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Options and Guidelines for your RWoW poster. Dos : Use the correct logo, template design, IRB disclaimer, poster size, and save as PDF. Don’ts: Don ’ t alter the logo, the size or ethics information. *****Note: These guidelines apply even if you print your own poster.
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Options and Guidelines for your RWoW poster. Dos: Use the correct logo, template design, IRB disclaimer, poster size, and save as PDF. Don’ts: Don’t alter the logo, the size or ethics information. *****Note: These guidelines apply even if you print your own poster. If you are asked to make changes because you did not follow the guidelines, please make the changes. Printing your own poster is not a work-around to not following the template.
How to use this template: Identify the specifics to your project (see decision trees on slides 3-5). Pick the template that best fits your needs. Read the Logo Usage Notes (see slide 4). Delete all pages except the one that you’ve selected, so that they won’t get printed with your final poster. Before printing, posters must be saved/exported to a PDF to ensure your poster prints the way you intend it to.
Templates (8-10): • No Research Partner • White Background Only
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. NOTE: The background color on this option should remain white. Methods Measures and Results, continued Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. NOTE: The background color on this option should remain white. Methods Measures and Results, continued Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. NOTE: The background color on this option should remain white. Methods Measures and Results, continued Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Templates (12-14): • With a Research Partner • Can change the background color of 12-14. • Slide 15 must have a white background color.
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School PLACE PARTNER LOGO HERE IF APPLICABLE Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. Methods Measures and Results, continued Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. • TO CHANGE BACKGROUND COLOR: • Right click the background • Select, “Format Background” • Select type of fill and color Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School PLACE PARTNER LOGO HERE IF APPLICABLE Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. Methods Measures and Results, continued Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. • TO CHANGE BACKGROUND COLOR: • Right click the background • Select, “Format Background” • Select type of fill and color Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School PLACE PARTNER LOGO HERE IF APPLICABLE Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. Methods Measures and Results, continued Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. • TO CHANGE BACKGROUND COLOR: • Right click the background • Select, “Format Background” • Select type of fill and color Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School Place research center logo here, then delete this note. Research center logos can be found in the Communications Toolkit on insidebrown.wustl.edu. Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. NOTE: The background color on this option should remain white. Suggestion: Pull accent colors from research center logo. Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. Methods Measures and Results, continued Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Templates: • With Two or More Research Partners • Background color must remain white
Title of PosterYour Name, Degree ‘XX, Brown School Your Name, Degree ‘XX, Brown School Place research center logo here, then delete this note. Research center logos can be found in the Communications Toolkit on insidebrown.wustl.edu. PLACE PARTNER LOGO HERE IF APPLICABLE Conclusions & Community Relevance • We found significant racial disparities in the diagnosis of autism among children who were 8-years old in 2002 and living in the St. Louis metropolitan area. • Black children who met the criteria for having autism were less likely to have a diagnosis of autism in their health records. • Black children who met the criteria for autism were identified at an older age than White children. • Experienced doctors can reliably diagnose autism in children as young as two years old. With this age in mind, we found a large gap between the age at which children with autism can be diagnosed and the age at which they are diagnosed. • Further research is needed to identify: • A) what barriers exist that are blocking Black children from being diagnosed with autism at a younger age, and • B) where these racial disparities may be coming from. • What can we do about these discoveries? • Because we have this information on children in the St. Louis area, we are working on developing ideas to change these problems and eliminate the disparity. NOTE: The background color on this option should remain white. Suggestion: Pull accent colors from research center logo. Methods Measures and Results, continued Background • Surveyed records of children who lived in St. Louis and were 8 years old by 2002. • Since not all children who met the case criteria were ever diagnosed with autism, the information may not be fully accurate. Because of this, we used survival analysis to examine the average age of diagnosis. • 205 child cases were reviewed Autism is a developmental disorder in the brain that makes communication and social interaction challenging. It involves repetitive behaviors that affect normal function. It can also be seen in connection to other health problems. Fig 1. Percent of children with no diagnosis of autism in records by age 8. • With proper behavioral and medical involvement, a child with autism can greatly improve their brain’s developmental path and future behaviors. • Involvement and help with autism is more effective at a younger age. This means that the age a child is diagnosed with autism is very important. • There has been no research done in the past that has looked at race/ ethnicity with autism diagnosis. This means that past research has used methods that result in biased estimates. Measures and Results • Race distribution of children: • White: 71% • Black: 18% • Other, missing: 11% • A much larger percentage (23%) of Black children have never been diagnosed by age 8 (Fig 1). • The average age of diagnosis was 2.7 years older among Black children than White children (Fig 2). Research Goals Discover any difference by race/ethnicity of autism diagnosis in St. Louis. Advance the knowledge of factors that influence the age at which children are diagnosed. Work to reduce any disparities around diagnosis. Contact Information • Contact Presenter Name: presenter@wustl.edu • Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Fig 2. Averageage of child when diagnosed The more we understand about disparities, the better able we are to target and eliminate them.
Templates: • Narrative Design • Background color can change
The Alliance for Building Capacity: East St. Louis Community Garden Project Sustainability Plan Andrea Gross, MSW candidate, Jesse Berg, MSW, Karen Stover-Stewart, MSW candidate, Jin Tran, MSW candidate, and Trecia Buckner, MSW • Garden Models • Children and School Gardens- The purpose of the garden is to educate youth about healthy eating and gardening practices and techniques. Chef Alice Waters, from Berkley California, started the Edible Schoolyard, which teaches children how to grow and prepare food for the kitchen. Similar program often require additional funding for schools to develop a curriculum and acquire resources. • At Jones Park, a section of the community garden is for East St. Louis youth to learn about growing their own food. The East St. Louis Parks District runs a summer program that will use the garden for educational purposes. In the community there are a number of novice and master gardeners. Therefore, having the children’s garden alongside the plots, facilitates an intergenerational transfer of knowledge. • Adopt a plot- Individual plots are rented out annually to community members and local non-profits. The approximate cost to rent a plot is typically around $20. $10 of this fee could be a deposit returned at the end of the growing season to the renters. Adopt-a-plot gardens need a communal tool shed and a garden manager to oversee the collection of fees and garden maintenance. This garden model is the most common and was recommended by existing community garden groups in St. Louis. It is also a flexible because renters can use their plot in the following ways: • Grow their own food to eat • Entrepreneurial- sell or donate food • Teach job skills to area residents • Therapeutic purposes • Teaching children how to garden Background East St. Louis was once a thriving industrial suburb that has since been abandoned by industry, government and people. The population of East St. Louis peaked in 1950 at 82,295, and has since declined by 15 percent each census period (Theising, 2003). Through the years, East St. Louis has been a dumping ground for toxins and waste. This has resulted in public health problems and a decline in property values. The city is described as a “food desert” because the community members do not have access to healthy and local foods. This has become a pervasive problem in low-income communities, and has caused such public health epidemics as hypertension, heart disease, diabetes, and other obesity related diseases. Despite the lack of jobs due to disinvestment by industry, East St. Louis is known for being an African American community rich in social capital. Throughout the neighborhoods, people have been developing gardens to address the food desert problem by growing their own fruits and vegetables. Before: The greenhouse and garden were built over twenty years ago, but have been abandoned for a number of years. Vacant properties and abandoned lots often attract criminal activity and illegal dumping, often results in an unsafe environment for community members. • TO CHANGE BACKGROUND COLOR: • Right click the background • Select, “Format Background” • Select type of fill and color After: The Jones Park Community Garden Kick-Off Day Volunteers from East St. Louis and surrounding communities worked together to clean up the garden and build raised beds that are ready for planting in the Spring. Project The Alliance for Building Capacity (ABC) met with community members who identified the need for more beautification and revitalization in order to address the problem of vacant properties. Urban agriculture promotes democratic control of public spaces and increases food supply, property values, neighborhood beautification, the development of jobs and educational opportunities for youth. Some studies also indicate that community gardens are associated with reduced crime rates (Ferris et al., 2001; Macias, 2008). The group worked alongside community and university partners to resurrect the Jones Park greenhouse and garden space as a means for creating a garden hub for East St. Louis youth, community members, local non-profits and churches. The infrastructure for the garden was implemented with the use of grants, donations, and volunteers. What was once abandoned is now decorated with children’s artwork and contains individual raised bed plots ready for planting and the birth of a community garden movement in East St. Louis Garden Capacity Building Community gardens require a lot of organizing, maintenance and skills training. Prior to the growing season, garden leaders need to be identified in the community that are willing to rent out the plots, prepare the beds, organize meetings, create newsletters, and attend gardening workshops. In the region, there are universities and urban agriculture organizations that provide skill-building workshops and resources that help build the capacity of community gardens. These include the following agencies: Gateway Greening, Hope Build, Operation Food Search, Eastside Health District, Southern Illinois University Edwardsville- Community Nursing Services, Southwestern Illinois College, University of Illinois-Urbana-Champaign Extension, and East St. Louis Action Research Project (ESLARP) • Future Planning and Research • Further planning recommendation include future ABC students who work to identify community garden leaders and members. The role of ABC may also be to provide technical assistance, consulting and grant-writing for the Jones Park Community Garden initiative. • References • Ferris, Norman & Sempik. (2001). People, land and sustainability: community gardens and the social dimension of sustainable development. Social Policy & Administration 35 (5), pp. 559-568. Retrieved from Academic Search Premier • Macias, T. (2008). Working towards a just, equitable, and local food system: the social impact of community-based agriculture. Social Science Quarterly 89(5), pp. 1086-1101. Retrieved from Academic Search Premier. • Martin, H. 2007. Rebel Tomato: Fundraising. Retrieved from http://communitygarden.org/rebeltomato/roots/fundraising.php • Research Questions • What key factors are needed for the sustainability of community gardens in low-income communities? • What are some feasible strategies that East St. Louis residents can use to address the problem of vacant and abandoned properties? • What models, tools, and resources are available in the St. Louis regional area? Financial Sustainability At this time, there is not a continued source of funding for the Jones Park Community Garden. Until grants are secured, the garden will need to be managed by volunteers. Possible grant sources include: Community Development Block Grants, Department of Agriculture Grants, American the Beautiful Fund, Captain Planet Foundation, EPA, Environmental Grantmakers Association, National Gardening Association, and smaller municipal grants. Contact Presenter Namepresenter@wustl.edu Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Acknowledgements We would like to thank Barbara Levin from the Brown School’s Alliance for Building Capacity for her guidance and support, We would also like to thank, Kathi Thimsen and SIUE Community Nursing Services, Helmkamp Construction Co., East St. Louis Parks District, The City of East St. Louis,The Continuum of Life Car Center, Southwestern Illinois College, East St. Louis Action Research Project, Eastside Health District, St. Louis Composting, and Home Depot.
The Alliance for Building Capacity: East St. Louis Community Garden Project Sustainability Plan Andrea Gross, MSW candidate, Jesse Berg, MSW, Karen Stover-Stewart, MSW candidate, Jin Tran, MSW candidate, and Trecia Buckner, MSW • Garden Models • Children and School Gardens- The purpose of the garden is to educate youth about healthy eating and gardening practices and techniques. Chef Alice Waters, from Berkley California, started the Edible Schoolyard, which teaches children how to grow and prepare food for the kitchen. Similar program often require additional funding for schools to develop a curriculum and acquire resources. • At Jones Park, a section of the community garden is for East St. Louis youth to learn about growing their own food. The East St. Louis Parks District runs a summer program that will use the garden for educational purposes. In the community there are a number of novice and master gardeners. Therefore, having the children’s garden alongside the plots, facilitates an intergenerational transfer of knowledge. • Adopt a plot- Individual plots are rented out annually to community members and local non-profits. The approximate cost to rent a plot is typically around $20. $10 of this fee could be a deposit returned at the end of the growing season to the renters. Adopt-a-plot gardens need a communal tool shed and a garden manager to oversee the collection of fees and garden maintenance. This garden model is the most common and was recommended by existing community garden groups in St. Louis. It is also a flexible because renters can use their plot in the following ways: • Grow their own food to eat • Entrepreneurial- sell or donate food • Teach job skills to area residents • Therapeutic purposes • Teaching children how to garden Background East St. Louis was once a thriving industrial suburb that has since been abandoned by industry, government and people. The population of East St. Louis peaked in 1950 at 82,295, and has since declined by 15 percent each census period (Theising, 2003). Through the years, East St. Louis has been a dumping ground for toxins and waste. This has resulted in public health problems and a decline in property values. The city is described as a “food desert” because the community members do not have access to healthy and local foods. This has become a pervasive problem in low-income communities, and has caused such public health epidemics as hypertension, heart disease, diabetes, and other obesity related diseases. Despite the lack of jobs due to disinvestment by industry, East St. Louis is known for being an African American community rich in social capital. Throughout the neighborhoods, people have been developing gardens to address the food desert problem by growing their own fruits and vegetables. Before: The greenhouse and garden were built over twenty years ago, but have been abandoned for a number of years. Vacant properties and abandoned lots often attract criminal activity and illegal dumping, often results in an unsafe environment for community members. • TO CHANGE BACKGROUND COLOR: • Right click the background • Select, “Format Background” • Select type of fill and color After: The Jones Park Community Garden Kick-Off Day Volunteers from East St. Louis and surrounding communities worked together to clean up the garden and build raised beds that are ready for planting in the Spring. Project The Alliance for Building Capacity (ABC) met with community members who identified the need for more beautification and revitalization in order to address the problem of vacant properties. Urban agriculture promotes democratic control of public spaces and increases food supply, property values, neighborhood beautification, the development of jobs and educational opportunities for youth. Some studies also indicate that community gardens are associated with reduced crime rates (Ferris et al., 2001; Macias, 2008). The group worked alongside community and university partners to resurrect the Jones Park greenhouse and garden space as a means for creating a garden hub for East St. Louis youth, community members, local non-profits and churches. The infrastructure for the garden was implemented with the use of grants, donations, and volunteers. What was once abandoned is now decorated with children’s artwork and contains individual raised bed plots ready for planting and the birth of a community garden movement in East St. Louis Garden Capacity Building Community gardens require a lot of organizing, maintenance and skills training. Prior to the growing season, garden leaders need to be identified in the community that are willing to rent out the plots, prepare the beds, organize meetings, create newsletters, and attend gardening workshops. In the region, there are universities and urban agriculture organizations that provide skill-building workshops and resources that help build the capacity of community gardens. These include the following agencies: Gateway Greening, Hope Build, Operation Food Search, Eastside Health District, Southern Illinois University Edwardsville- Community Nursing Services, Southwestern Illinois College, University of Illinois-Urbana-Champaign Extension, and East St. Louis Action Research Project (ESLARP) • Future Planning and Research • Further planning recommendation include future ABC students who work to identify community garden leaders and members. The role of ABC may also be to provide technical assistance, consulting and grant-writing for the Jones Park Community Garden initiative. • References • Ferris, Norman & Sempik. (2001). People, land and sustainability: community gardens and the social dimension of sustainable development. Social Policy & Administration 35 (5), pp. 559-568. Retrieved from Academic Search Premier • Macias, T. (2008). Working towards a just, equitable, and local food system: the social impact of community-based agriculture. Social Science Quarterly 89(5), pp. 1086-1101. Retrieved from Academic Search Premier. • Martin, H. 2007. Rebel Tomato: Fundraising. Retrieved from http://communitygarden.org/rebeltomato/roots/fundraising.php • Research Questions • What key factors are needed for the sustainability of community gardens in low-income communities? • What are some feasible strategies that East St. Louis residents can use to address the problem of vacant and abandoned properties? • What models, tools, and resources are available in the St. Louis regional area? Financial Sustainability At this time, there is not a continued source of funding for the Jones Park Community Garden. Until grants are secured, the garden will need to be managed by volunteers. Possible grant sources include: Community Development Block Grants, Department of Agriculture Grants, American the Beautiful Fund, Captain Planet Foundation, EPA, Environmental Grantmakers Association, National Gardening Association, and smaller municipal grants. Contact Presenter Namepresenter@wustl.edu Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Acknowledgements We would like to thank Barbara Levin from the Brown School’s Alliance for Building Capacity for her guidance and support, We would also like to thank, Kathi Thimsen and SIUE Community Nursing Services, Helmkamp Construction Co., East St. Louis Parks District, The City of East St. Louis,The Continuum of Life Car Center, Southwestern Illinois College, East St. Louis Action Research Project, Eastside Health District, St. Louis Composting, and Home Depot.
Templates: • Narrative Design • With Research Partner • Background can change
Place research center logo here, then delete this note. Research center logos can be found in the Communications Toolkit on insidebrown.wustl.edu. The Alliance for Building Capacity: East St. Louis Community Garden Project Sustainability Plan Andrea Gross, MSW candidate, Jesse Berg, MSW, Karen Stover-Stewart, MSW candidate, Jin Tran, MSW candidate, and Trecia Buckner, MSW • Garden Models • Children and School Gardens- The purpose of the garden is to educate youth about healthy eating and gardening practices and techniques. Chef Alice Waters, from Berkley California, started the Edible Schoolyard, which teaches children how to grow and prepare food for the kitchen. Similar program often require additional funding for schools to develop a curriculum and acquire resources. • At Jones Park, a section of the community garden is for East St. Louis youth to learn about growing their own food. The East St. Louis Parks District runs a summer program that will use the garden for educational purposes. In the community there are a number of novice and master gardeners. Therefore, having the children’s garden alongside the plots, facilitates an intergenerational transfer of knowledge. • Adopt a plot- Individual plots are rented out annually to community members and local non-profits. The approximate cost to rent a plot is typically around $20. $10 of this fee could be a deposit returned at the end of the growing season to the renters. Adopt-a-plot gardens need a communal tool shed and a garden manager to oversee the collection of fees and garden maintenance. This garden model is the most common and was recommended by existing community garden groups in St. Louis. It is also a flexible because renters can use their plot in the following ways: • Grow their own food to eat • Entrepreneurial- sell or donate food • Teach job skills to area residents • Therapeutic purposes • Teaching children how to garden Background East St. Louis was once a thriving industrial suburb that has since been abandoned by industry, government and people. The population of East St. Louis peaked in 1950 at 82,295, and has since declined by 15 percent each census period (Theising, 2003). Through the years, East St. Louis has been a dumping ground for toxins and waste. This has resulted in public health problems and a decline in property values. The city is described as a “food desert” because the community members do not have access to healthy and local foods. This has become a pervasive problem in low-income communities, and has caused such public health epidemics as hypertension, heart disease, diabetes, and other obesity related diseases. Despite the lack of jobs due to disinvestment by industry, East St. Louis is known for being an African American community rich in social capital. Throughout the neighborhoods, people have been developing gardens to address the food desert problem by growing their own fruits and vegetables. Before: The greenhouse and garden were built over twenty years ago, but have been abandoned for a number of years. Vacant properties and abandoned lots often attract criminal activity and illegal dumping, often results in an unsafe environment for community members. • TO CHANGE BACKGROUND COLOR: • Right click the background • Select, “Format Background” • Select type of fill and color After: The Jones Park Community Garden Kick-Off Day Volunteers from East St. Louis and surrounding communities worked together to clean up the garden and build raised beds that are ready for planting in the Spring. Project The Alliance for Building Capacity (ABC) met with community members who identified the need for more beautification and revitalization in order to address the problem of vacant properties. Urban agriculture promotes democratic control of public spaces and increases food supply, property values, neighborhood beautification, the development of jobs and educational opportunities for youth. Some studies also indicate that community gardens are associated with reduced crime rates (Ferris et al., 2001; Macias, 2008). The group worked alongside community and university partners to resurrect the Jones Park greenhouse and garden space as a means for creating a garden hub for East St. Louis youth, community members, local non-profits and churches. The infrastructure for the garden was implemented with the use of grants, donations, and volunteers. What was once abandoned is now decorated with children’s artwork and contains individual raised bed plots ready for planting and the birth of a community garden movement in East St. Louis Garden Capacity Building Community gardens require a lot of organizing, maintenance and skills training. Prior to the growing season, garden leaders need to be identified in the community that are willing to rent out the plots, prepare the beds, organize meetings, create newsletters, and attend gardening workshops. In the region, there are universities and urban agriculture organizations that provide skill-building workshops and resources that help build the capacity of community gardens. These include the following agencies: Gateway Greening, Hope Build, Operation Food Search, Eastside Health District, Southern Illinois University Edwardsville- Community Nursing Services, Southwestern Illinois College, University of Illinois-Urbana-Champaign Extension, and East St. Louis Action Research Project (ESLARP) • Future Planning and Research • Further planning recommendation include future ABC students who work to identify community garden leaders and members. The role of ABC may also be to provide technical assistance, consulting and grant-writing for the Jones Park Community Garden initiative. • References • Ferris, Norman & Sempik. (2001). People, land and sustainability: community gardens and the social dimension of sustainable development. Social Policy & Administration 35 (5), pp. 559-568. Retrieved from Academic Search Premier • Macias, T. (2008). Working towards a just, equitable, and local food system: the social impact of community-based agriculture. Social Science Quarterly 89(5), pp. 1086-1101. Retrieved from Academic Search Premier. • Martin, H. 2007. Rebel Tomato: Fundraising. Retrieved from http://communitygarden.org/rebeltomato/roots/fundraising.php • Research Questions • What key factors are needed for the sustainability of community gardens in low-income communities? • What are some feasible strategies that East St. Louis residents can use to address the problem of vacant and abandoned properties? • What models, tools, and resources are available in the St. Louis regional area? Financial Sustainability At this time, there is not a continued source of funding for the Jones Park Community Garden. Until grants are secured, the garden will need to be managed by volunteers. Possible grant sources include: Community Development Block Grants, Department of Agriculture Grants, American the Beautiful Fund, Captain Planet Foundation, EPA, Environmental Grantmakers Association, National Gardening Association, and smaller municipal grants. Contact Presenter Namepresenter@wustl.edu Note: The work presented here was done for the purposes of a course and is not my thesis or dissertation. Acknowledgements We would like to thank Barbara Levin from the Brown School’s Alliance for Building Capacity for her guidance and support, We would also like to thank, Kathi Thimsen and SIUE Community Nursing Services, Helmkamp Construction Co., East St. Louis Parks District, The City of East St. Louis,The Continuum of Life Car Center, Southwestern Illinois College, East St. Louis Action Research Project, Eastside Health District, St. Louis Composting, and Home Depot.
