Professor Leonard I. Krimerman Student-Directed Community Service Fund
Project grants to support educational freedom.
Project grants to support educational freedom.
Giving to this fund honors UConn philosophy professor and community activist Leonard I. Krimerman. It provides financial support for student-directed learning projects through the University’s Office of Outreach & Engagement. Priority consideration will go to community service projects that foster collaborative and mutually beneficial exchanges of knowledge and resources between the University and the local, regional/state, national or global community.
One of Len's accomplishments was his vision of educational reform that led to the creation of the University of Connecticut Inner College, an alternative approach to higher education, in the late 1960s and early 1970s. Every tax-deductible dollar you donate supports projects that remove financial barriers to student-directed community-service learning, such as by providing:
Anything you can contribute will help community service-oriented students take on projects not otherwise possible. Some student projects could also provide much needed staff support for cash-strapped non-profit agencies.
Contribute online at https://s.uconn.edu/krimermanfund or by check.
If donating by check, make it payable to “University of Connecticut Foundation,” add “23924 Krimerman Fund” to the memo line and send to The University of Connecticut Foundation, Inc., 2390 Alumni Drive, Unit 3206, Storrs, CT 06269-3206.
For more information email: krimermanfund@gmail.com
Scroll down for more about the Inner College, Len and the UConn Center for Outreach and Engagement
The University of Connecticut's Inner College was a unique educational initiative that operated from 1969 to 1978. It was designed to provide an alternative, experimental approach to higher education. The Inner College focused on creating a more flexible, interdisciplinary curriculum and emphasized student self-direction and responsibili
The University of Connecticut's Inner College was a unique educational initiative that operated from 1969 to 1978. It was designed to provide an alternative, experimental approach to higher education. The Inner College focused on creating a more flexible, interdisciplinary curriculum and emphasized student self-direction and responsibility in their learning processes. It was part of a broader movement during that era to innovate and reform traditional educational models.
The program allowed students to design their own academic paths and engage in projects that cut across conventional disciplinary boundaries. This approach aimed to foster a more personalized and holistic educational experience. However, despite providing a formative educational experience for many students, the Inner College program was eventually phased out, but its spirit lives on in the UConn Office of Outreach & Engagement, which will help administer the Leonard I. Krimerman Student-Directed Community Service Fund and in the UConn individualized major program.
Anarchism at UConn: UConn Library Archives
Leonard I. Krimerman is a distinguished Professor Emeritus of Philosophy at the University of Connecticut. He has devoted his life to bridging the gap between the academic and community worlds, especially as it fosters economic justice.
He has had a significant academic career, joining UConn's faculty in 1968 and retiring in 2012. He ea
Leonard I. Krimerman is a distinguished Professor Emeritus of Philosophy at the University of Connecticut. He has devoted his life to bridging the gap between the academic and community worlds, especially as it fosters economic justice.
He has had a significant academic career, joining UConn's faculty in 1968 and retiring in 2012. He earned his B.A. and Ph.D. from Cornell University in 1955 and 1964, respectively. His scholarly interests span democracy studies, ecology, social science, autonomy, philosophy of work, healthcare, and education.
Educational pioneer
One of Len's many accomplishments is the founding the Inner College project at the University of Connecticut from 1969 to 1975 with UConn philosophy department colleague Robert Luyster. This innovative educational initiative emphasized student-directed learning and community engagement, significantly impacting students and alumni who have gone on to contribute meaningfully to various community and civic projects. His work and dedication to educational innovation have had a lasting impact, fostering opportunities for students to engage in meaningful community development activities beyond the traditional classroom setting.
Community activist
Len also co-founded the Grassroots Economic Organizing Collective (GEO), which produces a free, online publication, books that support solidarity and cooperative economies worldwide. He was also a driving force at International Poultry – an employee-owned food processing plant and has also worked as a creative community building consultant since 1992 and has helped develop several cooperative organizations in Eastern Connecticut since 1968, building bridges between the many varieties of grassroots democracy over the past six decades, including helping develop the Windham Hour Exchange, a community barter initiative in and around Willimantic, Conn.
Noted author
In addition to his educational and community work, Len has authored several important works, including 'Patterns of Anarchy" and "The Nature and Scope of Social Science," which reflect his deep engagement with political philosophy and social theory.
In recognition of his contributions,
the university has established the Professor Leonard I. Krimerman Student-Directed Community Service Fund to support student-led community service projects.
The University of Connecticut Office of Outreach & Engagement (O&E). O&E is UConn’s primary resource on matters related to public engagement with the community. Much like the Inner College, O&E faculty will guide students in directing their own off-campus learning activities with a strong focus on community service. These faculty will no
The University of Connecticut Office of Outreach & Engagement (O&E). O&E is UConn’s primary resource on matters related to public engagement with the community. Much like the Inner College, O&E faculty will guide students in directing their own off-campus learning activities with a strong focus on community service. These faculty will nominate candidates for Krimerman funds based on the student's need for funding to implement self-directed learning projects.
Rhonda (Moody) Kincaid graduated from the Inner College class of 1972. She joined the Inner College in 1969 after hearing that some people were creating a new education approach at UConn. She was in the Honors Program but intrigued by the opportunity to tailor her education to her interests through independent study, particularly in educa
Rhonda (Moody) Kincaid graduated from the Inner College class of 1972. She joined the Inner College in 1969 after hearing that some people were creating a new education approach at UConn. She was in the Honors Program but intrigued by the opportunity to tailor her education to her interests through independent study, particularly in educational anthropology and music.
The Inner College enabled her to build an interdisciplinary studies program based on the intersection of educational anthropology and folk music, including designing and teaching a related course. And, joining during the formative early years of the program, she also incorporated designing an alternative educational program from the ground into her learning plans as well, which included participating in a decision-making policy that was 100 percent consensus based. She credits Len with helping her learn to think "out of the box" and said his focus on social/justice issues helped her start to think more broadly.
Her integration of traditional and interdisciplinary independent study, combined with her teaching and experience in the planning and management of the Inner College itself gave her skills and experience that she found invaluable during her career that included 25 years as director of a nonprofit substance use treatment agency and 20 years as a regional manager at the CT Department of Mental Health and Addiction Services.
Other case histories are available at Inner College Oral Histories
Reggie Beamon joined the Inner College seeking a challenge that would bring new experiences to his studies. His programs combined political science, community organizing and alternative education. His self-directed learning projects included coordinating learning festivals, assisting in summer free schools, managing free breakfast progr
Reggie Beamon joined the Inner College seeking a challenge that would bring new experiences to his studies. His programs combined political science, community organizing and alternative education. His self-directed learning projects included coordinating learning festivals, assisting in summer free schools, managing free breakfast programs, and printing a community newspaper.
Reggie also served on the Inner College planning committee, which helped him develop leadership skills. He also worked with Len Krimerman on developing skills in grant writing and program evaluation. He said that Len taught him the importance of listening to others and providing space for diverse opinions.
Reggie graduated in 1973 and credits his entire Inner College experience to preparing him for his 30-year career, which includes directing the Waterbury Opportunities Industrialization Center, a large community service agency in Connecticut, serving as staff member Waterbury mayor’s office, and a 10-times elected member of the Connecticut House of Representatives.
In addition to hard skills like program evaluation methodologies, Reggie said that the Inner College laid a solid foundation for challenging the status quo in education and inspired generations of students and community stakeholders over the decades.
Other case histories are available at Inner College Oral Histories.
Judy Szegda Ortiz joined the Inner College as a junior in 1970, seeking a learning experience that would challenge her problem-solving skills. She had always questioned traditional attitudes taught during her early education, where she felt that opinions were often dismissed, and societal norms were restrictive, especially for girls. She
Judy Szegda Ortiz joined the Inner College as a junior in 1970, seeking a learning experience that would challenge her problem-solving skills. She had always questioned traditional attitudes taught during her early education, where she felt that opinions were often dismissed, and societal norms were restrictive, especially for girls. She felt that her high school counselors also limited her career options because of her gender.
Initially unclear about her career path, Judy chose sociology as a major and discovered the Inner College, which allowed her to earn college credits through non-traditional means, such as travel and self-directed learning. She created her own classes, including one on her family’s farm where she taught students about animal care. In 1971, Judy spent a semester in the Philippines, teaching in a village and earning credits while learning about local culture and resourcefulness.
Despite still being uncertain about her career, an internship through the Inner College led to a job as an Occupational Therapist. After four years, she transitioned to vocational rehabilitation counseling, where she worked for 35 years, helping people with disabilities succeed in the workplace. Throughout her life, the Inner College reinforced her belief in questioning norms and encouraged her to help others develop skills and navigate challenges. She passes this philosophy on to both her children and her clients.
Other case histories are available at Inner College Oral Histories.
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