The situation CU's student body is facing can be described as being "taken for a ride." They are paying for a product (adequate parking on campus) that they are not receiving. Atleast not by any reasonable person's definition of adequate. Unfortunately, this situation has negative consequences for CU's goal of being a top 20 university. Students are coming into classes late because of the parking situation on campus and this is a distraction to those students who were able to find spaces. Some students aren't coming to class at all because of parking on campus. Then you have students who park in faculty parking to avoid missing class thus resulting in faculty members cancelling classes. How is it that we can become a top 20 school if both students and faculty alike are missing classes due to a lack of parking? The answer is simple--we can't! For this reason, I will attempt to improve the consequences by creating and implementing a cause group on Facebook that will voice the discontent of the student body involving parking, enlist others to voice their concerns as well, and finally to encourage a change or atleast dialogue among those who are in a position to implement the changes needed to give Clemson students what they have already paid for--adequate parking!!!
Problem Section
There have been numerous investigations and reports published examining the current parking situation on campus at Clemson University. These detailed investigations reveal the fact that the current parking situation on Clemson University’s campus is insufficient for the needs of both students and faculty alike. Accordingly, there is a great need to improve the current parking situation as there is undoubtedly a case of supply not meeting demand.
Issues precluding immediate action, according to Clemson University’s website, include zoning regulations and existing issues with Clemson’s Master Plan. Issues focused on included but were not limited to green space issues, the small town ambiance, and the requirement of Clemson to be a “walking campus.” All these ordinances serve one common purpose and that is to preserve the “green” aesthetic appeal of Clemson’s campus that has come to be just as representative of Clemson University as the orange tiger paws painted on the streets leading onto and off of campus. The consequence of preserving the aesthetic appeal of Clemson’s campus is parking on campus that has been forced to the perimeters and is insufficient in providing for the students' or employees’ needs--a consequence that is relevant and has implications for the entire Clemson community. After all, how can Clemson University reach its goal of being a top 20 university if the students and faculty aren't making it to the classroom. The answer is simple--they can't...we can't.
Solution Section
I will attempt to improve the consequences by creating and facilitating dialogue within a Facebook cause group that will voice the discontent of the student body involving parking, enlist others to voice their concerns as well, and finally to encourage a change or atleast dialogue between those affected by inadequate parking on campus and those who are in a position to implement the changes needed to give Clemson students and faculty what they have already paid for--adequate parking!!!
So, what exactly is a Facebook cause group?
One of the new mini-applications within Facebook is Causes, added by San Francisco's Blake Commagere's new group called Project Agape. The applet allows users to invite "friends" to join campaigns for nonprofits, issues, and political candidates. Dozens have already been added. It also allows for donations, and then ranks Facebook users by how many supporters they've recruited and how much money they've raised.
http://www.convio.com/site/News2?abbr=news_&page=NewsArticle&id=2604012&news_iv_ctrl=1201
Will it really make a difference?
(insert examples here)
Qualifications
According to Chad Marlow, CEO of The Public Advocacy Group, the three most vital skills and/or qualities for a lobbyist to posses are as follows: 1.) Political and public policy knowledge and/or experience, 2.) Intelligence (able to think outside of the box and come up with creative ideas and solutions to meet the needs of your clients) and 3.)Personality. The abovementioned skills and qualities are all attributes that I proudly possess. For instance, my participation in organizations such as Phi Delta Pre-Law Fraternity, Clemson University's Minority Council, and Clemson University Student Government's President Cabinet have all provided me with both knowledge and experience in political and public policy specifically that which is implemented on Clemson's campus. Additionally, I've held numerous internships at legal offices throughout the upstate. In one office in particular, I actually was the primary legal assistant for a case against the school board. That experience provided me with valuable insight as to the importance and benefits of understanding and utilizing the chain of command within the academic setting to help you meet your goals. All of this knowledge and insight I will be bringing with me to this project along with an extensive network of advisors. This network includes but is not limited to the following:
~the CEO of The Public Advocacy Group, Chad Marlow
~Clemson Univeristy's Magistrate Judge
~CUSG's Student Body President, Josh Bell
~CAT bus driver, Nancy Hagood
~Clemson University Students, 490 class
Finally, what qualifies me most for this project is the fact that I am also a member of the Clemson community. I'm a student who paid for something that she did not receive. I'm a student who's tuition is going up inorder to meet the demands of a top 20 goal that our parking situation precludes us ever achieving. I understand the strife of both students and faculty alike. I'm willing to make a difference and I've started the process for change.
Work Plan and Project Schedule
October 22-26 Complete research for documents.
October 29-November 2 Decide on layout, oraganization, and other aesthetics.
November 5-9 Begin preparing a draft of documents.
November 12-16 Revise original drafts. Bring copies to class on Nov. 15.
November19-23 Continue to revise documents.
November 26-November 30 Make last minute revisions and prepare for class presentation.
December 3-6 Project presentations/turn-in final document on December 6.
Works Referenced
http://stuaff.clemson.edu/parking/content/faq.php
http://wps.ablongman.com/wps/media/objects/2135/2187227/ModelsTemplates/ParkingGarageFeasibility.pdf
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