2025 CDS Annual Conference

CDS Conference Attendee Check-in Schedule
July 6th: 8:00am to 6:00pm
July 7th: 7:15am to 12:00pm
July 8th: 8:00am to 12:00pm
July 9th: 8:00am to 9:30am

Check-in includes:
- Picking up your name badge
- Receiving your meal tickets, if applicable
- Receiving promo bag

At the CDS Registration Desk you can also:
- Register for the CDS Conference until 5pm ET on July 6
- Register for remaining open spots on Mobile Learning Workshops until 10am ET on July 7
- Bid on the 2025 CDS Silent Auction (Silent Auction Items will be nearby)
- Pay for Silent & Live Auction winning bids
- Visit to ask any questions or resolve any issues

We look forward to meeting you!

Overall Description (100 words) 
Extension plays a critical role in building community resilience by fostering belonging and engagement.  This session will explore a two-year community-driven dialogue and action series implemented by  Colorado State University’s Rural Action Project (RAP). The initiative engaged rural Colorado  communities in local problem-solving through collaborative dialogues. We will highlight tools like the  Civic Capacity Index, used to assess a community’s ability to collaborate, and share the impact results  from this model in strengthening social capital, enhancing civic engagement, and building resilience in  rural communities. 
Description: How Project Provides Innovative Pathways to Thriving Communities (250 Word Limit) 
Social isolation is a growing challenge in rural communities, affecting health, civic participation,  and local engagement. In a recent statement, U.S. Surgeon General Vivek Murthy emphasized  the public health significance of social connection. The Colorado Belong Barometer Report  (2023) reveals that strong community connections lead to improved health and greater civic  involvement. Yet, declining civic engagement, particularly in rural areas - undermines  community resilience, compounded by a shortage of volunteer leaders in local governments and  nonprofits. 
To address this, Colorado State University’s Rural Action Project (RAP) fosters community-led  dialogue and action, strengthening social capital and enhancing community cohesion. From 2022  to 2024, RAP engaged 15 rural Colorado communities in a two-year civic engagement initiative.  
Through this project, residents led their own engagement efforts, gaining access to education,  resources, and opportunities to build stronger, more connected communities. 
This session will share key findings from RAP, including strategies for engaging rural  communities, tools used to assess and strengthen collaboration, and the lessons learned from this  model. We will discuss the Civic Capacity Index, which measures a community’s collaborative  potential, and how this tool supported local decision-making and action. The session will also  reflect on the impact of this initiative on participants’ sense of belonging, civic engagement, and  community resilience. Through this work, CSU demonstrates how higher education can play a  vital role in strengthening social connection and resilience in rural communities.

Keystone Collective Impact (KCI) is the process by which [The Institution] Outreach leverages the collective resources, knowledge, and expertise of the University in collaboration with community stakeholders to address complex challenges throughout the state and beyond. KCI aims to foster transparent and adaptable university-community partnerships where trust, support, and empowerment thrive. By aligning [The Institution]’s  mission as a 21st-century land-grant institution with community-identified priorities, KCI seeks to generate collaborative solutions and measurable progress through continuous learning and shared measurement systems. Through unified efforts and mutually reinforcing activities, KCI endeavors to improve the lives of citizens on a local to global scale and serve as a catalyst for transformational change. 
This presentation will discuss three community based Collective Impact projects along with the KCI Scholars program – an innovative experiential learning graduate certificate in which scholars learn the KCI model and take the lead in implementation in communities. 

In Indiana, a state facing significant health disparities and infrastructure challenges, the growing  influx of older adult migrants highlights both vulnerabilities and opportunities for advancing  community well-being. This review examines Indiana as a microcosm to explore how migration driven demographic shifts impact Community Quality of Life (CQOL) and to identify scalable,  place-based solutions for thriving rural communities. By leveraging stakeholder engagement  through participatory methods and a comprehensive literature review, this research highlights how  localized insights can inform the refinement of CQOL models to address healthcare access, social  integration, and economic sustainability. This work contributes to a deeper understanding of how  place-based solutions can be scaled to address migration-driven challenges and promote thriving  communities across rural regions. 
This paper closely aligns with the conference theme, "Innovative Pathways to Thriving  Communities," by exploring how migration acts as a transformative force that influences the  social, economic, and health dynamics of rural communities. Using Indiana as a case study, the  research uncovers innovative, place-based strategies to tackle the unique challenges and  opportunities arising from migration-driven demographic changes. At the core of this study is the  CQOL framework, a comprehensive and multidimensional tool designed to enhance health equity,  strengthen social cohesion, and promote economic sustainability in rural settings. 
By employing participatory methods, including stakeholder engagement and community-driven  insights, this research bridges the divide between theoretical models and practical applications. It  underscores the critical role of collaboration among local stakeholders, policymakers, and  researchers in refining CQOL indicators and creating tailored interventions. These efforts highlight  the power of place-based collaboration as a key driver of resilience and thriving communities. 
Additionally, this study aligns with the conference tracks, "People, Technology, and Place-Based  Collaboration," by incorporating community feedback into the CQOL framework and addressing  health disparities through inclusive, collaborative approaches. The participatory methodology  ensures that CQOL indicators and associated tools are responsive to real-world needs, enabling  scalable and actionable solutions for rural regions. This research ultimately provides a roadmap  for rural communities to navigate demographic changes, fostering sustainable development and  thriving environments through innovation, collaboration, and equity-driven strategies.

This presentation showcases an innovative community engaging digital educational approach  utilized by an inter-continental team of scholars in partnership with community members. The  presentation describes the process of co-developing the community engaging course, Digital  Storytelling for Social Change, emphasizing its potential to empower students, academics and  community members towards social change. 
The project presence how an innovative project can create a thriving community by co-creating  stories that promote social change. The collaborative curriculum development of an  interdisciplinary specialization in Digital Storytelling for Community Development highlights  how an innovative co-developed curriculum can promote and empower diverse voices to be heard,  challenging traditional knowledge hierarchies and fostering a more inclusive and learning  environment while empowering a community to thrive. The project relates very closely to the  People-Driven Solutions track of the 2025 CDS conference. The co-developed Digital storytelling  educational specialization combines storytelling with a mix of technology and uses videos,  podcasts, websites, photos, animations, music, social media and more to tell community stories in  an effort to drive social change. The project fosters cultural sensitivity, production flexibility, and  exposure to diverse people and cultures, along with collaborating with diverse groups and  organisations, which enhance interpersonal and digital skills. In any community, community  members generated solutions tend to play a pivotal role in driving innovations and solutions. The  project focuses on inclusive practices that empower diverse voices and talents in the community by giving people a voice, increasing their civic participation and facilitating the creation of  communities. The involvement of the community in the digital story telling for social change  educational specialisation allows community members involved in the project to co-create stories  fostering a sense of unity and belonging while rallying support for causes and driving local and  global change. The project allows all people involved to grow in their understanding of diversity while allowing community members to work collaboratively in creating community solutions. The  project help participants find ways to break though social disconnection by sharing inspirational  and emotional digital stories.

Abstract: The Institute for Peoples, Territories, and Pedagogies for Peace (IPTP), founded in 2023, was developed as a space to aid community-based research, community-building, peace-building, and decolonial education within the framework of grassroots people's diplomacy. The presentation will explore organizing models involving the principles and processes of grassroots people's diplomacy that concern environmental governance and justice in the Americas and beyond. We will explore IPTP programming, relationships, and vision, as one would support the grassroots approach to strengthening local economies and projecting social transformation within the context of decolonizing pertaining to racial, gender, and environmental justice. 
Relation of the presentation to the theme Innovative Pathways to Thriving Communities: The presentation emphasizes people-driven solutions including a) to strengthen the self-governance of Indigenous and Afro-descendant communities, b) to foster intercultural dialogue and develop people-centered decolonial pedagogies c) to engage in people’s diplomacy increasing the visibility of decolonization, environmental, racial and gender justice for movements. Healing is a priority for grassroots movements, and partners of the IPTP: the body-territory nexus being central to self-determination and essential for the well-being of people and the planet.

Local community development programs often struggle to find appropriate resources and creative ideas for their communities. Recognizing that building the leadership capacity of  all Kentuckians requires shared resources and strategies, the Kentucky Community Leadership Programs  Summit has created a collaborative leadership network. In 2025 the network shared online resources for  program development, and hosted training sessions across the state to test them. By combining  programming design tools with facilitative skill development, this program provided capacity building for  more effective locally driven community engagement. 

Relation to the Conference Theme: This session shares a practical approach of community leadership  development that focuses on people-driven empowerment. Working in conjunction with Kentucky  Cooperative Extension and the Kentucky State Chamber of Commerce, our project has convened a  statewide network of community leadership programs. This year, the team of representatives from the  State Chamber Executives office and Cooperative Extension representatives from the states 1864 and  1890 land grant universities, set out to host a series of workshops held in locations across the state. The  workshops presented new planning tools for community leadership program coordinators and  facilitation training for volunteer leadership program day leaders. By combining resource delivery with  volunteer facilitation training, the event delivered important capacity building to communities across  the state.

Overall Description
This presentation examines how craft breweries leverage neolocalism to foster community identity, economic resilience, and social connection while addressing the challenges of gentrification and displacement. Neolocalism celebrates local culture and transforms breweries into authentic community hubs, but these efforts can also contribute to rising property values and resident exclusion. Using case studies from Portland, Tempe, and the Finger Lakes, this session highlights strategies for balancing authenticity with inclusivity. It offers actionable insights for urban planners, policymakers, and community leaders on using neolocalism to promote equitable, sustainable community development.
Full Description
This presentation delves into how craft breweries use neolocalism to build stronger community connections, foster local identity, and contribute to economic development, while simultaneously navigating the authenticity dilemma associated with gentrification and social inequities. Neolocalism—the intentional promotion of local culture and identity—enables craft breweries to become vital “third places” (Talmage et al., 2020), where people gather, build relationships, and strengthen social bonds. These spaces often play a central role in revitalizing neighborhoods by creating vibrant hubs of economic and cultural activity. However, the same neolocal practices that celebrate community heritage and authenticity can inadvertently contribute to challenges such as rising property values, cultural displacement, and the exclusion of long-standing residents (Domaradzka, 2023).
Drawing on case studies from Portland, Oregon; Tempe, Arizona; San Diego, CA; the Finger Lakes, NY; and beyond, this session explores the complex dynamics of neolocal branding and its impact on equitable urban development. We will examine strategies breweries employ to align their practices with local history and culture, while mitigating the risks of fostering exclusivity and inequity. Special attention will be given to examples of both exemplary and problematic approaches to neolocalism, highlighting how breweries can balance authenticity with inclusivity.
This discussion aims to provide urban planners, policymakers, and community leaders with actionable insights into leveraging the potential of neolocalism for social and economic resilience, while addressing the challenges of gentrification, displacement, and community engagement. By navigating these tensions thoughtfully, neolocalism can serve as a transformative tool for sustainable and equitable community development.

Description: 
This presentation outlines a project to adapt and pilot a community-based entrepreneurship  curriculum tailored to opportunities in the growing Outdoor Recreation (OR) Economy, a sector  contributing 2.2% of U.S. GDP. Focused on gateway and rural communities, the initiative  addresses the potential of these areas to thrive in this diverse, expanding industry. Two  universities collaborated to customize the curriculum, preparing communities to explore the  economic benefits of OR and respond to opportunities. The session highlights the Outdoor  Recreation Economy, curriculum adaptations, and outcomes from the community pilot.  
An explanation of how your program/project relates to the theme Innovative Pathways to  Thriving Communities. You may also explain how your program/project relates to the  conference track(s) selected. 250 words or less. 
This project connects to the theme "Innovative Pathways to Thriving Communities" by offering  a practical approach to exploring economic opportunities in rural and gateway areas. By adopting  a community-based entrepreneurship curriculum to focus on the Outdoor Recreation Economy— a growing sector contributing 2.2% of the U.S. GDP—, the program helps communities tap into  a promising and expanding market. The collaboration between two universities and local  partners provides a pathway for these communities to explore new opportunities and build on  their unique strengths. While it’s too early to measure long-term success, this pilot program  introduces tools and insights to help participants align entrepreneurship with regional  opportunities, aiming to support more resilient and dynamic local economies. It demonstrates  how partnerships and targeted education can help communities explore new directions for growth.

Diné (Navajo) Research Approaches and Implications for Community Development
Indigenous daily life and decision-making are based in communal ontologies, epistemologies, methodologies, and axiologies. However, there is a dearth of literature at the intersection of community development and Indigenous studies. These ways of knowing, being, and doing are grounded in land-based cultural traditions specific to each Indigenous group. For Diné (Navajo), approaches to research and community development exist vis-à-vis their unique ways of knowing and being through K’é (kindship/relationality), k’eí (clanship), and Diné Bikéyah (Diné homelands). This project presentation will discuss Diné research approaches used within a recently completed study and their implications for community development scholarship and practice.  

This project presentation relates well to both the conference theme of Innovative Pathways to Thriving Communities, as well as two of the conference tracks, as it relays knowledge gained from participatory research with an Indigenous group. Indigenous communities are impacted by Western culture and society. This includes the ways that community and economic development occurs within Tribal Nations, specifically within the American context. By leveraging Diné shared resources, knowledge, and approaches to community development, Diné people and culture are sustained, revitalized, and reclaimed from Western paternalism and governmental institutions, such as the Bureau of Indian Affairs. This approach to community development is both people-driven and place-based in the way that knowledge is grounded and utilized. This topic also presents a critical perspective on community development theory and practice, given than it is non-Western. It is also a practical application of new practices in the community development context. This said, however, Diné approaches have existed since time immemorial, though they may be new to the Western scholarly and practitioner context. Ultimately, employing Diné knowledge for Diné community development leads to sustainable, thriving, and flourishing Diné communities, as it follows elements of decolonization and nation-building to define, build, and develop Diné communities for and by Diné.

Purpose: This study considered library models that enhance the inclusiveness of local communities, using the “town-wide library” initiative in public libraries as a case study.

Method: Beginning in April 2024, fieldwork and interviews with library staff were conducted. Data related to town-wide library initiatives, primarily based around public libraries in Koryo-Town (Nara Prefecture) and Bizen City (Okayama Prefecture) in Japan, were analyzed.

Results: Features of the town-wide library initiative included: 1. the use of recycled books (e.g. , books in the seat pockets of community buses); 2. collaboration with businesses (e.g., book shelves in commercial spaces); 3. collaboration with school libraries (e.g., lending  school library books and facility use); 4. establishment of community libraries in local meeting places; 5. creation of spaces for children to gather in a specific collaboration with candy stores; 6. mobile libraries using second-hand cars; 7. implementation of reading-aloud volunteer activities outside of libraries (outreach activities). 

Conclusions: The study found that inclusive community hubs must be accessible and free to use. Through case-study examination and interviews, this study identified participation and opportunities that draw out residents’ initiative, as well as a system that makes the book-recycling visible, as necessary elements of the project.

In Japan, the construction of inclusive communities is emphasized in the context of social issues such as the declining birthrate and ageing population, depopulation in rural areas, and the acceptance of diversity.
The aim of a town wide library (Japanese name Machi-juu Toshokan) initiative is to create community space where people can connect with each other. By considering the community as an extended library and distributing books from the library to various locations throughout the community, the initiative promotes interaction through books. The initiative involves setting up bookshelves in cafes, hair salons, hospitals, shops, and private homes so that anyone can pick up and exchange books freely. The town-wide library movement began in 2006 with the Obuse Town-Wide Library Project in Nagano Prefecture. It is now spreading across the country. Libraries can play important roles as hubs that connect the entire community, beyond simply as places to borrow books. This work was supported by JSPS KAKENHI Grant Numbers JP22K02401, JP24K05491.

Project Description
Bulloch County is a rural Georgia community experiencing rapid economic development and growth due to the nearby newly constructed Hyundai electric vehicle plant. This growth has raised concerns within the community about how it will change. Responding to this growth and concerns, leaders from Bulloch County, the City of Statesboro, the Statesboro-Bulloch Chamber of Commerce, Bulloch County Schools, the Bulloch County Development Authority, Georgia Southern University, and Ogeechee Technical College have come together to form a community planning group. This presentation will describe the formation and functioning of this group as well as their first project, a community indicators dashboard.  
Relationship to the Conference Theme
This project relates to the conference theme of Innovative Pathways to Thriving Communities by examining the collaborative effort of local organizations to break down silos, build networks, and leverage shared resources and knowledge to address the impact of rapid economic development in a mostly rural community. This effort represents a placed-based collaborative approach to bridge sectoral boundaries by bringing together key public, private, and educational resources to focus on changes occurring within the county that contains a progressive micropolitan city and a large unincorporated agrarian area. We will highlight the successes and challenges of the group as it addresses community concerns.  
The first challenge confronted by the group is the spread of misinformation about growth and development via social media. To address this challenge the group wants to provide reliable sources of information. To help in this effort the group is creating a web-based community indicators dashboard. The dashboard incorporates measures with a strong social justice focus highlighting disparities due to the high poverty rate and marginalized populations. This presentation will also describe the selection of the dashboard indicators, the design of the website and dashboard, and the engagement activities utilized in the construction of the dashboard.   

The Fulcrum Project is a collaboration between the Davis College of Agriculture, Natural Resources and Design, and the West Virginia Community Development Hub to establish connections with current and former Hub Communities. The Fulcrum Project is supported through funding from the Claude Worthington Benedum Foundation. The Fulcrum Project seeks to connect communities to the academy's resources through partnership development. It connects students, communities, and expert faculty to solve the challenges of rural communities, building capacities towards positive change. There are many challenges facing rural West Virginia communities: environmental, social, and economic. The Fulcrum project's asset-based planning approach focuses on leveraging existing strengths, community connections, and identified community needs to pair groups of interdisciplinary students with motivated and innovative faculty to envision positive community change and empower local leaders toward progress. This work builds on the need to work with disenfranchised and underserved populations (Hester, 2006; Thering, 2007; Sanoff, 2010) through service-learning projects (Butler, 2019; Angotti, Doble & Horrigan, 2012; Bose, Horrigan, Doble, & Shipp, 2014) designed to increase citizen control, delegate power, and form partnerships (Arnstein's "Ladder of Citizen Participation," 1969). Through partnerships for capacity-building, eligible communities worked with the West Virginia Community Development Hub and its community coaching programs, such as Cultivate, HubCap, and Blueprint. Through capacity-building initiatives, the Fulcrum Project integrated design and planning with well-established key stakeholder groups in communities. Since its inception, The Fulcrum Project has benefitted 30 community projects in rural West Virginia. Many students from various backgrounds have been involved with the Fulcrum Project.
Community design projects completed through the Fulcrum Project primarily included environmental design within marginal landscapes: floodplains, brownfields, empty downtown lots, and buildings. Communities partnered with faculty and students from landscape architecture, interior architecture, and other disciplines to create solutions to enhance community health, equity, sustainability, and resilience. The designs have led to investment in communities that turn liabilities into assets. Evaluation of the Fulcrum Project includes student learning outcomes tied to citizen leadership and transformative learning (Mezirow, 2011). Community capital (Flora and Flora, 2018) outcomes are measured through pre- and post-engagement surveys and interviews to measure the long-term viability and sustainability of implemented projects.
Acknowledgements: Project funded by the Claude Worthington Benedum Foundation 
With support from: USDA NIFA Hatch Project NE 1962: Outdoor Recreation, Parks and Other Green Environments: Understanding Human and Community Benefits and Mechanisms & USDA NIFA Hatch Project WVA00709: Trans-Disciplinary Approach to Community Planning and Development for Heritage and Recreation Tourism

Bridging Brown County was created in 1999 in the wake of a tornado, a disaster which made evident a lack of connections between residents across our rural area. University of Minnesota Extension educators developed a 9-month leadership education program in a model that was eventually replicated in 4 additional counties. In 2020, however, capacities demanded an overhaul of the program structure. Collaboration with local leaders resulted in a new model that reduced educator demand from 45 to 10 days and travel from approximately 1750 to 450 miles per year, simultaneously expanding networking opportunities for participants to a multi-county level.

In the field of community development, we know that only one thing is for certain: change. But how can we reflect the changing needs of communities while maintaining programming that has been historically successful? Innovation is key, and we believe that our progress with the continuous refinement of our Bridging Programs provides excellent examples of how community partnerships and the implementation of technology can sustain successful programming while adapting to changing needs of our communities.
In the case of restructuring the Bridging Programs, the model ultimately opted for was not an obvious “best choice.” Concerns that were voiced before implementation have manifested in some cases, and we are continuing to work with local coordinators to refine through the applications of technology and collaboration. This iterative process is central to the work we do as community developers.
I hope to present our learnings from this program’s structural transition in two parts: 1.process notes from the collaborative effort; and 2. impacts of the avenue of restructure which was ultimately decided upon. While Extension served as a central hub of communication and facilitation resources, each local partner organization made idiosyncratic decisions from which effects have rippled out over the past two years, making this case study applicable to multiple community relationship contexts. Our learning has been enriched by the complexity of each partnership, and we hope to gain more insights from audiences who may have experienced a similar shift or are looking to make changes in the future.

Full Description of Proposed Session: 
The STRIPES program at Belmont Charter High School in Philadelphia, PA, is an innovative, place-based learning initiative designed for 9th to 11th graders. Belmont Charter High School is located in West Philadelphia and serves a student population that has long been unsupported by the traditional education system. With a concept born in 2019, Mike Friedman partnered with Belmont Charter School to design and implement a program to support increasing high school graduation rates in a community that was not meeting this benchmark for its student stakeholders. 
Launched in January 2021, STRIPES stands for STudying Real Issues, Places, and ExperienceS. It offers students the opportunity to earn credit for traditional courses while engaging in experiential learning that connects them to their local community. The program was initially adapted during the pandemic but relaunched in the 2022-23 school year as two semester-long electives: "Exploring Parkside," where students discover their neighborhood's history and culture, and "Designing Parkside," where they create projects that address community needs. 
STRIPES emphasizes authentic partnerships, integrated learning, and self-knowledge, fostering a sense of connection and purpose among students. Participants engage in real-world projects that encourage collaboration, creativity, and critical thinking while developing essential life skills. This dynamic program is open to a diverse group of students, encouraging self-directed and hands-on learning experiences that help them connect academic content with their lives and the broader community. STRIPES is not a remediation program; instead, it caters to all students seeking meaningful and relevant educational experiences.
STRIPES offers 
● student-led approach to learning through the implementation of Developmental Designs. 
● collaborative environment where students actively participate in developing a social contract that establishes norms and expectations for collective engagement. 
● Each day begins with a collective meeting, promoting community building and shared responsibility among participants. 
● The program prioritizes shared power, allowing students to voice their perspectives and take ownership of their learning journey. ● Focused on identity and skill development, students connect their personal narratives to both historical and contemporary systems, enhancing their understanding of their place within the community resulting in a culturally responsive experience for students. ● Cultural responsiveness is at the heart of the curriculum, ensuring that diverse perspectives are recognized and integrated into learning experiences. 
Through a partnership with STEMSpark, we have been able to analyze the impact of the STRIPES program over the last three years. Evaluations have sought to understand the impact of the STRIPES program on student agency and self-knowledge, specifically examining connectedness and willingness to act at the beginning and end of their experience, as well as comparing metrics of agency and self-efficacy between STRIPES students and those in traditional classrooms. Results from this mixed-methods evaluation suggest that participation in STRIPES is highly effective in fostering both agency and self-knowledge within just a few weeks of participation in the STRIPES program, with continued growth throughout the year. Additionally, preliminary quantitative data suggest notable differences between STRIPES students and their peers in traditional classrooms, although further studies with a larger participant pool are needed to assess the strength and significance of these effects.
The program outlines multiple pathways for learning, allowing students to explore various interests while cultivating essential skills. Through collaborative curriculum development, STRIPES participants create a dynamic and relevant learning environment that prepares them to be active, informed citizens in their communities. 
This session focuses on civic learning and student success strategies through a place based curriculum. 
Intended session outcomes or participant learning objectives 
The proposed objectives align seamlessly with the goals of the conference theme of building connections and fostering a just and equitable democracy. By analyzing the impact of the STRIPES program on student agency and self-knowledge, participants will engage in meaningful conversations about empowering students to take active roles in their communities. This focus on agency not only reflects the conference's commitment to civic learning and democratic engagement but also highlights the necessity of equipping young people with the skills and confidence to mobilize for broad impact. 
Furthermore, exploring various pathways for learning and skill development resonates with the conference's emphasis on community engagement and collaboration. By identifying ways to integrate cultural responsiveness into curriculum development, participants will be better equipped to create inclusive educational environments that reflect the diverse experiences of their students. This approach fosters a sense of belonging and encourages students to contribute to their communities, ultimately working toward the collective flourishing envisioned by the CDS Conference. Together, these objectives will inspire attendees to think critically about their roles in promoting social justice and equity within their own campuses and communities.
This session focuses on collective impact by: 
1. Analyze the Impact on Student Agency and Self-Knowledge: Attendees will examine the evaluation findings on how participation in STRIPES enhances students' agency, connectedness, and self-knowledge, and discuss the differences in these metrics between STRIPES participants and students in traditional classrooms. 
2. Identify Pathways for Learning and Skill Development: Attendees will discover various pathways for learning within the STRIPES program that promote identity and skill development, and consider how these pathways can be adapted or implemented in their own educational contexts.

Overview/Description
Rural America has faced numerous shocks (global pandemic, natural disasters, overdose crisis) and long-term stressors (population aging, globalization, industrial transformation, infrastructure decay, climate change). These experiences have implications for rural population change (fertility, health and mortality, migration), wellbeing, and vitality. Understanding these patterns will be critical for informing community development practice and policy for the future. This panel brings together select authors contributing to a forthcoming book, bringing together insights relevant to community development. The session begins with an overview of the project and how the work can help inform community development practice. This is followed with thematic panel presentations.

How the academic panel relates to the Theme and Tracks
This proposed academic panel relates to the Community Development Society conference theme in that it provides a summative research-based assessment of major characteristics and trends influencing rural America coupled with the implications for shaping policy and practice. Major sectors of importance to household and community wellbeing are addressed, including rural industries and livelihoods, housing, and digital infrastructure and use. Further attention is directed to local government responses to the shocks, stressors, and opportunities confronting rural communities. With insights from these presentations and subsequent discussion, session attendees will be able to conceptualize innovative approaches to community development, especially concerning place-based cross-sectoral collaboration.

(Note that there is an organizer/moderator for this session. There was not a place in the online form to place that information.)

Academic Panel Papers

Rural Industries and Livelihoods
A sizable rural-urban economic divide has developed since the 2000s, and it will likely continue through the 2020s. One can summarize the rural economy as a tale of “the west and the rest”. The rural west faces challenges of rapid economic growth, while the rest of rural America faces stagnation.

Rural Housing Landscapes
This presentation explores the ways in which demographic, economic, and climatic forces stress rural housing landscapes. With case examples focusing on the Wildland Urban Interface, population aging, and the financialization of rural housing, the contribution highlights spatial variations as well as differences across scale.

Digital Infrastructure and Use
The concept of the digital divide has been in place since the mid-1990s. It has evolved over time, given complexity and nuance. This presentation provides a brief history of the term, several indicators to define it, and its implications for rural communities. Particular attention is given to digital parity.

Local Governments and Policy Responses
This presentation highlights rural local governments and their policies in the context of stressors, shocks, and opportunities. A conceptual framework is advanced on the role of local governments in influencing spatial inequality and areas for future research and open questions about the role of rural local governments are identified.

Description of Title

There is a dearth of research scholarship on the livelihood transitions of former homeland communities. An analysis of livelihood transitions may provide important pathways to strengthen current livelihood capabilities and enhance sustainable development initiatives that illustrate livelihood transformations in former homeland communities. This paper, therefore, seeks to enact an empowering scholarship to emphasise how knowledge collaboration with rural homeland communities can be an effective pathway for envisioning their livelihood transitions and sustainable futures. This paper explores the livelihood transitions of former homeland communities in Transkei and QwaQwa.

 Connection to the Theme of Innovative Pathways to Thriving Communities
The historicity of scholarship on homelands has generated exciting literature streams emphasizing how place-based community development approaches are embedded in rural homeland communities' resilience and transformative aspirations. Focusing on Transkei and QwaQwa, this comparative study stresses how distinct spatial locations influence livelihood behaviors and explores livelihood transitions of poor rural communities. Analyzing livelihood transitions may provide important pathways to strengthen current livelihood capabilities and enhance sustainable development initiatives that illustrate livelihood transformations in rural communities. Using a multi-method participatory qualitative approach, this study is guided by an Indigenous research paradigm which seeks to co-create knowledge with rural communities as experts of their lifeworld to "... shift the geography and biography of knowledge …" (Ndlovu-Gatsheni, 2019:46) and also show how local knowledge stocks of homeland communities are integral to an understanding of livelihood transitions and resilience in resource-poor communities. The paper also analyses rural homeland communities' survival and vulnerability reduction strategies through livelihood indices co-generated with local communities. This article, therefore, presents how grassroots actions in former homelands of South Africa provide an empowering community development praxis, emphasizing how knowledge collaboration with rural homeland communities can be an effective pathway for envisioning livelihood transitions and sustainable futures.

Instruction High-Level Description (100 words) 
This presentation reports on a multiorganizational, community-based collaboration providing over  100 undergraduate literacy tutors with professional development to implement 1-to-1 literacy  instruction with youth in the community over the course of AY 2024-2025. In response to the  question, “How can community impact networks (e.g., HWS Tutor Corps, Geneva 2030) support  efforts toward systemic change in community-based literacy instruction?”, we will share findings  from a community design-based research project (Bang et al., 2016) focused on tutor provision of robust and individualized literacy instruction.  
Expanded Description (250 words) 
This presentation reports on a multiorganizational, community-based collaboration providing over  100 undergraduate literacy tutors with professional development to implement 1-to-1 literacy  instruction with youth in the community over the course of AY 2024-2025. In response to the  question, “How can community impact networks (e.g., HWS Tutor Corps, Geneva 2030) support  efforts toward systemic change in community-based literacy instruction?”, we will share findings  from a community design-based research project (Bang et al., 2016) focused on tutor provision of robust, individualized, and socially just literacy instruction.  
Our analysis will explore the role of community impact networks in working toward systemic  change. We take up the tool of equity trails (Gutiérrez & Vossoughi, 2010) to examine how social  justice goals shape evolving instructional design, telling the research story of decision-making and  how different stakeholders were impacted. Our presentation will share how the equity goals of  various stakeholders in the project, including the HWS Tutor Corps, Geneva 2030, the Boys & Girls  Club, the school district, the researchers, and youth, were negotiated across the course of the year  as programming was developed. We will consider how this program’s design and implementation  forward the community’s explicit goal of increasing literacy outcomes to elementary students in the  Geneva City Schools.

Description: This paper highlights the role and experiences of participants in a grassroots cultural association in a small Northern Ontario city, the Sault Malayalee Association, in fostering associational life through cultural and minority-language maintenance activities. This work contributes to combating isolation, encouraging positive culture-specific associations to place, and fostering networks of mutual-aid. The research highlights the re-emergent significance of voluntary and mutual-aid societies in contexts of migration and significant local demographic change, transnational resource-sharing facilitated by technology, and factors that shape community conflict in such contexts.

Explanation of relevance to theme: The paper explores the re-emergence of grassroots, cultural associations in post-industrial Northern Ontario and their significance in fostering connections between people and place. While cultural mutual-aid societies have played historically significant roles in the development of urban and rural communities of Northern Ontario since the early 20th century, most have undergone significant shifts in focus or descended into moribundity following greater ethnic integration in the post-war years and declining rates of immigration following the region’s de-industrialization. Due to economic shifts and immigration policy changes in the 2010s, the region began to experience growing rates of immigration that began to significantly shift the region’s demographics, which were disproportionately older, white or Indigenous, and Anglophone. The case study of the Sault Malayalee Association underscores the continued relevance of mutual-aid principles in empowering newcomers and cultivating a sense of place-attachment. Similar to the first era of cultural associations in Northern Ontario, it highlights the importance of expanding the scope of “legitimate subjects” that can define a place as their own, while navigating the dynamics of the colonial legacy. Uniquely, however, associations in the contemporary era draw on new technologies that facilitate sharing of resources through organizations such as NORKA Roots, established by the Government of Kerala (the indigenous state of Malayalee peoples in India) to mitigate the challenges experienced by Non-Resident Keralites. Such connections facilitate the sharing of resources to foster a Malayalee sense of place abroad, such as through a common Malayalam language curriculum for youth and supports navigating Kerala government services.

Project Description: (100 words)
Extension staff, in partnership with a well-known Foundation partnered with nine communities to implement a collaborative and asset-based reflection process (Ripple Effects Mapping - REM) to elevate stories of community resilience, provide community benefits and inform organizational planning for future community leadership development programming. These community REM sessions took place from June through September 2024. This presentation will highlight both the process and the results of this innovative community-based project, including a discussion of seven core elements of community resilience that emerged from analysis of the REM data. 

Highlighting Stories of Community Resilience Overview  (250 words – highlighting connection to conference theme and CDS principles) 
The Highlighting stories of community resilience project invited rural communities across the State to apply to participate in a Ripple Effects Mapping process to capture the elements and impacts of innovative community development efforts. Ripple Effects Mapping (REM) is a group qualitative evaluation method that produces a visual mind map to tell the story of a program, depicting the effects of a program or initiative. As a participatory method, REM energizes participants, often leading to an increase in community action based on the lessons learned during the evaluation process. 

Twenty-three communities applied for this opportunity, 10 were selected and 9 completed the mapping process. Projects were selected to include diversity in community size, region of the state, culture and a broad range of challenges addressed by the community. 
This presentation is a perfect fit for the conference theme. The seven core elements of community resilience we identified in this project could easily be renamed “pathways to thriving communities.” These core elements were:
1. Building and strengthening connections
2. Innovating and responding creatively
3. Building momentum and sustainability
4. Collaborating and partnering
5. Prioritizing inclusivity
6. Bringing the community along
7. Empowering new leaders

During the presentation, we will offer definitions and examples of each of these elements, and also discuss how our findings reflect and enhance existing literature on community resilience.

Overall description for the conference program

This presentation examines leadership development programs offered by the University of Minnesota Extension and similar programs, focusing on how they address the needs of diverse Minnesota communities, particularly Latiné ones. It identifies strengths, evaluates gaps in English-only versus culturally and linguistically responsive programs, and emphasizes the importance of Spanish-language resources. Using a landscape analysis, it provides recommendations for equitable, culturally responsive leadership and civic engagement opportunities. Additionally, it explores making resources more accessible and relevant to Latiné communities.

Relationship of presentation to the conference theme

This presentation connects with the conference themes of innovation, thriving communities, and place-based collaboration for shared regional prosperity.

The analysis seeks to identify the strengths of existing programs that may hold strategic significance for either maintenance or expansion. Conversely, it will assess gaps and address concerns related to programs aimed at a broad population, particularly in terms of their effectiveness in recognizing and nurturing the leadership and civic engagement. How these general approaches might underestimate the strengths of Latiné communities and not fully their developmental needs. It is the belief that the delivery of programs in Spanish can have greater acceptance by members of the Latiné communities in ways that English-only modalities might not. Yet, the delivery of programs in these manners requires more resources and personnel, resulting in limited access to programs and resources available to mainstream communities. Thus, this analysis will outline meaningful opportunities for the University of Minnesota Extension to minimize these potential disparities for Latiné and other limited English communities, particularly in the community models, and limiting participation due to language and cultural differences, with consideration to resource and personnel demands.

This presentation will explore the Better Places Vermont program. Better Places Vermont empowers Vermonters to create inclusive and vibrant public places utilizing a crowdgranting model, combining crowdfunding with matching grants. The program has crowdfunded over $698,000 and distributed $1.2 million matching grants to 52 community-led projects across the state. Attendees will learn how they can transform their communities by harnessing the power of crowdfunding and crowdgranting, empowering communities as decision-makers in community development. 
The crowdgranting model revolutionizes community development by democratizing the funding, planning, and implementation, transforming communities, and empowering changemakers. 
From 2022 to 2024, the Better Places program had a 100% success rate, supporting 52 projects, crowdfunding over $698,000, and distributing $1.2 million in matching grants. For every $1 invested by the Better Places program, $6.60 was invested privately, showcasing the power of public-private partnership and collaboration in building vibrant communities. 
This presentation aligns with the theme "Innovative Pathways to Thriving Communities: People, Technology, and Place-based Collaboration" by showcasing a model of people-driven, technology-enabled placemaking that encourages community ownership and supports long-term sustainability. Attendees will learn how they can transform their communities by harnessing the power of crowdfunding and crowdgranting, empowering communities as decision-makers in community development, and fostering trust and transparency in support of community-led projects.

Description: Scholarship in the field of library studies has asserted the role of public libraries in community building and community resilience (Hancks, 2012; Scott, 2011; Varheim, 2017; Veil & Bishop, 2014). The International Federation of Library Associations (2014) declared libraries as key partners in promoting UN Sustainable Development Goals. However, community development scholars have limited the examination of libraries to their role as third places. Applying the community capitals framework to the analysis of interviews with public librarians in both urban and rural settings, we find evidence that libraries can be impactful partners in collaborative community development initiatives.

Relation to theme: The presentation relates to the conference theme in several ways. First, it provides evidence of people-driven solutions, presenting libraries and their staff as key community partners in collaborative community development initiatives. As noted by Eric Olin Wright (2013), libraries “increase equality in access to the material conditions necessary to live a flourishing life (p. 10). Libraries are inherently inclusive and provide access to information to “empower diverse voices and talents.” As key community institutions, the presentation also highlights place-based collaboration that includes local libraries as important collaborators. We will offer several examples of how communities collaborate to address common challenges, featuring libraries as partner organizations that provide equitable access to community development projects.

Overall description of the academic paper (100 words or less): 
A significant barrier to obtaining accurate information about immigrant communities is their  reluctance to speak with researchers. To assess Latino healthcare needs, a study was  conducted amid the COVID-19 pandemic in a rural Midwest community where the Latino  population had nearly doubled since 2010. The study used a community‐based participatory  research (CBPR) approach that involved bilingual Latino high school students as data  collectors. This academic paper published in Local Development & Society (Vol. 5, #2, August  2024) describes the methodology used to recruit students, train them in responsible research  methods, and gather their experiences during/after the data collection period.  
~ 99 words 
Explanation of how your program/project relates to the theme and/or conference track(s)  selected (250 words or less): 
Gaining access to immigrant communities is an important aspect of conducting culturally  competent research. The Role of High School Students as Data Collectors relates to the theme,  Innovative Pathways to Thriving Communities, because it opens up yet another avenue for  mutually beneficial research collaboration with the potential for greater insights into hard-to reach subjects like public health, documentation status, legal issues, and language barriers that  could inspire creative solutions to wicked problems.  
Community‐based participatory research (CBPR) is a people-driven solution that emphasizes  the central role of community members in driving innovation and focuses on inclusive practices  that empower diverse voices and talents. The CBPR study explained in this academic paper  aligns with the revised CDS Principles of Good Practice and the National Institute of Health’s  Values (see attached table). The students' reflections highlighted in this academic paper detail  how their experiences with CBPR influenced their awareness of community issues and their  personal or professional development. 
Research that advances community development theory/practice is foundational to establishing  thriving communities where co-learning, collaboration, community-driven practice, community  power, dignity with diversity, economic autonomy, social justice, and sustainability are core  principles.  
In the proposed conference presentation, the author will discuss how each of the eight CDS  Principles were integrated into the study’s design, execution and/or outcomes – and how  session attendees can replicate the process with their own community development research.  She will also share best practices and lessons learned, demonstrating how “youth of the  community” can be a valuable resource in immigrant research. 
~ 247 words

Chris Smart: Speaker – Tech and the Future of Farming
Jacob Maslyn: Speaker – Tech and the Future of Farming
Maureen Ballatori: Moderator – The Future of Community Development is Corridors

This is the first CDS Board Meeting held for the incoming new board.