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Page 31 text:
“
li U : Kw- X- X Q QL.. l congratulate the CPCS graduates of 1984. l do this, not only as Dean of the College, but as a citizen of the Commonwealth. In the latter capacity I am especially concerned about major social, economic, and educational issues facing us. This concern is lessened somewhat, by virtue of CPCS's graduating class. The graduates of this College are adult learners who have been exposed to a unique higher education. We hope we have provided our graduates with important career skills necessary to survive in our rapidly changing technological society. But just as important, we also hope that your experience at CPCS has shown you how to use your own strengths, experiences and insights to help yourself, and those around you, indeed, we hope that we have prepared you for public and community service in the Commonwealth, and our society. james Jennings Dean of CPCS
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Page 32 text:
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. . f 21.3. f AI-... C, , Z V .:z1..-.. , -- '47-'Aifs H 5.1 TE EXPANSIVE CPCS YEARS' AND LOOKI G UP. The College of Public and Community Service, a unit of the University of Massachusetts at Boston, opened its doors in the fall of 1973 to students who wanted to combine liberal arts and public service career educations. Given its name and mission to serve such students, CPCS has emphasized public service in every aspect of its program. The vital heart of CPCS is its student population of 1100 urban adults, with an average age of 35, who represent the racial and ethnic diversity of urban Boston. They range in age from the twenties to over seventy. Most of the latter are enrolled in the College's Gerontology Program. The Gerontology Program, in fact, provides a good introduction to Public Service at CPCS. It provides, on the one hand, education to an underserved population, in this case mostly older people who have typically been away from formal education for decades. Approximately thirty students each SCmCStCr work to earn a certificate which attests to their competence as service providers with elders. On the other hand, field research activities in the program, done by students and faculty together result in publications, conferences, and consultations that have had a major impact on services and social 28 policy in the state. Gerontology is one of many public service programs and activities at CPCS that will be examined in the Boston area as an invaluable part of our state of public higher education. From its inception CPCS was set on a public service course. In his February 5, 1971 charge to a planning committee, UMB Chancellor Francis Broderick noted that a logical next step for the University would be to found a college of public and community service that combined service that combined liberal arts and sciences with professional training for careers. Such a move would enable the University to contribute to the quality of public and community service in the urban area. In its service to urban adult students, innovative curriculum, and central com- mitment to urban public service, CPCS would be different from other colleges in the entire university. An organizing faculty group honored Broderick's vision. Students would be prepared to identify pressing social issues and to be advocates for people needing human services. As an institution, the college would engage in projects, pro- grams, research and social policy analysis which will provide training situations for CPCS students, while simultaneously assisting institutions to improve their performance in public and community service. Faculty would be encouraged to do research on issues related to public and community service. CPCS enrolled its first students, 300 urban adults, in the fall of 1973. In 1975 Joseph Champagne, in a publication done for the University of Houston, selected CPCS out of 397 college and university programs he studied as one of three institutions to feature for its public service record and potential. Champagne des- cribed the CPCS curriculum briefly and then said: This program of public service meets two goals: an academic degree program and a direct community aligned service education. While this approach to public service differs from most traditional approaches, it does provide great service to the Boston community, has academic respectability for those who look down on public service, and is at the forefront of needed educational innovation for a large number of students who desire a degree, but who want a practical and applied base on which it is structured. This effort at Boston bears watching for its potential for much of urban higher education is far reached.
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