Building the Knowledge-Based
Economy via
Extension Technology Learning Centers:
A Faith-Based Community Model
Project E-TLC
Presented by
Dr. Jessyna M. McDonald
Associate Dean, Economic and Community Development
Project Director, Bridging the Digital Divide via Extension
Technology Learning Centers, Project E-TLC
Dr. Della Baker, Clemson University
Rev. Franklin James,
Pastor, St Paul United Methodist Church
Dr. Kenneth Gardner,
Superintendent , Williamsburg County Schools
We want, first, to reaffirm the covenant, a
partnership between the American people and
public higher education. Our side of the pact
includes providing access to as much education as
possible, for as many students as possible,
regardless of their ethnicity, economic background,
age, occupation, or station in life. It includes
applying research, our discovery function, to
community, state, national, and international
problems.
Kellogg Commission on the Future of Land Grant Universities (2000:21).
RENEWING THE COVENANT: Learning, Discovery, and Engagement in a
New Age and Different World
C her ok ee
Yor k
Gre en v ille
Spa rtan bur g
Pic k en s
Pee Dee
Oc on ee
U nio n
Lan c as ter
C hes ter
C hes ter field
M arlb or o
And ers o n
Lau ren s
Upstate
D illo n
Fa irfie ld
D arli ngto n
Ker s haw
N ew be rry
Abb ev il le
Lee
M ario n
Gre en wo od
Fl ore nc e
Sal uda
M cC orm i c k
Piedmont
R ic hla nd
H orr y
Sum te r
Lex in gton
Edg efie ld
C alh oun
C lare nd on
W il liam s bur g
Aik e n
Geo rg etow n
Ora ng ebu rg
Bar nw el l
Ber k ele y
Bam ber g
D orc h es ter
Savannah Valley
Alle nd ale
C olle to n
H am pto n
C har les ton
Ja s pe r
Bea ufor t
Coastal
Statewide Model for Virtual Communities of Practice (CoP) in
Closing the Achievement GAP
Purpose

to present the preliminary findings from Clemson
University’s congressionally awarded project to bridge
the digital divide by placing extension technology
learning centers in underserved and nontraditional sites,
such as churches, recreation centers and mobile
classrooms.
The Approach
During the summer and fall of 2003, Clemson University
pilot tested an SAT preparation achievement coaching
model in Williamsburg County, South Carolina. Using
the Cooperative Extension Service county network
infrastructure, community-based computer laboratories
were placed in St. Paul’s United Methodist Church in
Williamsburg and at the Marion County Technical Center.
Clemson University also partnered with the Williamsburg
County School District in retrofitting a mobile RV with
computers.
Vision
To bridge the digital divide
between underdeveloped
counties in South Carolina
by increasing access to
information technology via
churches and mobile
extension technology
learning centers in order to
build a knowledge-based
economy.
Mission
The purpose of the PACERS Academy is to
help students in South Carolina develop
strategies and skills to achieve higher
scores on the SAT and qualify for a
Life/Hope Scholarship for college.
SC Advanced Internet Satellite Extension Project
Clemson
University
Chesterfield
Kershaw
Marlboro
Darlington
Lee
Dillon
Marion
Richland
Florence
Clarendon Williamsburg
Orangeburg
Regional Mobile RV
SAT Digital Lab
Barnwell
Bamberg
Allendale
Polycom Sites
E-Corridor
(Underdeveloped
Counties)
Charleston
Regional Mobile RV
Business Digital Lab
10 Critical Success Factors in Building
Communities of Practice
By Richard McDermott, Ph.D.
Higher Education’s Role in Developing
Communities of Practice1 for Addressing
Achievement Gap Issues in South Carolina
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Stage 1:
Potential
 A network of Public Service Activity faculty and staff< Educational
Technology Staff, local community leaders identify the need for
Communities of Practice.
Stage 2:
Coalescing
 The “A-COP receive training with IT and form PSA Community
Assets Network (PSA CAN).
Stage 3:
Maturing
 The community takes charge of its practice by setting standards,
defining a learning agenda and nurturing relationships.
Stage 4:
Active
 The community is established and goes through cycles of
activities.
Stage 5:
Dispersing
 The community has outlived its usefulness and individuals move
on.
1Wenger,
E. Communities of Practice, Cambridge University Press, 1998
Objectives & Goals
The U.S. Department of Education awarded Clemson
University’s Division of Public Service Activities a
Congressionally-directed Grant to create universitycommunity partnerships for academic outreach throughout the
state in order to bridge the digital divide and increase access
to information technology via:
 County Extension Offices,
Mobile Information Technology Networks, and
 Local community and faith-based organizations.
Clemson University’s PACERS Model will be implemented in
South Carolina counties during Phase I of the project.

•Personal
•Achievement
•Coaching
•Extension via
•Resources &
•Supports
Program
- Computer Skills Clinics
Program
- Overnight Camping Trip to Clemson University's
Outdoor Lab: Group Adventure Course
COLLABORATION MODEL
The Collaboration
• Clemson University,
• Williamsburg School District,
• St. Paul’s United Methodist Church
Sustaining Partnerships
KNOWLEDGE ACCESS
1. Local community and church sponsors SAT Saturday academies for students
2. Local teachers in Math, Science, and English volunteer to coach students on Saturdays
3. University provides SAT software and computers
4. Church and local businesses provide lunch and refreshments
5. Community groups raise funds to purchase laptop computers for students completing the PACERS program
and who are eligible for LIFE scholarships
6. PACERS Academy graduates serve as mentors to middle school students
7. University conducts research on the impacts of programs and services on student outcomes and local economic
development and continues to build the capacity of local communities to solicit external funding
Profile of Changes in Math SAT Scores for
Williamsburg PACERS Academy I (2003)
Profile of Changes in Verbal SAT Scores for
Williamsburg PACERS Academy I (2003)
Sustaining the E-TLC
Partnership
1.
2.
3.
4.
5.
6.
7.
Local community and church sponsors SAT Saturday academies for
students
Local teachers in Math, Science, and English volunteer to coach
students on Saturdays
University provides SAT software and computers
Church and local businesses provide lunch and refreshments
Community groups raise funds to purchase laptop computers for
students completing the PACERS program and who are eligible for
LIFE scholarships
PACERS Academy graduates serve as mentors to middle school
students
University conducts research on the impacts of programs and
services on student outcomes and local economic development and
continues to build the capacity of local communities to solicit
external funding
Accountability
The Key is to provide the
right accountability
information to the right
people at the right time in
the right format.
(J. Richardson, NC State University)
Why is Impact Reporting
Important?
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It shows accountability
Improves visibility of programs
Helps build greater understanding of your
programs by the public
Generates support
Reporting Impact
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What resulted?
What did people learn?
What skills have they developed or new practices
adopted?
How have they changed?
What difference did the new knowledge or practice
make?
Include any changes in economic value or efficiency,
environmental quality, societal or individual well-being.
Who are the Customers of Program Impact Information?
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Decision Makers (formal and informal)
Local Government (County and Municipal)
State Legislators
Extension Clientele
News Media
Extension Advisory Committee
Legislative and Congressional Staffs
Federal Legislators
Commodity Groups
Extension Organization (internal)
Program partners
Private Funding Agencies
Federal Extension
State and Federal Agencies
Donors
Human Services Agencies
Competitors
Potential Partners