step by step can help them succeed.