<?xml version="1.0" encoding="UTF-8"?>
<itemContainer xmlns="http://omeka.org/schemas/omeka-xml/v5" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xsi:schemaLocation="http://omeka.org/schemas/omeka-xml/v5 http://omeka.org/schemas/omeka-xml/v5/omeka-xml-5-0.xsd" uri="https://digitalcollections.library.gvsu.edu/items/browse?output=omeka-xml&amp;page=924&amp;sort_field=Dublin+Core%2CTitle" accessDate="2026-05-08T06:25:42-04:00">
  <miscellaneousContainer>
    <pagination>
      <pageNumber>924</pageNumber>
      <perPage>24</perPage>
      <totalResults>26018</totalResults>
    </pagination>
  </miscellaneousContainer>
  <item itemId="40241" public="1" featured="0">
    <fileContainer>
      <file fileId="44019">
        <src>https://digitalcollections.library.gvsu.edu/files/original/8965a1c667ffe39b6aadfc76d3fe2a48.pdf</src>
        <authentication>9717f57b2f5d66b8aa46263eae6eedd0</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="765372">
                    <text>�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="36">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="761921">
                  <text>Incunabula</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765550">
                  <text>The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="765551">
                  <text>1450/1500</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="765552">
                  <text>Incunabula Collection (DC-03)</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765553">
                  <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United &lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765554">
                  <text>Incunabula</text>
                </elementText>
                <elementText elementTextId="765747">
                  <text>Printing 1450-1500</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="765555">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="765556">
                  <text>DC-03</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765557">
                  <text>application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765558">
                  <text>text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765559">
                  <text>eng&#13;
it&#13;
la&#13;
nl &#13;
de</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765359">
                <text>Supplementum chronicarum [folium 194]</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="765360">
                <text>DC-03_194Bergamomensis1485</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765361">
                <text>JJacobus Philippus, Bergomensis, 1434-1520</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765362">
                <text>One leaf  from Supplementum chronicarum by Jacobus Philippus de Bergamo. Printed in Brescia by Boninus de Boninis, de Ragusia, on December 1, 1485. [GW M10965; ISTC ij00209000]</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="765363">
                <text>Brescia: Boninus de Boninis, de Ragusia</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765364">
                <text>Incunabula</text>
              </elementText>
              <elementText elementTextId="765365">
                <text>Printing 1450-1500</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765366">
                <text>la</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765367">
                <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765369">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="765370">
                <text>1485</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="765371">
                <text>Seidman Rare Books Collection</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="799405">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="40068" public="1" featured="0">
    <fileContainer>
      <file fileId="43857">
        <src>https://digitalcollections.library.gvsu.edu/files/original/b2af1399ad813c50ba57a7cb7034cab6.pdf</src>
        <authentication>0c4977700ea919ed30b2a26f9be37233</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="762966">
                    <text>�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="36">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="761921">
                  <text>Incunabula</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765550">
                  <text>The term incunabula refers to books printed between 1450 and 1500, approximately the first fifty years following the invention, by Johann Gutenberg of Mainz, of printing from moveable type. Our collection includes over 200 volumes and numerous unbound leaves from books printed during this period.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="765551">
                  <text>1450/1500</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="765552">
                  <text>Incunabula Collection (DC-03)</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765553">
                  <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United &lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765554">
                  <text>Incunabula</text>
                </elementText>
                <elementText elementTextId="765747">
                  <text>Printing 1450-1500</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="765555">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="765556">
                  <text>DC-03</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765557">
                  <text>application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765558">
                  <text>text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="765559">
                  <text>eng&#13;
it&#13;
la&#13;
nl &#13;
de</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762952">
                <text>Supplementum chronicarum [folium 48]</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="762953">
                <text>DC-03_048Bergamomensis1490</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762954">
                <text>Jacobus Philippus, Bergomensis, 1434-1520</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762955">
                <text>One leaf from Supplementum chronicarum by Jacobus Philippus de Bergamo. Printed in Venice by Bernardinus Benalius on December 15, 1486. [GW M10971; ISTC ij00210000]</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="762956">
                <text>Venice: Bernardinus Benalius</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762957">
                <text>Incunabula</text>
              </elementText>
              <elementText elementTextId="762958">
                <text>Printing 1450-1500</text>
              </elementText>
              <elementText elementTextId="762959">
                <text>Jacobus Philippus, Bergomensis, 1434-1520</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762960">
                <text>la</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762961">
                <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762963">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="762964">
                <text>1486</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="762965">
                <text>Seidman Rare Books Collection</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="799249">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="43797" public="1" featured="0">
    <fileContainer>
      <file fileId="48236">
        <src>https://digitalcollections.library.gvsu.edu/files/original/d8d9bbfef581df562d50070bdcb48aea.pdf</src>
        <authentication>681993dea0edbfa45f31cc5a36908833</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="837119">
                    <text>�@-

WHAT MOMMIES DO BEST

What Mommies do Best is a series of programs for
parents at GVSU. Faculty, staff and student parents are
welcome.
Infant Massage' Seminar and Discussion
September 29 - Women's Center, 12-1 :30 p.m.
For parents of babies 3 weeks to pre-crawling . Expecting
parents, grandparents, caregivers are welcomed (dolls will be
available for practice). You will be introduced to the many
benefits of infant massage and learn to recognize cues to
better communicate with your infant. Simple massage
techniques will be taught that you can use at home while
enjoying quality time with your infant.
Green Parenting
October 20 - Kirkhof Center 2204, 12-1:00 p.m.
In collaboration with Campus Sustainability Week 2009, we
will offer insights into green parenting, discuss toxic toys
and talk about what it means to raise green kids.
Pamper Me
December 8 - Women's Center, 12-1:30 p.m. •
Come join other moms as we enjoy a relaxing noon hour at
our in home-"at work" spa. Foot massage; hand ~assage, and
good discussion. RSVP required, max. 20 participants.
REGISTER AT: www.gvsu.edu/women_cen, under on "RSVP
for Programs"

@- WHAT DADDIES DO BEST

@-

@-

CHILDREN'S ENRICHMENT CENTER

@-

Accredited by the National Assoc_iation for the £education of
Young Children, GVSU Children 's Encrichment Center has
been served the community since 1974. The Children' s
Enrichment Center is focused on our mission, to create a
learning community that encourages habits of itellectual
growth, curiosity and a love for learning . The CEC
committed to enriching the lives of Grand Valley's youngest
students, by offering a wide variety of developmentally
appropriate learning opportunities in a safe and nurturing
environment.
* Serving children 2.5 to J2 years of age
* GVSU discounts available
* Allendale bus route (before and after school)
* AM preschool options available
To contact the Children's Enrichment Center call
616.331.KJDS (5437) or e-mail at arnoldsh@gvsu.edu

@-

GVSUWORKLIFE
CONNECTIONS PROGRAM

@-

(Faculty and Staff Only)

Life can be full of stressors,: large and small, at home and at
work. Fortunately, there is a·place to turn. GVSU Work Life
Connections is your link to information, resources, support and
referrals on most any concern 'that you may experience,
whether person! or work related. We offer nation wide referrals
for child care, elder care, financial and legal services and more.
Free counseling is.available to GVSU faculty and staff through
Encompass, our employee assistance service.
For counseling services and resources or referrals call l-800788-8630 . To contact Sue Sloop, Work Life Consultant from
the Work Life Connections Program, call (616) 331-8011 or
sloops@gvsu.edu

When do guys get the chance to meet and talk about being a
Dad? Here it is! Join us for interesting and lively dialogue
between GVSU dads of young children. The group will meet in
Kirkhof Center, Rm 2242 from
Noon - 1:00 p.m . on the following dates :
Oct. 14th - School Can Be Tuff
Dec. 3rd - Starting Small: Talking to Your Kids
About Diversity
Feb. 11th - How to Teach Your Child About Love
March 31st- Advocacy for All Children

The GVSU Women's Center is dedicated to meeting the diverse
needs and interests of women at the university. Our office is
rich in resources and offers ·a supportive environment for a
variety of audiences, including nontraditional women and
mothers.

Register at www.gvsu.edu/healthwellness click on Upcoming
Events.

To contact the Women's Center, 1201 Kirkhof,
call (616) 331-2748 or e-mail at womenctr@gvsu.edu.

@-

FAMILY HELPER DATABASE

@-

The Family Helper Database is an exciting new service for
GVSU Faculty/Staff/Student parents to utilize when desiring
short-term babysitting, house sitting, pet sitting, or elder care
giving services. The database enables students to post
information regarding what kind of services they provide,
and their babysitting qualitifications including CPR, First
Aid, and/or Baby Sitter Certification. The Family Helper
Database Administrator also conducts a criminal background
check on each student before his/her information is posted.
For more information, please contact the Women 's Center at
616-331-2748 or womenctr@gvsu.edu.

@- MATERNITY MANAGEMENT @The UMR Maternity Management Program is provided to all
GVSU Base and Enhanced PPO medical plan faculty and
staff members. It all begins with a confidential survey online
or by calling a toll free number to get a paper survey. Please
visit myumr.com to enroll or call 1-800-837- 7927.

@-

@-

GVSU WOMENS CENTER @-

STUDENT PARENT NETWORK @-

The Student Parent Network is a peer support network
providing resources and family-oriented activities for
students with families. All student-parents are welcome and
encouraged to get involved and take advantage of the
resources.
Please check the Women's Center or email
womenctr@gvsu.edu for more information . Hope to hear
from you soon!

@- sTUDENTFOODPANTRY@Obtaining an adequate food supply is often a major component
of the financial stress that students bear. GVSU recognizes that
"Helping Grand Valley's neediest with the cost of food would
allow those students to focus their time, money, and energy
upon more academic pursuits." The Food pantry is open to
current GVSU students. The pantry can be accessed through
the Women's Center at 120 I Kirkhof Center.

�fi:T ~UPPORT FOR NURSING MOTHERS@:.
- NURSING NESTS. GVSU is striving to make it easier for nursing mothers to
maintain breastfeeding after returning to work by providing
private and comfortable "nursing nests". We know that
allowing mothers to continue nursing has many advai:itages
moms, familie§ and t; the institution. J;he number one
,
advantage being that breastfed babies 1:iave fewer illnesses.
addition, studies have shown that ri1oth1rs who breastfeed ·
· return to their fiomial weight faster, are less likely to be
depressed, and have a reduced risk of getting breast or ovarian
cani,:er or osteqporosis.
The locations provide a quiet comfortable space, electrical
outlets for equipment and resources o~ n~rsing. If milk
•. ,
storage is an issue, the Women's Center has a small refrigeraJ
tor that can be used if requested.
Nursing nest locations:

* Kirkhof Center, Women's restroom
,Main floor near Women's Center, Room 1252
@

* Fieldhouse, Women:S Restroom ,0rf
Main floor close to the athletic offices, Room B-127

'

~
* Performing Arts
Center [PAC], Women's Restroom
Main floo·r, Room 1404

* Mackinaw Hall, room B-1-1103
.. * Green. Room,Pew
Campus
- please .cpntact
Kathleen
, ·~
.
w'
. Wrightt
•
to reserve a time
I

* Ultrasound Locker Room Center, area for Health Sciences contact the frpnt desk on "M" level to reserve a time.
/

. @\BABY CHAN~ING STATIONS Ct
Baby changing stations have been added to restrooms in the
women's and men'.s restrooms across campus . This has been
done to serve the children of our faculty, staff, students and
community members during working hours or for events that
may be on campus.

* To learn where these are located,
_please contact the·Women's Center.

.

~

OnCampus Resources:
.
Wom;n'sCentei"
1201°KCi , ,
Marlene Kowalski-Braun
331-2748
www:gvsu.e,du/women~cen
Children's Enrichment Center
l W. Campus Drive
Sharalle Arnold
331-5437 (KIDS)
www.gvsu.edu/child

.

.

· &gt;Work Life Connection~
· 140 LMH
, , ·. Sue Sloop
· 331-8011
sloops@gvsu.edu

Ji}··

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="42">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815473">
                  <text>GVSU Sexuality and Gender Flyers</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815474">
                  <text>The Rainbow Resource Center</text>
                </elementText>
                <elementText elementTextId="815475">
                  <text>Women and Gender Studies Department</text>
                </elementText>
                <elementText elementTextId="815476">
                  <text>Women's Commission</text>
                </elementText>
                <elementText elementTextId="815477">
                  <text>Gayle R. Davis Center for Women and Gender Equity</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815478">
                  <text>Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815479">
                  <text>1974/2019</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="815480">
                  <text>Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and  Gayle R. Davis Center for Women and Gender Equity.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815481">
                  <text>In Copyright</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815482">
                  <text>Gender identity</text>
                </elementText>
                <elementText elementTextId="815483">
                  <text>Gender expression</text>
                </elementText>
                <elementText elementTextId="815484">
                  <text>Sexual orientation</text>
                </elementText>
                <elementText elementTextId="815485">
                  <text>Women's studies</text>
                </elementText>
                <elementText elementTextId="815486">
                  <text>Queer theory</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="815487">
                  <text>Grand Valley State University. University Libraries. Special Collections and University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="815488">
                  <text>DC-09</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815489">
                  <text>application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815490">
                  <text>Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815491">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="837104">
                <text>DC-09_SGF_Womens-Center_2009_Support-for-Working-Women.pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837105">
                <text>Women's Center</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837106">
                <text>2009-08</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837107">
                <text>Support for Working Mothers, Fathers &amp; Families</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837108">
                <text>Pamphlet of services and group offerings for working people. Revised date used. </text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837109">
                <text>Community centers</text>
              </elementText>
              <elementText elementTextId="837110">
                <text>Calendars</text>
              </elementText>
              <elementText elementTextId="837111">
                <text>Family recreation</text>
              </elementText>
              <elementText elementTextId="837112">
                <text>Family life</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="837113">
                <text>Women's Center</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837115">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837116">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837117">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="837118">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1033612">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="19117" public="1" featured="0">
    <fileContainer>
      <file fileId="21232">
        <src>https://digitalcollections.library.gvsu.edu/files/original/58ec37fd1b90a6b391fe610e689d4341.jpg</src>
        <authentication>aa3ace557ed96624e39183f491d7a1b4</authentication>
      </file>
    </fileContainer>
    <collection collectionId="14">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199923">
                  <text>Naval Recognition Training Slides</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199924">
                  <text>Slides</text>
                </elementText>
                <elementText elementTextId="765865">
                  <text>Military education</text>
                </elementText>
                <elementText elementTextId="765866">
                  <text>Airplanes, Military--Recognition</text>
                </elementText>
                <elementText elementTextId="765867">
                  <text>Warships--Recognition</text>
                </elementText>
                <elementText elementTextId="765868">
                  <text>World War, 1939-1945</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199925">
                  <text>Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199926">
                  <text>United States. Navy</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="199927">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides (RHC-50)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="199928">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199929">
                  <text>2017-04-04</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199930">
                  <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199931">
                  <text>image/jpg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199932">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199933">
                  <text>image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="199934">
                  <text>RHC-50</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="199935">
                  <text>1943-1953</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="62">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="468065">
              <text>&lt;a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides, RHC-50&lt;/a&gt;</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="342202">
                <text>RHC-50_X1467</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342203">
                <text>Surcouf French DD (destroyer)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342204">
                <text>United States. Navy</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342205">
                <text>Surcouf French DD (destroyer), March 1, 1955.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342207">
                <text>United States. Navy</text>
              </elementText>
              <elementText elementTextId="342208">
                <text>Military education</text>
              </elementText>
              <elementText elementTextId="342209">
                <text>World War, 1939-1945</text>
              </elementText>
              <elementText elementTextId="342210">
                <text>Slides</text>
              </elementText>
              <elementText elementTextId="342211">
                <text>Warships--Recognition</text>
              </elementText>
              <elementText elementTextId="342212">
                <text>France</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342213">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342214">
                <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342215">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342216">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="342218">
                <text>Naval recognition slides (RHC-50)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="438619">
                <text>1955-03-01</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1028371">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="19118" public="1" featured="0">
    <fileContainer>
      <file fileId="21233">
        <src>https://digitalcollections.library.gvsu.edu/files/original/d6f65c7ca2f8e873428a4d64ce9157fe.jpg</src>
        <authentication>dcd4a8e91629ecaad9763fb55fe3d141</authentication>
      </file>
    </fileContainer>
    <collection collectionId="14">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199923">
                  <text>Naval Recognition Training Slides</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199924">
                  <text>Slides</text>
                </elementText>
                <elementText elementTextId="765865">
                  <text>Military education</text>
                </elementText>
                <elementText elementTextId="765866">
                  <text>Airplanes, Military--Recognition</text>
                </elementText>
                <elementText elementTextId="765867">
                  <text>Warships--Recognition</text>
                </elementText>
                <elementText elementTextId="765868">
                  <text>World War, 1939-1945</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199925">
                  <text>Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199926">
                  <text>United States. Navy</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="199927">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides (RHC-50)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="199928">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199929">
                  <text>2017-04-04</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199930">
                  <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199931">
                  <text>image/jpg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199932">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199933">
                  <text>image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="199934">
                  <text>RHC-50</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="199935">
                  <text>1943-1953</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="62">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="468066">
              <text>&lt;a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides, RHC-50&lt;/a&gt;</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="342220">
                <text>RHC-50_X1468</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342221">
                <text>Surcouf French DD (destroyer)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342222">
                <text>United States. Navy</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342223">
                <text>Surcouf French DD (destroyer), March 1, 1955.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342225">
                <text>United States. Navy</text>
              </elementText>
              <elementText elementTextId="342226">
                <text>Military education</text>
              </elementText>
              <elementText elementTextId="342227">
                <text>World War, 1939-1945</text>
              </elementText>
              <elementText elementTextId="342228">
                <text>Slides</text>
              </elementText>
              <elementText elementTextId="342229">
                <text>Warships--Recognition</text>
              </elementText>
              <elementText elementTextId="342230">
                <text>France</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342231">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342232">
                <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342233">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="342234">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="342236">
                <text>Naval recognition slides (RHC-50)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="438620">
                <text>1955-03-01</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1028372">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="26578" public="1" featured="0">
    <fileContainer>
      <file fileId="28694">
        <src>https://digitalcollections.library.gvsu.edu/files/original/f6df712cb79cfcb650d3d88c3f0d6c90.jpg</src>
        <authentication>735f6a3b5d21ae88f1fdb16b9146fe67</authentication>
      </file>
    </fileContainer>
    <collection collectionId="29">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464843">
                  <text>Decorated Publishers' Bindings</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464844">
                  <text>Book covers</text>
                </elementText>
                <elementText elementTextId="464845">
                  <text>Covers (Illustration)</text>
                </elementText>
                <elementText elementTextId="464846">
                  <text>Graphic arts</text>
                </elementText>
                <elementText elementTextId="464847">
                  <text>Publishers and publishing</text>
                </elementText>
                <elementText elementTextId="464848">
                  <text>Pictorial bindings</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464849">
                  <text>From the early 1870s to roughly 1930, many publishers issued their commercial book covers with a remarkable variety of graphic designs and illustrations. This sixty-year period saw many artists and designers contributing to this art form. While some can be identified from their style or initials, others remain unknown.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="464850">
                  <text>Seidman Rare Books Collection</text>
                </elementText>
                <elementText elementTextId="465152">
                  <text>Michigan Novels Collection</text>
                </elementText>
                <elementText elementTextId="465153">
                  <text>Regional Historical Collection</text>
                </elementText>
                <elementText elementTextId="465154">
                  <text>Lincoln and the Civil War Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="464851">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464852">
                  <text>2017-08-30</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464853">
                  <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;, &lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464854">
                  <text>image/jpg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464855">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="464856">
                  <text>Image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="464857">
                  <text>DC-01</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="62">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="493085">
              <text>Seidman Rare Books. PS3089.T34 S87 1904 </text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="493070">
                <text>DC-01_Bindings0253</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493071">
                <text>Sure: New Chimmie Fadden Stories</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493072">
                <text>Binding of Sure New Chimmie Fadden Stories, by Edward W. Townsend, published by Dodd, Mead and Company, c.1904.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493074">
                <text>Book covers</text>
              </elementText>
              <elementText elementTextId="493075">
                <text>Covers (Illustration)</text>
              </elementText>
              <elementText elementTextId="493076">
                <text>Graphic arts</text>
              </elementText>
              <elementText elementTextId="493077">
                <text>Publishers and publishing</text>
              </elementText>
              <elementText elementTextId="493078">
                <text>Pictorial bindings</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493079">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493080">
                <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493081">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493082">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="493084">
                <text>1904</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1030483">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="43382" public="1" featured="0">
    <fileContainer>
      <file fileId="47922">
        <src>https://digitalcollections.library.gvsu.edu/files/original/b2a13733c2f2876b8204fe047dfac50b.pdf</src>
        <authentication>5d83c772e066df1fb98d3154bcf703bf</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="830196">
                    <text>West Michigan
Women's Studies Council
Presents:

SARAH
JONES
Poet and Performer

Surface Transit
Performance to be followed by a
question and answer session
and a panel discussion

Thursday
October 9, 2003
7:00 p.m.

Royce Auditorium
St. Cecilia Music Society
24 Ransom Avenue NE
Downtown Grand Rapids

FREE AND OPEN TO THE PUBLIC
For more information call
GVSU Women 's Center, (616) 331-2748
Media
Sponsor

e
RAD I 0

PHOTO CREDIT CHRISTOPH WILHELM

L"A I

Au_UINA".-

C( lLI.IU

VI N

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="42">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815473">
                  <text>GVSU Sexuality and Gender Flyers</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815474">
                  <text>The Rainbow Resource Center</text>
                </elementText>
                <elementText elementTextId="815475">
                  <text>Women and Gender Studies Department</text>
                </elementText>
                <elementText elementTextId="815476">
                  <text>Women's Commission</text>
                </elementText>
                <elementText elementTextId="815477">
                  <text>Gayle R. Davis Center for Women and Gender Equity</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815478">
                  <text>Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815479">
                  <text>1974/2019</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="815480">
                  <text>Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and  Gayle R. Davis Center for Women and Gender Equity.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815481">
                  <text>In Copyright</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815482">
                  <text>Gender identity</text>
                </elementText>
                <elementText elementTextId="815483">
                  <text>Gender expression</text>
                </elementText>
                <elementText elementTextId="815484">
                  <text>Sexual orientation</text>
                </elementText>
                <elementText elementTextId="815485">
                  <text>Women's studies</text>
                </elementText>
                <elementText elementTextId="815486">
                  <text>Queer theory</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="815487">
                  <text>Grand Valley State University. University Libraries. Special Collections and University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="815488">
                  <text>DC-09</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815489">
                  <text>application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815490">
                  <text>Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815491">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="830183">
                <text>DC-09_SGF_WGS_2003_InvitedSpeaker_SarahJones_Poster.pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830184">
                <text>Women &amp; Gender Studies Program</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830185">
                <text>2003-10-09</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830186">
                <text>Surface Transit</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830187">
                <text>Poster for the performance done by Sarah Jones. Signed by performer with text that says: "With love and thanks to Kathleen!"</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830188">
                <text>Women's studies</text>
              </elementText>
              <elementText elementTextId="830189">
                <text>Performance artists</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="830190">
                <text>Women, Gender, and Sexuality Studies Department</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830192">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830193">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830194">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="830195">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1033332">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="53939" public="1" featured="0">
    <fileContainer>
      <file fileId="58404">
        <src>https://digitalcollections.library.gvsu.edu/files/original/c6c7431ddc21130655b283c135966c69.jpg</src>
        <authentication>684e507c9135ad0bd4706571fd77815b</authentication>
      </file>
    </fileContainer>
    <collection collectionId="43">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832653">
                  <text>Douglas R. Gilbert Photographs</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832654">
                  <text>Gilbert, Douglas R., 1942-2023</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832655">
                  <text>Photographs scanned from negatives and transparencies from the Douglas R. Gilbert papers (RHC-183).&#13;
&#13;
Douglas R. Gilbert (b. 1942) is an American photographer from Michigan. He was born in Holland, Michigan and is the son of Russell W. and Carmen (Andree) Gilbert. Gilbert earned a B.A. in social sciences and art at Michigan State University in 1964, an M.S. in photography from the Institute of Design at Illinois Institute of Technology in 1972, and a M.S.W. from Salem State College in 1993. He is married to Barbara (McDonald) Gilbert, and has three daughters, Robyn, Rachel, and Anne. Gilbert took a serious interest in photography at the age of fourteen. In 1963 he joined the staff of Look magazine in New York as the second youngest photojournalist in the magazine's history. As a Look photographer from 1964 to 1966, he photographed folk musician Bob Dylan, the Newport Folk Festival, Simon and Garfunkel, the New York City Financial District, the children and facilities at the Manhattan School for Seriously Disturbed Children. From 1967 to 1969, Gilbert did several shoots, including that of folk singer Janis Ian for Life magazine. After moving to Chicago, Illinois in 1969 to attend the Illinois Institute of Technology, Gilbert conducted notable photo shoots of business and political figure Lenore Romney, and pursued more personal and artistic photography, focusing on urban and rural landscapes in Illinois and Michigan. He then joined the faculty of Wheaton College, where he taught from 1972 to 1982. In 1993, Gilbert graduated from Salem State College, Massachusetts, with a Masters in Social Work, and later pursued a second career as a psychotherapist. Douglas Gilbert died in June 2023. &#13;
&#13;
Throughout his photography career, he pursued both freelance commercial work as well as artistic work. His art photography is characterized by its classic black-and-white format, and features people, places and objects shot great attention and sensitivity. Gilbert's works are held in the permanent collections of the Art Institute of Chicago, the High Museum of Art in Atlanta, The Norton Simon Museum in Pasadena, and the Grand Valley State University Art Galleries, as well as in numerous private and institutional collections.&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832656">
                  <text>1960-2011</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="832657">
                  <text>&lt;a href="%E2%80%9Dhttps%3A//gvsu.lyrasistechnology.org/repositories/2/resources/783%E2%80%9D"&gt;Douglas R. Gilbert Papers (RHC-183)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832658">
                  <text>In Copyright</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832659">
                  <text>Photographs</text>
                </elementText>
                <elementText elementTextId="832660">
                  <text>Photography -- United States</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="832661">
                  <text>Grand Valley State University. University Libraries. Special Collections and University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="832662">
                  <text>RHC-183</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832663">
                  <text>Image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832664">
                  <text>image/jpeg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="832665">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="996731">
                <text>RHC-183_F203-0009</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996732">
                <text>Gilbert, Douglas R.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996733">
                <text>1965-05-08</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996734">
                <text>Surfing at Rockaway Beach, NY</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996735">
                <text>Black and white photograph of a group of teenage boys gathered on the beach and watching their friend approach the water with his surfboard at Rockaway Beach, New York. Scanned from the negative.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996736">
                <text>Rockaway (New York, N.Y.)</text>
              </elementText>
              <elementText elementTextId="996737">
                <text>Rockaway Beach (New York, N.Y.)</text>
              </elementText>
              <elementText elementTextId="996738">
                <text>Surfboards</text>
              </elementText>
              <elementText elementTextId="996739">
                <text>Surfing</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="996740">
                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/783"&gt;Douglas R. Gilbert papers (RHC-183)&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996742">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996743">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="996744">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="38">
            <name>Coverage</name>
            <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
            <elementTextContainer>
              <elementText elementTextId="996745">
                <text>1960s</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1038080">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="24703" public="1" featured="0">
    <fileContainer>
      <file fileId="26813">
        <src>https://digitalcollections.library.gvsu.edu/files/original/fe10e5edc0472b43e33387b3d9f42870.mp3</src>
        <authentication>0674fe160864bcaa94c93e656e0b19bf</authentication>
      </file>
    </fileContainer>
    <collection collectionId="3">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="28623">
                  <text>Richard A. Rhem Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="28624">
                  <text>Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years.  Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar.&#13;
&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425067">
                  <text>Clergy--Michigan</text>
                </elementText>
                <elementText elementTextId="765570">
                  <text>Reformed Church in America</text>
                </elementText>
                <elementText elementTextId="765571">
                  <text>Christ Community Church (Spring Lake, Mich.)</text>
                </elementText>
                <elementText elementTextId="765572">
                  <text>Religion</text>
                </elementText>
                <elementText elementTextId="765573">
                  <text>Interfaith worship</text>
                </elementText>
                <elementText elementTextId="765574">
                  <text>Sermons</text>
                </elementText>
                <elementText elementTextId="765575">
                  <text>Sound Recordings</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425068">
                  <text>Rhem, Richard A. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="425069">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514"&gt;Richard A. Rhem papers (KII-01)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="425070">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425071">
                  <text>Kaufman Interfaith Institute</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425072">
                  <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425073">
                  <text>English</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425074">
                  <text>Sound&#13;
Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="425075">
                  <text>KII-01</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="425076">
                  <text>1981-2014</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425077">
                  <text>audio/mp3&#13;
text/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="5">
      <name>Sound</name>
      <description>A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds.</description>
      <elementContainer>
        <element elementId="55">
          <name>Event</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="458327">
              <text>Thanksgiving Day</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="56">
          <name>Scripture Text</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="458328">
              <text>Lamentations 3:22-23</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="4">
          <name>Location</name>
          <description>The location of the interview</description>
          <elementTextContainer>
            <elementText elementTextId="458329">
              <text>Christ Community Church, Spring Lake, MI</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="458324">
                <text>KII-01_RA-0-19961128</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458325">
                <text>1996-11-28</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458326">
                <text>Surprised at Mercy's Dawning</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458330">
                <text>Richard A. Rhem</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="458331">
                <text>Grand Valley State University</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458332">
                <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458333">
                <text>Clergy--Michigan</text>
              </elementText>
              <elementText elementTextId="458334">
                <text>Reformed Church in America</text>
              </elementText>
              <elementText elementTextId="458335">
                <text>Christ Community Church (Spring Lake, Mich.)</text>
              </elementText>
              <elementText elementTextId="458336">
                <text>Sermons</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="458337">
                <text>Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458338">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458339">
                <text>Sound</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458340">
                <text>audio/mp3</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="458341">
                <text>A sermon given by Richard A. Rhem (Dick) on November 28, 1996 entitled "Surprised at Mercy's Dawning", on the occasion of Thanksgiving Day, at Christ Community Church, Spring Lake, MI. Scripture references: Lamentations 3:22-23.</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="11179" public="1" featured="0">
    <fileContainer>
      <file fileId="12674">
        <src>https://digitalcollections.library.gvsu.edu/files/original/0d887fd798c231b8bd03b9ce0696094d.mp3</src>
        <authentication>3ef966eaef354aa6e5384c74a82e8c2b</authentication>
      </file>
      <file fileId="12675">
        <src>https://digitalcollections.library.gvsu.edu/files/original/74ddf4040d65102b3ed2df7a79bf9f7b.pdf</src>
        <authentication>c2a5d28540de685c06d42d80eba10a1c</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="202642">
                    <text>Surprised by Grace
Text: Lamentations 3:22-26
Richard A. Rhem
Christ Community Church
Spring Lake, Michigan
August 2, 1987
Transcription of the spoken sermon
The steadfast love of the Lord never ceases, his mercies never come to an
end; they are new every morning; great is thy faithfulness… It is good
that one should wait quietly for the salvation of the Lord. Lamentations
3:22-26
Sometimes a light surprises the Christian while he sings;
It is the Lord, who rises with healing in His wings:
When comforts are declining, He grants the soul again
A season of clear shining, to cheer it after rain.
William Cowper has captured the theme of this message beautifully in these lines.
He lived from 1731 to 1800 and was England's most honored poet between Pope
and Shelley. He was a frail child and very sensitive. His mother died when he was
a child of six and near the end of his life he remarked there had never been a day
when he had not mourned her death. His father sent him to law school, but the
prospect of appearing for his final exam so frightened him that he suffered a
mental breakdown and even attempted suicide. For 18 months he was placed in
an insane asylum. He found a personal relationship with Jesus Christ through
reading Romans. Having recovered, he was befriended by the family of a
clergyman, Morly Urwin, and when Urwin died, John Newton, the converted
slave trader become Anglican pastor and author of "Amazing Grace," invited
Cowper to come to Olney, England, Newton's parish. For the last two decades of
Cowper's life, he was a close personal friend of Newton. With Newton, Cowper
cooperated in producing Olney Hymns, a collection of 349 hymns.
Cowper's own personal experience finds expression not only in the hymn cited
above but, for example, in "O For a Closer Walk With God."
Return, O Holy Dove, return,
Sweet messenger of rest!
I hate the sins that made thee mourn
And drove thee from my breast.
© Grand Valley State University

	&#13;  

�Surprised by Grace

Richard A. Rhem

Page 2	&#13;  

And in "God Moves In A Mysterious Way."
Ye fearful saints, fresh courage take;
The clouds ye so much dread
Are big with mercy, and shall break
In blessings on your head.
In a word, the one who trusts in the good and gracious God is not spared the
troubles and anguish common to humankind; the child of God, however, knows
more than the awful darkness; the child of God also knows what it is to be
surprised by grace.
Sometimes a light surprises a Christian while he sings – or prays, or reflects on
the past mercies of God. And the light which scatters the darkness ushers in "a
season of clear shining." The experience is one of sheer grace; it comes in the
wake of an anguish and despair which seemed beyond resolution; it comes when
one has lost all hope and cannot imagine that things will ever come right, that
one's heart will ever be mended, that one will ever again know joy and rejoicing.
Unpredictably, unexpectedly, light returns, the woundedness heals and grace is
experienced. God intervenes; one is assured anew of a mercy that never fails and
a steadfast love that never wavers and a faithfulness that remains rocklike.
So to experience grace is to find life transformed, reality transformed. One moves
from disarray, disorientation to new orientation and all one can do is praise God
out of a heart saturated with gratitude.
In our study of the Psalms we have traced the rhythm of human experience that is
never static but rather dynamic, in motion.
Sometimes life is experienced as harmonious and well-ordered. Meaning is
secure and purpose in life clear. One trusts in the wise and gracious rule of the
Sovereign Creator. But sometimes the roof collapses, the bottom drops out and
order turns to chaos. The dark night of the soul knows only anguish - and as
noted in our study of Psalm 88, the darkness sometimes settles in with no relief,
no resolution.
But, thank God, in our common human experience there more often follows a
scattering of the darkness, a burst of light, the promise of joy and a new
orientation – the surprise of grace.
The Psalms are a mirror of Israel's spiritual experience; they are a portrait of the
way life is for us all. Life is lived not so much in one state or the other, but in the
dynamic movement from orientation through disorientation to new orientation.

© Grand Valley State University

�Surprised by Grace

Richard A. Rhem

Page 3	&#13;  

That is the way life is and the Bible is a very honest book and the Old Testament a
very wholesome portrayal of human experience before the face of God.
This message celebrates the surprising grace of God that effects healing and
wholeness, the grace that is not at our disposal, not ours to control or
manipulate, not predictable or expected – the grace which is the intervention of
the faithful God Who comes to us out of the darkness, Who meets us in the
darkness, Who transforms the darkness into light.
Although we have been tracing this pattern in the Psalms, and there are many
examples of the surprise of grace in the Psalms, I have chosen my text from the
Book of Lamentations. The whole book is poetry, five poems, elegies that give
expression to the deep anguish of the people of God over the devastation of
Jerusalem through the destruction ordered by the Babylonian King
Nebuchadnezzar after the seige of 587 was successful and the Holy City was
finally taken. The walls were torn down, the Temple burned, the best of the
citizenry taken away and the city left a smoldering shambles. The situation, the
historical context out of which this grief pours, is given in the book of II Kings
25:8-12:
In the fifth month, on the seventh day of the month, in the nineteenth year
of King Nebuchadnezzar, king of Babylon - Nebuzaradan, captain of the
guard, an official of the king of Babylon, entered Jerusalem. He burned
down the house of Yahweh, and the King's house; and all the houses in
Jerusalem, including every great man's house, he set on fire and burned.
The whole army of the Chaldeans tore down the walls of Jerusalem, all
around... The rest of the people who were left in the city, and those who
had deserted to the King of Babylon, and the rest of the populace,
Nebuzaradan, captain of the guard, took to Babylon as prisoners. The
captain of the guard left only some of the poorest in the country to tend the
vines and farm the land.
Lamentations.supplies the meaning of this historical data. As one commentator
says,
It is first of all a recital of the horrors and atrocities that came during the
long siege and its aftermath, but beyond the tale of physical suffering it
tells of the spiritual significance of the fall of the city. For the ancient
people chosen by Yahweh it meant the destruction of every cherished
symbol of their election by God. In line after line the poet recalls all the
precious, sacred things which had been lost or shattered: the city itself,
once "The perfection of beauty, the joy of the whole earth;" the city walls
and towers, once the outward sign that "God is in the midst of her," the
King, "The anointed of Yahweh, the breath of our nostrils"; the priests, and
with them all festive and solemn worship; the prophets, and with them all
visions and the living word of God; the land itself, Israel's "inheritance"
from Yahweh, now turned over to strangers; the people - dead, exiled, or

© Grand Valley State University

�Surprised by Grace

Richard A. Rhem

Page 4	&#13;  

slaves in their own land. Every sign that had once provided assurance and
confidence in God was gone. (Anchor Bible, Lamentations, p. XV)
To the survivors these poems in Lamentations served as a means by which to
bring to expression an almost inexpressible sorrow. Their grief was deep - beyond
words; yet these words gave vent to the anguish and as we noted last week, when
in the darkness, it is so important to bring to expression the anguish - to bring it
into the presence of God Who is experienced as absent, yet present in the
absence.
So much for the historical context and the deep spiritual malaise the events of
587 created in the experience of Judah. What we are focusing on in this message
is not the darkness which provides the backdrop, but rather the surprise of
grace, the return of hope. From near total despair, the person described by the
poet wins through to confidence that God's mercy is not at an end and that his
steadfast love will not fail nor his faithfulness falter.
In chapter 3, the first 16 verses portray vividly the terrible suffering the person
has experienced; verses 17-20 describe the resulting despair and then, in an
amazing turnabout, verses 21-25 speak of renewed hope that rises from the
remembrance of the mercy of God.
In verses 1-16 the author is saying, "This is what any human being may be called
to endure." Verses 17-21 are a transitional bridge which portray the despair and
despondency which results from the onslaught of suffering. But even in the
darkness of despair, the one who trusts in God will wait.
With verse 22 we have the breakthrough, the surprise of grace. And the surprise
of grace is a renewed sense of the mercy or the steadfast love of the Lord. The
Hebrew word is hesid, "steadfast love" or "loyal love" or "mercy."
The remembrance of the steadfast love of the Lord is the basis for renewed hope.
Hesid describes God's faithful and merciful love which is promised and may thus
be expected even when there is no tangible sign of its presence. Hesid speaks of
more than an emotion; it is the loving and merciful action of God which
transforms reality.
In the darkest hour Israel remembered the steadfast love, the mercy of God. The
reality of the God of covenant grace returned to flood the soul of the sufferer; he
was surprised by grace and found his hope renewed; he found the grace to wait
patiently for the salvation of God. To his surprise, a new and unexpected
possibility shows itself. God's mercy is not at an end; God's compassion will not
fail. He breaks forth in exclamatory praise, "Great is Thy faithfulness." In the
wake of the new realization there is amazement, joy, gratitude and praise.
This is an expression of biblical faith at its heart, at its most profound depths. It
rests on the sure mercy, the steadfast love of the faithful God. It was when the

© Grand Valley State University

�Surprised by Grace

Richard A. Rhem

Page 5	&#13;  

grief had been brought to speech in the presence of God, that the writer was no
longer mesmerized by the darkness but once again remembered the true nature
of the Covenant God. Suddenly a light surprised him and that light was a prelude
to a season of clear shining. This mercy of God was not spent, exhausted; rather,
embracing the darkness and permeating the darkness was that mercy which was
new every morning. Now the sense of the faithfulness of God returns and hope
once again floods the soul.
In human experience we find that there are periods of anguish but we find, too,
that there is a grace that comes to us from beyond ourselves, that effects healing
in the midst of brokenness and creates hope in the most desolate human
situations.
The movie, "Choices of the Heart," was rerun on TV last week. It is the story of
Jean Donovan, one of the four women brutally slain in El Salvador a few years
ago. She was narrating her experience showing the terrible poverty, the violence
and fear that stalked the lives of the people. But she pointed to the children in
tattered rags, playing in the dusty rubble of their poor neighborhood and
remarked how amazingly they lived with hope. "They know," she said, "the roses
will bloom again."
It seems that hope thrives best in the darkness awaiting the light. And it is true there is a positive, healing power that gives buoyancy to the human heart even in
the darkness.
I re-read M. Scott Peck's The Road Less Traveled, remembering his discussion of
grace which he defines as a powerful force originating outside of human
consciousness which nurtures the spiritual growth of human beings. As a medical
person trained in the natural sciences, he witnesses to a miraculous power which
cannot be located as to origin or source nor explained in any scientific fashion,
but which he has, nonetheless, experienced for himself and as operative in the
patients he has dealt with in his psychiatric practice. He is ready, for himself, to
identify the source of grace as God.
This, of course, is precisely the witness of the Scriptures. It is not simply that
there is a force that is on our side; it is that there is a gracious God Who is for us.
It is not that the darkness is not threatening, that the anguish is not real; it is that
there is One Who invades the darkness and by the transformation of grace
changes the reality of our situation. It is not simply that time heals all wounds; it
is that God graciously heals us and brings us toward wholeness, just when it
seemed all hope was gone.
In the previous message I found the epitome of the experience of Psalm 88 in the
crucifixion of Jesus who cried out, "My God, why...?" and died in darkness, alone.
Within the framework of history there was, neither for the psalmist nor for Jesus,
a resolution. But, we can move beyond history now to the ultimate word, the
event of Easter morning. God raised Jesus from the dead. That is the last word, a

© Grand Valley State University

�Surprised by Grace

Richard A. Rhem

Page 6	&#13;  

word far too good to limit to Easter. Each Lord's Day is an Easter celebration, a
celebration of the bedrock of our confidence; our trust is in the God Who
transforms reality, the God Who raises the dead.
Sometimes we marvel at the resiliency, the buoyancy, the toughness of the
human spirit. It is really amazing and awesome. But that is not so much a
characteristic of the human spirit; it is a testimony to the steadfast love of the
Lord Whose compassion never fails, Whose mercy is new every morning, Who is
great in His faithfulness.
Sometimes hope is almost gone. Sometimes despair completely overwhelms.
What then?
Wait.
Why?
Because,
The Lord is good to those who look for Him, to all who seek Him; It is
good to wait in patience and sigh for the deliverance by the Lord.
Again, that Hebrew word, "wait," can also be translated "hope," or "wait with
expectation," because His mercy is not over.
Sometimes a light surprises;
Sometimes we are given "a season of clear shining;"
Sometimes we are surprised by grace because God is good and gracious.
He is our God.

© Grand Valley State University

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="3">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="28623">
                  <text>Richard A. Rhem Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="28624">
                  <text>Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years.  Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar.&#13;
&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425067">
                  <text>Clergy--Michigan</text>
                </elementText>
                <elementText elementTextId="765570">
                  <text>Reformed Church in America</text>
                </elementText>
                <elementText elementTextId="765571">
                  <text>Christ Community Church (Spring Lake, Mich.)</text>
                </elementText>
                <elementText elementTextId="765572">
                  <text>Religion</text>
                </elementText>
                <elementText elementTextId="765573">
                  <text>Interfaith worship</text>
                </elementText>
                <elementText elementTextId="765574">
                  <text>Sermons</text>
                </elementText>
                <elementText elementTextId="765575">
                  <text>Sound Recordings</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425068">
                  <text>Rhem, Richard A. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="425069">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514"&gt;Richard A. Rhem papers (KII-01)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="425070">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425071">
                  <text>Kaufman Interfaith Institute</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425072">
                  <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425073">
                  <text>English</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425074">
                  <text>Sound&#13;
Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="425075">
                  <text>KII-01</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="425076">
                  <text>1981-2014</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425077">
                  <text>audio/mp3&#13;
text/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="5">
      <name>Sound</name>
      <description>A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds.</description>
      <elementContainer>
        <element elementId="55">
          <name>Event</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="202625">
              <text>Pentecost IX</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="56">
          <name>Scripture Text</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="202626">
              <text>Lamentations 3:22-26</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="4">
          <name>Location</name>
          <description>The location of the interview</description>
          <elementTextContainer>
            <elementText elementTextId="202627">
              <text>Christ Community Church, Spring Lake, MI</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="202622">
                <text>KII-01_RA-0-19870802</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202623">
                <text>1987-08-02</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202624">
                <text>Surprised by Grace</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202628">
                <text>Richard A. Rhem</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202630">
                <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202631">
                <text>Clergy--Michigan</text>
              </elementText>
              <elementText elementTextId="202632">
                <text>Reformed Church in America</text>
              </elementText>
              <elementText elementTextId="202633">
                <text>Christ Community Church (Spring Lake, Mich.)</text>
              </elementText>
              <elementText elementTextId="202634">
                <text>Sermons</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="202635">
                <text>Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202636">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202637">
                <text>Sound</text>
              </elementText>
              <elementText elementTextId="202638">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202639">
                <text>audio/mp3</text>
              </elementText>
              <elementText elementTextId="793989">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="202641">
                <text>A sermon given by Richard A. Rhem (Dick) on August 2, 1987 entitled "Surprised by Grace", on the occasion of Pentecost IX, at Christ Community Church, Spring Lake, MI. Scripture references: Lamentations 3:22-26.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1026275">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="29">
        <name>Hope</name>
      </tag>
      <tag tagId="116">
        <name>Psalms</name>
      </tag>
      <tag tagId="75">
        <name>Suffering</name>
      </tag>
      <tag tagId="127">
        <name>Transforming Grace</name>
      </tag>
      <tag tagId="34">
        <name>Trust</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="11287" public="1" featured="0">
    <fileContainer>
      <file fileId="12805">
        <src>https://digitalcollections.library.gvsu.edu/files/original/690823055f428ef33f522d619143f39a.mp3</src>
        <authentication>3a82a72fe3e3057e8854433551ba0294</authentication>
      </file>
    </fileContainer>
    <collection collectionId="3">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="28623">
                  <text>Richard A. Rhem Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="28624">
                  <text>Text and sound recordings of the sermons, prayers, services, and articles of Richard Rhem, pastor emeritus of Christ Community Church in Spring Lake, Michigan, where he served for 37 years.  Starting in the mid 1980's, Rhem began to question some of the traditional Christian dogma that he had been espousing from the pulpit. That questioning was a first step in a long and interesting spiritual journey, one that he openly shared with his congregation. His journey is important, in part because it is reflective of the questioning, the yearnings, and the gradual revision of beliefs that many persons in this part of the century have experienced and continue to experience. It is important also because of the affirming and inclusive way his questioning was done and his thinking evolved. His sermons and other written and spoken materials together document the steps in his journey as it took a turn in 1985, yet continued to revolve around the framework and liturgies of the Christian calendar.&#13;
&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425067">
                  <text>Clergy--Michigan</text>
                </elementText>
                <elementText elementTextId="765570">
                  <text>Reformed Church in America</text>
                </elementText>
                <elementText elementTextId="765571">
                  <text>Christ Community Church (Spring Lake, Mich.)</text>
                </elementText>
                <elementText elementTextId="765572">
                  <text>Religion</text>
                </elementText>
                <elementText elementTextId="765573">
                  <text>Interfaith worship</text>
                </elementText>
                <elementText elementTextId="765574">
                  <text>Sermons</text>
                </elementText>
                <elementText elementTextId="765575">
                  <text>Sound Recordings</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425068">
                  <text>Rhem, Richard A. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="425069">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/514"&gt;Richard A. Rhem papers (KII-01)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="425070">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425071">
                  <text>Kaufman Interfaith Institute</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425072">
                  <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425073">
                  <text>English</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425074">
                  <text>Sound&#13;
Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="425075">
                  <text>KII-01</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="425076">
                  <text>1981-2014</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="425077">
                  <text>audio/mp3&#13;
text/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="5">
      <name>Sound</name>
      <description>A resource primarily intended to be heard. Examples include a music playback file format, an audio compact disc, and recorded speech or sounds.</description>
      <elementContainer>
        <element elementId="55">
          <name>Event</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="204704">
              <text>Christmastide I</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="56">
          <name>Scripture Text</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="204705">
              <text>Philippians 4:4, Luke 1:46</text>
            </elementText>
          </elementTextContainer>
        </element>
        <element elementId="4">
          <name>Location</name>
          <description>The location of the interview</description>
          <elementTextContainer>
            <elementText elementTextId="204706">
              <text>Christ Community Church, Spring Lake, MI</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="204701">
                <text>KII-01_RA-0-19891231</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204702">
                <text>1989-12-31</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204703">
                <text>Surrender to Joy</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204707">
                <text>Richard A. Rhem</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204709">
                <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204710">
                <text>Clergy--Michigan</text>
              </elementText>
              <elementText elementTextId="204711">
                <text>Reformed Church in America</text>
              </elementText>
              <elementText elementTextId="204712">
                <text>Christ Community Church (Spring Lake, Mich.)</text>
              </elementText>
              <elementText elementTextId="204713">
                <text>Sermons</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="204714">
                <text>Richard A. Rhem - An Archive of Sermons, Prayers, Talks and Stories: http://richardrhem.org/</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204715">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204716">
                <text>Sound</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204717">
                <text>audio/mp3</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="204718">
                <text>A sermon given by Richard A. Rhem (Dick) on December 31, 1989 entitled "Surrender to Joy", on the occasion of Christmastide I, at Christ Community Church, Spring Lake, MI. Scripture references: Philippians 4:4, Luke 1:46.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1026383">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="52642" public="1" featured="0">
    <fileContainer>
      <file fileId="57145">
        <src>https://digitalcollections.library.gvsu.edu/files/original/a843d66298923a80bf18391f36e643c3.jpg</src>
        <authentication>ccb973ec94508f9f09e2fc11d6b76908</authentication>
      </file>
    </fileContainer>
    <collection collectionId="59">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="920805">
                  <text>Robert H. Merrill photographs</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="920806">
                  <text>Merrill, Robert H., 1881-1955</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="920807">
                  <text>1909/1950</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="920808">
                  <text>Robert H. Merrill papers (RHC-222)</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="920809">
                  <text>In Copyright</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="920810">
                  <text>RHC-222</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="939439">
                  <text>Photographs, negatives, and lantern slides digitized from the papers of engineer and archaeologist Robert H. Merrill. A Grand Rapids native, Merrill held an accomplished career as a civil engineer. He founded the company Spooner &amp; Merrill, which held offices in Grand Rapids and Chicago. From 1919-1921, Merrill lived in China, working as Assistant Principal Engineer on a reconstruction of the Grand Canal - the oldest and longest canal system in the world. Merrill became fascinated by archaeology, and among other projects, he traveled to the Uxmal Pyramids in Yucatan, Mexico, with a research expedition from Tulane University. Merrill's photo collection includes images of his travels and projects, friends and family. </text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="976271">
                <text>Merrill_LS00184</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976272">
                <text>circa 1918-1921</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976273">
                <text>Surveying parties with military guards</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976274">
                <text>Black and white lantern slide of a small group of surveyors standing on a rock ledge with their instruments, while a larger group of people stands around them on the ground below.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976275">
                <text>Lantern slides</text>
              </elementText>
              <elementText elementTextId="976276">
                <text>China</text>
              </elementText>
              <elementText elementTextId="976277">
                <text>Surveying</text>
              </elementText>
              <elementText elementTextId="976278">
                <text>Surveyors</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="976280">
                <text>Robert H. Merrill papers (RHC-222)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976282">
                <text>In Copyright</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976283">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976284">
                <text>image/jpg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="976285">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="987759">
                <text>Merrill, Robert H., 1881-1955</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1036914">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="40453" public="1" featured="0">
    <fileContainer>
      <file fileId="44231">
        <src>https://digitalcollections.library.gvsu.edu/files/original/002a3d329095a1880a98d57dabd0f3df.jpg</src>
        <authentication>beaf32a52d8e06cc0c67df69e8496fbd</authentication>
      </file>
    </fileContainer>
    <collection collectionId="4">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48651">
                  <text>Grand Valley State University Photographs</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48652">
                  <text>Aerial photographs</text>
                </elementText>
                <elementText elementTextId="765576">
                  <text>Universities and colleges</text>
                </elementText>
                <elementText elementTextId="765577">
                  <text>Michigan</text>
                </elementText>
                <elementText elementTextId="765578">
                  <text>Grand Rapids (Mich.)</text>
                </elementText>
                <elementText elementTextId="765579">
                  <text>Allendale (Mich.)</text>
                </elementText>
                <elementText elementTextId="765580">
                  <text>Building</text>
                </elementText>
                <elementText elementTextId="765581">
                  <text>Facilities</text>
                </elementText>
                <elementText elementTextId="765582">
                  <text>Dormitories</text>
                </elementText>
                <elementText elementTextId="765583">
                  <text>Students</text>
                </elementText>
                <elementText elementTextId="765584">
                  <text>Events</text>
                </elementText>
                <elementText elementTextId="765585">
                  <text>1960s</text>
                </elementText>
                <elementText elementTextId="765586">
                  <text>1970s</text>
                </elementText>
                <elementText elementTextId="765587">
                  <text>1980s</text>
                </elementText>
                <elementText elementTextId="765588">
                  <text>1990s</text>
                </elementText>
                <elementText elementTextId="765589">
                  <text>2000s</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48653">
                  <text>People, places, and events of Grand Valley State University from its founding in 1960 as a 4-year college in western Michigan.&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48654">
                  <text>News &amp; Information Services. University Communications&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="48655">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41"&gt;News &amp;amp; Information Services. University Photographs. (GV012-01)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="48656">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48657">
                  <text>2017-03-03</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48658">
                  <text>&lt;a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en"&gt;In Copyright - Non-Commercial Use Permitted&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48659">
                  <text>image/jpg&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48660">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="48661">
                  <text>image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="48662">
                  <text>GV012-01&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="48663">
                  <text>1960s-2000s&#13;
</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="58">
          <name>Local Subject</name>
          <description>Subject headings specific to a particular image collection</description>
          <elementTextContainer>
            <elementText elementTextId="769498">
              <text>1960s</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="769481">
                <text>1969</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="769482">
                <text>Susan Pearl listens to Linda Tackett rehearse</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="769483">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="769484">
                <text>GV012-01_UAPhotos_001698</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="769485">
                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/41"&gt;News &amp;amp; Information Services. University Photographs. (GV012-01)&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="769488">
                <text>Susan Pearl, director of the Grand Valley State College Experimental Play, "Lucifer Unbound," listens as a cast member, Linda Tackett, reviews her lines. </text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="769489">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="769490">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="769491">
                <text>Grand Valley State University</text>
              </elementText>
              <elementText elementTextId="769492">
                <text>Michigan</text>
              </elementText>
              <elementText elementTextId="769493">
                <text>Allendale (Mich.)</text>
              </elementText>
              <elementText elementTextId="769494">
                <text>Universities and colleges</text>
              </elementText>
              <elementText elementTextId="769495">
                <text>Students</text>
              </elementText>
              <elementText elementTextId="769496">
                <text>Events</text>
              </elementText>
              <elementText elementTextId="769497">
                <text>College theater</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="775705">
                <text>&lt;a href="http://rightsstatements.org/page/InC-NC/1.0/?language=en"&gt;In copyright - Non-commercial use permitted.&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1032254">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
    <tagContainer>
      <tag tagId="538">
        <name>1960s</name>
      </tag>
      <tag tagId="532">
        <name>black and white photo</name>
      </tag>
    </tagContainer>
  </item>
  <item itemId="23687" public="1" featured="0">
    <fileContainer>
      <file fileId="25885">
        <src>https://digitalcollections.library.gvsu.edu/files/original/9c18d86d2bd5891275f9c75faaebd1a4.pdf</src>
        <authentication>2acecd5c33f2042ab84eff056e33f61f</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="432455">
                    <text>Speaking Out
Western Michigan’s Civil Rights Histories
Grand Valley State University Special Collections
Interviewee: Susan Peeler
Interviewers: Lauren Peeler
Supervising Faculty: Melanie Shell-Weiss
Location: Grand Valley State University Special Collections
Date: 11/27/2011

Biography and Description
Susan Peeler discusses her experiences growing up and how they have affected the way she
prejudges people.

Transcript
LAUREN: My name is Lauren Peeler and I am here today Sunday November 27, 2011 at 11am with Mrs.
Susan Peeler inside her home in Canton, Ml. We are here to discuss her upbringings in Chicago Illinois.
So you grew up in Chicago?
SUSAN: Yes I grew up in the Northern suburbs of Chicago.
LAUREN: What was your family like?
SUSAN: Well I had 3 brothers one sister for me and my older brothers it was a little bit harder growing
up because I don’t know, my mom was real hard on us and when my younger sister and brother came
along it was a piece of cake it was like she loved them and didn’t love us ya know.
LAUREN: Why did you feel that?
SUSAN: Because my mom always told me I was fat, I was ugly I got to put make up on to hide my skin, I
had to do this I had to do that why don’t I smile I mean she was always putting me down.
LAUREN: Your dad the same way?
SUSAN: No, dad was a lot more loving but my mother would never do the stuff she was always doing
when my dad was home or if he was in ear shot she wouldn’t have bothered. She just did it behind his
back type thing.
LAUREN: Did your siblings see this?
SUSAN: Yeah no what I never thought anybody saw anything going on until a cuple of years ago when
my second oldest brother told me he always saw what was going on but felt helpless and didn’t do
anything about it and he felt bad about that.

Page 1

�LAUREN: Did you go to school all throughout?
SUSAN: Oh God I went to so many catholic colleges because those are the ones my mother picked out
she lets see I went to harper junior college which is kind of like schoolcraft. And then I went to I think
that’s when I went away to debuuuke iowa the college there in debuuuke and then Iwent to malakar
college in lamet which is another catholic college then I finally graduated from mundalein which was
another catholic college and basically those are schools that my mother picked and just to avoid any ya
know aggravation and stuff I went along with it, ya know just to keep peace.
LAUREN: Are you still pretty Catholic?
SUSAN: Yeah I still believe in god and everything but I don’t go to church like I know I probably should.
But I don’t think God ya know is going to be mad at you for not going to church.
LAUREN: Do you think you being so Catholic growing up made you not go now?
SUSAN: No I think its just that I always went when I was growing up even oh I don’t know I was just in
the habit of going every Sunday and when I got married I kind of started doing it and it was just like I got
lazy and just didn’t feel like getting dressed and going to church.
LAUREN: So about violence against women physically and sexually?
SUSAN: Oh yeah.
LAUREN: How is this?
SUSAN: When I was a senior in high school I was 18 years old I was working as a life guard at a swimming
pool during the summer and in order to teach swimming lessons my mother you had to take this wsi
class which was water safety instruction and it was something my mother was basically telling me I had
to do. So im like fine Ill go and do it. And when it came time for the test I kind of panicked and I freaked
out and I left. And so when I left it was this was actually at Northwestern in Evanston, Illinois and some
guy stopped me on the sidewalk and put a knife to my neck so yeah I know.
LAUREN: What else happened, anything else?
SUSAN: He put me in his car and drove for a while and I kept thinking all I kept thinking was that I was
going to end up in lake Michigan dead and ended up in an alley and he made me get in the back seat
where he raped me. And then it was finally all over again all over so he drove me back to my car and I
got into my car and im just kind of starting to freak out. Then he got back in my car and wanted to do it
again so he did it to me twice. And I didn’t know well, obviously I knew I was a virgin but I didn’t know ya
know. After I got home I was speeding down the street, my mother was standing there getting ready to
yell and scream at me for speeding down the street and I told her what happened and I mean I knew I
was a virgin but I didn’t know because I started bleeding and I didn’t know that when you’re a virgin and
it happens the first time that’s what it was and I was freaking out about that and my mom went and
blew it off.
LAUREN: She blew it off?

Page 2

�SUSAN: Yeah she was just like I said I don’t know what this is I said what’s going on and she didn’t
answer me she didn’t say anything.
LAUREN: How did that make you feel?
SUSAN: Crap. Oh yeah big time.
LAUREN: What happened afterward?
SUSAN: Well mom and dad took me to the emergency room and my mom stayed in there with me while
my dad was in the waiting room and I really wanted somebody to like hold me because I was so
frightened and so scared and all my mother could talk about was how my bad my dad felt because he
was pacing back and forth in the waiting room. And she basically blamed the whole thing on me, said it
was my fault.
LAUREN: Did he ever get caught?
SUSAN: Oh yeah he got caught because while I was in the car I don’t know where I had heard it but I
kept trying to pay attention to details in the car and everything else and he had a box of Kleenex and a
statue of like the Blessed Virgin Mary or something in the front and the seats were covered with plastic
and I knew I don’t know I just kept remembering all these little details and stuff. And, the only way he let
me go was I told him I would meet him next week, cuz I had to go next week and then that’s why he let
me go. And, the next day we went to the police department what I think actually the police came to our
house because when I had gone to the emergency room in order for me not to get pregnant they gave
me these pills which made me sick to my stomach so I couldn’t leave the house so the sketch artist and
police came to our house and I told them everything that I could remember and they I had a sketch
artist do a picture of him and I think, you want me to just keep...? Then I think it was, ohl The police then
wanted to use me as a decoy ya know and he said that police would be scattered out all over the place.
And I was really scared to do that and when the time came the police called and I kind of started
freaking out and I gave the phone to my mother and what had happened was that they thought they
caught the guy and they wanted me to come in for a police line up. So we had one of my dad’s cousin’s
husband’s was a policeman and he met us at the Evanston police station and I told him I said what if I
can’t ya know point him out and he said just kind of take your time and blah blah blah well I saw him the
minute I walked in. ya know and they wanted to know if I wanted him to say something and I said have
him say, “I want to see you again.” And that was it. The guy’s ass was nailed. Then after all that we went
to court and it ted out there was about 5 or 6 other women there that he had done this to. One women
was in the hospital for about two weeks because she was stabbed quite a few times. And he had this, his
girlfriend was there and ya know she gives him a kiss and it was like all five of us are sitting there ready
to throw-up just went blehh ya know. But they found him guilty and sentenced him to 25 years in prison
in Joliet.
LAUREN: Oh wow.
SUSAN: And it was basically because all of the details that I was remembering.
LAUREN: So you were the main reason he got caught?

Page 3

�SUSAN: I think so. Because I had make of the car, the color of the car, plastic on the car, stuff that was in
the window I mean I was memorizing all that and I think that had a lot to do with it. And it ted out that it
was his girlfriend’s car too.
LAUREN: His girlfriend was...
SUSAN: ...She was there supporting him.
LAUREN: Did she know what he was doing? She was okay with it?
SUSAN: what I don’t know, I just think it was a thing of a woman standing behind her man. But I mean
when there is five or six people there come on give me a break ya know?
LAUREN: Did it make you feel better that you helped all these other women?
SUSAN: It did. It made me feel a lot better knowing he was off the streets and couldn’t find me. Because
I was always paranoid that he was going to find out where I was and kill me.
LAUREN: Did he ever get out?
SUSAN: He finally got out they kept sending, we had moved from this was in Glenview we had moved
my parents moved to northbrook of course I got married and moved here and the people who lived in
the house started getting these letters that were addressed to me from the circuit court or whatever
court it was so they looked up all the kolbas in the phonebook and got a hold of my step grandmother
who called me and said is it okay? And I said yeah most definitely. So they forwarded the mail to me and
it was letters that he was coming up for parole and do I want him out. And im like, hell no, ya know. And
so he that went about 4 or five years and then finally I didn’t get a phone call or anything I actually I
didn’t get anything in the mail no phone calls, no nothing and I found out that he got released. And he
was, so I called the prison, the courts or whoever it was and I said, “why wasn’t I told?” “Oh I don’t blah
blah” they were kind of giving you the run around story. And I said where did he get parolled to and she
said to Louisiana but we cant give you his address. I said what the hell do I want his address for? I mean
for the longest time in maybe sometimes still I think about that he will find out what my new name is
even though ive had it for almost 30 years, that he is going to find me and kill me or something.
LAUREN: So you are still scared?
SUSAN: Oh yeah, oh yeah. I was kind of ya know im always looking behind my back, I don’t like people
walking behind me. Because it freaks me out.
LAUREN: Is it because you think it’s him, or are you afraid of everyone?
SUSAN: No I just im just afraid somebody’s going to come up behind me again and do what happened.
do to me what happened before. And I don’t really I like to trust people but don’t really trust people
very well anymore. im suspicious, I wont go out in the dark I really start panicking if I ya know especially
with my oldest daughter who was forcing me to walk in the streets of Chicago after dark and it was
upsetting me so much that I was crying but ya know what are you doing to do?

Page 4

�LAUREN: She’s not very helpful with that?
SUSAN: No. ya know basically I think she was I know she feels bad that it happened but she was kind of
like on the wavelength that of my mom and dad and was like ya know get over it.
LAUREN: How has your husband helped at all?
SUSAN: I don’t know if he has really helped, he’s there if I need a shoulder to cry on or something like
that but ive never had anybody that I never had anybody put their arm around me and tell me
everything is going to be okay. Since it happened, not nobody.
LAUREN: How did he deal with it when he found out?
SUSAN: Well I actually was going with a guy when I was in high school and I told him what happened and
then he dumped me. Yeah. he dumped me, didn’t want to go out with me anymore and I had told my
now husband about it and he was very sympathetic which was very ya know, which was good. But you
always want that arm around your shoulder saying things will be okay.
LAUREN: Do you feel like men mostly you cannot trust? Are you afraid of them at all?
SUSAN: I have to tell you I do look at people and I just by looking at them I feel like I can judge whether I
can trust them or not. I unfortunately don’t trust black men very well because it was a black guy that
raped me and I ya know I know I shouldn’t be feeling that way but, black guys scare the crap out of me.
just because of what happened, and I know I shouldn’t be like that anymore but yeah there is at the
same rate there are some white guys that scare the crap out of me that I will ya know if I see somebody
ill go out of my way with walking across the Street or ya know going in a totally different direction or
something like that so.
LAUREN: Did you ever see a counselor or psychologist about this?
SUSAN: Nope. Never did.
LAUREN: Never thought about it?
SUSAN: I always thought about it but my mother always told me I didn’t need it. there was once I think
when I started getting the letters that he was coming up for parole I was good friends with one of my
friends here in the neighborhood and she suggested this First Step. And I went there once and never
went back.
LAUREN: Why?
SUSAN: I don’t know.
LAUREN: You just didn’t like it?
SUSAN: I don’t know I just I don’t know why I never went back. I thought it was something I could handle
myself which is probably stupid ya know because I don’t think anybody can handle something like that
on their own but.

Page 5

�LAUREN: Did anyone else help you handle it?
SUSAN: No.
LAUREN: So you just did it all by yourself?
SUSAN: I had to do it all by myself because I didn’t get any support from my mother at all.
LAUREN: You said you moved to Michigan after?
SUSAN: Yeah we moved to Michigan that made me feel safe. Knowing that I was out of state and far
away but ya know every once in while ill be walking down the street or driving by in the car and ill see
somebody that kind of looks like him and it kind of freaks me out a little bit but I try not to think about
it.
LAUREN: You still remember what he looks like?
SUSAN: Not to the extent that I did before. all I know is that he was a short little guy and it was all I can
remember now.
LAUREN: Has this made you change anything you do in your life?
SUSAN: I don’t like going out in the dark. ive gotten to the point that now I have pepper spray so that if I
go anywhere in the dark and stuff like that. Like when I go to Chicago now or when I went to New York
over the summer I brought it with me and it made me feel safe. Because I knew I cold spray it at
anybody at anytime but yeah I don’t, and I get really nervous when im somewhere alone and not a
whole lot of people are around I get really nervous about that but..
LAUREN: Have any other events in your life affected what happened to you positively or negatively,
made you rethink about it?
SUSAN: Well when I was. This is going to be hard, all I wanted was I guess someone to love me. And I
think that’s why I guess that’s why I did what I did when I was growing up I had too many guys I guess.
There was about four different guys that I guess slept with as they say. Because all I wanted was
someone to love me and I didn’t think anybody did.
LAUREN: Do you feel loved now?
SUSAN: Yeah. From you especially, from dad for the most part but yeah sorta kinda.
LAUREN: So afterwards you kind of looked to men for love by having sex with them?
SUSAN: Yeah.
LAUREN: How does that make you feel, do you regret it at all?
SUSAN: Oh god yeah. Because right now I feel like I was like a tramp as they say.
LAUREN: I don’t think so.

Page 6

�SUSAN: Its not the kind of person, I mean I would never even think of doing that now but I think it was
just I was too eager for someone to really like me or love me or something. I was desperate because I
wasn’t getting it at home.
LAUREN: I think a lot of girls are in your position and what would you want to tell somebody that is going
through that?
SUSAN: first of all to not put themselves down. Realize that it wasn’t their fault and definitely get help
from somewhere, don’t think ya know its going to go away or think that you can ignore it and things will
be hunky dory. you need help.
LAUREN: Do you ever think about getting help now?
SUSAN: Yeah once in a while I do. cuz this happened in 1973 almost forty years ago. and if I try not to
think about it im pretty much okay but yeah there’s times when im thinking maybe ill go back even
though it’s been almost forty years. And I don’t know I haven’t really decided.
LAUREN: Yeah, you have to do it at your own pace.
SUSAN: At forty years hahaha that’s a slow pace.
LAUREN: So what has helped you deal with it? Has anything helped you deal with it?
SUSAN: Nothing really just trying not to think about it. has helped. But I think it was one of those things
that even talking about it right now it’s hard but maybe getting it all out in the open and talking about it
or even writing it down is a big help, it helps a lot.
LAUREN: So do you keep a joal or anything?
SUSAN: No that’s something that im asking my kids for Christmas this year is joals because I started
writing in a notebook at school when I find myself getting really tense about something I just a lot of it
will be bIah blah blah blah, but it makes me feel a lot better.
LAUREN: Do you ever re-read it later?
SUSAN: Yeah
LAUREN: It makes you feel better?
SUSAN: Yeah, a lot better.
LAUREN: Do you have any heroes that you look up to? Maybe somebody on tv that maybe you wish
could have been around?
SUSAN: Well actually believe it or not, my daughter got me hooked on watching Law and Order: SVU and
I made the comment that I would love an Olivia on my side haha because she is so her character is so
kind and so compassionate and I would have given my I teeth for somebody like her when I was
attacked. I even am almost half thinking of writing her a letter hahah ya know. As a character but yeah I
kind of what even though she is a tv character I kind of look up to her.

Page 7

�LAUREN: She does in her regular life she has groups for women.
SUSAN: Oh does she really?
LLAUREN: Mmhm she is very involved in it and..,
SUSAN: Maybe it might be worth while writing a letter she may never get it but
LAUREN: I think she would
SUSAN: Its worth a try.
LAUREN: How did your perception of what happened to you change as you got older, if it changed at all?
SUSAN: Oh boy, I don’t know if it has really changed anything because my mother my whole life always
made me feel worthless and having that happen to me and she blamed me for it doesn’t make me feel
better it still makes me feel worthless, so that’s why a lot of times I don’t think about it.
LAUREN: You think not thinking about is unhealthy or not?
SUSAN: It what it probably could be unhealthy because you keep all those feelings pent up inside and I
think in order for somebody to get over something like that you need to let it out, speak to somebody,
ya know even if you go ya know to like the First Step once or twice ya know just so you can hang out
with other people that went through what you went through.
LAUREN: Your let-out is writing though?
SUSAN: Yeah, I mean it may not make a lot of sense but you get there and kind of ramble on and stuff
and I don’t know it just makes you feel a lot better.
LAUREN: So you have two children?
SUSAN: Mmhm
LAUREN: How did this affect the way you treated them as they grew up?
SUSAN: as they started getting older I always wanted them to call when they got to where they were
going basically just keep an eye out ya know just kind of keep looking all around, don’t go anywhere by
yourself because I don’t, I just worried about the same thing happening to them. I don’t, I didn’t want
them to ya know be caught somewhere alone they needed a ride, call. just, and I know I was kind of I
don’t know not overbearing but probably too much when I kept saying well call me when you there, call
me when you get here let me know where you’re at and stuff like that. And that was because I just was
so paranoid about something happening to them.
LAUREN: Were they receptive of that at all?
SUSAN: Well I don’t think they know why I was acting like that. because I had never really talked about
this before and I don’t even remember when I told them what had happened but crap I just forgot what

Page 8

�I was saying. Oh they probably just thought I was I don’t know being like a nosey mom and stuff like that
how parents can be and stuff and actually it was just my, me being paranoid. I think.
LAUREN: You wouldn’t say that your eagerness to know where they are was a good thing at all?
SUSAN: I do but I don’t think at the time they might not thought it was a its like its none of your business
where im going or what im doing and stuff like that which is I understand they are entitled to there own
life and to do what they want to do but I just always wanted to know where they were and what they
were doing because I just kind of wanted to keep a track and if like when my youngest daughter, you,
would go into Detroit, it would it scared the crap out of me. I was I was petrified. And that’s why I kept
having you call me or I kept calling you and stuff and that’s why.
LAUREN: I think that’s why I stopped telling you where I would go because I didn’t want you to worry.
SUSAN: Yeah.
LAUREN: They are both out of the house now, do you still worry about them?
SUSAN: Oh yeah. My oldest daughter lives in Chicago I worry about her a lot but one thing she’s got
going for her she did take like kung fu or something when she was in college I don’t know that jiu jit su
stuff and she’s got a a scream that would be in the scariest horror movie. And my youngest one I
probably worry about a little bit more but I think she is kind of cautious and aware of her surroundings
and I don’t think she would put herself in a dangerous situation.
LAUREN: Have you ever been treated violently by another man?
SUSAN: Nope.
LAUREN: Not at all?
SUSAN: Well my dad hit me once because I back mouthed my mother or something like that but..
LAUREN: Have you faced any other discrimination with what happened to you?
SUSAN: Its, oh against me?
LAUREN: Or maybe other people that you have seen?
SUSAN: what lye only talked told a couple people like when I told said that I was in high school and I told
my boyfriend at the time what had happened and he dumped me and I once in a while I tell somebody I
mean its not like common knowledge or anything but I notice how people kind of back away.
LAUREN: Because they are uncomfortable? SUSAN: Yeah I think that’s exactly what it is.
LAUREN: So you think the general public doesn’t know how to address this problem?
SUSAN: I don’t think they know how cuz it didn’t happen to them I don’t think they know I think what to
say. And how to say it. I don’t know I just I think that they they just need to be sympathetic I mean .

Page 9

�LAUREN: That’s what you wish people would know?
SUSAN: Oh yeah. Yeah.
LAUREN: Not treat you like you have a disease or something
SUSAN: Oh yeah.
LAUREN: Do anyone else that this happened to?
SUSAN: (shakes head)
LAUREN: Must be hard because you don’t have anyone to sympathize with you.
SUSAN: Yeah I have known of nobody that it’s ever happened to.
LAUREN: There are more people though, don’t think that you are alone.
SUSAN: Oh yeah I know there’s a ton, but I don’t know anybody personally You can go ahead and ask
that question.
LAUREN: Which one?
SUSAN: The one about my sex life, hahaha.
LAUREN: How has it affected your sexual life?
SUSAN: I, you’re going to think this is really weird because im your mother. I don’t really enjoy it like I
should.
LAUREN: Yeah.
SUSAN: because of course my first time ya know I was raped and it’s hard I mean its really really hard for
me but l’ve...l do what I can to make my husband happy, I try hard. And I think he knows that too.
Sometimes it’s very very difficult for me but for the ya know I do what lcan. Funny thing to be talking to
your daughter about haha
LAUREN: Oh its fine. Sometimes do you think of it?
SUSAN: not during anymore. I mean I used to a long time ago but not anymore.
LAUREN: Do you think the first time you did it after it happened, was it really hard for you?
SUSAN: Yeah.
LAUREN: Was the guy sympathetic at all?
SUSAN: Oh I didn’t tell him.
LAUREN: Do you think these people you were with kind of sensed that there was something?

Page
10

�SUSAN: What they might have but I didn’t I didn’t come out and tell anybody. Because I thought that for
sure if I told somebody they would run in the other direction.
LAUREN: Because of that one guy did?
SUSAN: Yeah. And it did take me a while to tell my now husband what happened because I loved him a
lot and I was afraid he was going to leave me too.
LAUREN: Did you tell him after you were married?
SUSAN: No I told him before.
LAUREN: How long after you were dating?
SUSAN: what I think it was actually a couple of months maybe
LAUREN: Did you tell him before you two became intimate?
SUSAN: No.
LAUREN: It was afterward?
SUSAN: Yeah.
LAUREN: So the police, they used you as a decoy to catch him? SUSAN: Yeah they wanted to use me as a
decoy the following week because I told the guy I was going to come back a in a week and that’s why he
let me go, because I promised to meet him. and I told the police that and they wanted to use me as a
decoy and im like, “no” and they said well we would have policeman all around everywhere and I Was
kind of scared about doing that but when they called me to be a decoy they said that they had captured
him.
LAUREN: So you didn’t have to be a decoy?
SUSAN:No I didn’t have to be a decoy after all. So I was like really relieved.
LAUREN: Do you think you would change what the police did?
SUSAN: No, because actually the police were pretty good about it but they I Think were a lot more I
don’t know I had first picked out the picture that wasn’t the guy. Ya know because I was starting to get
flustered and he goes, “are you sure this is him?” and I said, “I don’t know I think so” and he said, “well
this guy is six feet tall” so I guess that’s not him but no I wouldn’t change anything except I would have
gotten some help a lot earlier. Because maybe I wouldn’t have done half of what I did. Well then I think
that’s it’s a dumb excuse but I think that could have been why I started drinking a lot to.
LAUREN: You started drinking?
SUSAN: Yeah, a lot.
LAUREN: When, after it happened?

Page
11

�SUSAN: Yeah. Well not really so much after it happened it was I think it was about the time that I got the
letter saying that he was being released. I started drinking allot and because it made the pain feel
better. But it was really kind of stupid because I was trying to feel better about it but what I was actually
doing was putting myself deeper and deeper and deeper and deeper into a hole that didn’t think I was
going to be able to get out of.
LAUREN: How did you get out of it?
SUSAN: What I know my family really wanted me to quit really bad and I knew I would once I was ready
but it was just one day like with smoking, one day I woke up and irn just like, “okay im done.” And I
honestly didn’t think I would be able to because I was oh crap drinking at least a twelve pack a day.
LAUREN: How did your family deal with that?
SUSAN: They they weren’t very happy with me ya know and I knew it was upsetting them and it was I
was getting scared because I didn’t know because I have a very addictive personality when I start doing
something ljust keep doing it and I have a hard time stopping but I basically I wanted my family to be
proud of me not ashamed of me and I think that was one big reason why I quit and on top of all that I
lost 60 pounds too hahaha so that helps. but yeah it was a long haul but I think finally at my ripe old age
im kind of coming to terms with stuff. LAUREN: Do you think your where you want to be? What else do
you want to do? SUSAN: actually this is the happiest I’ve ever been in a really long time im trying to
learn not to let things bother me anymore I do get really anxious especially just over thanksgiving
weekend was a whole lot of fun. I mean I did have a good time seeing my brother and his family and
stuff but my oldest daughter is not very not really tolerant of other people. And I was getting really
tense with that. When I’m at home if im starting to feel really sad or im getting tense ill just start doing
something that makes me happy. And my job I love it. I work with special needs kids and they’re terrific
ya know. And I keep thinking boy I’ve got problems ya know and look at them they’re as happy as can be
and I just don’t I think if my mother was alive today I would probably tell her to go fly a kite, or take a
long walk off a short pier. because she always had me tied up in knots but im I life is too short to let
things bug you and eat away at you it’s not worth it and that’s why I feel this asshole I hoping he’s dead
or he drowned in hurricane Katrina because he was done there when hurricane Katrina hit so ive got my
fingers crossed that he got drowned and floated away. But I figured life is too short he took a lot from
me but I refuse for him to have anymore. I just won’t do it anymore.
LAUREN: Do his name?
SUSAN: Yep.
LAUREN: Do you ever think about looking him up and seeing if he died?
SUSAN: No I never thought about that, but that would that might be kind of nice it would make me feel
a lot better knowing he was dead.
LAUREN: How old was he when it happened?

Page
12

�SUSAN: Im not really sure because im not really good at guessing ages but I Want to say he might have
been in his 30’s.
LAUREN: So he would be pretty old now.
SUSAN: Yeah so hopefully he’s older and he’s farting dust now or something. I don’t know. But yeah ya
know I don’t wish ill will on anybody but I hope he died in hurricane Katrina, haha.
LAUREN: I think that’s okay. So you started drinking kind of to numb the pain so you wouldn’t think
about it and it drove you in further..
SUSAN: It was driving me farther apart from my family and the way I was doing that I lost count how
many years, quite a few years and it my husband kept telling me its only going to depress you moreand
im like no im doing fine blah blah blah and yeah I did realize it wasn’t doing anything to help me at all
and im just happy I quit.
LAUREN: So you only realized you had a problem after your family said something?
SUSAN: I knew I had a problem but I always thought I can quit whenever I feel like it but with the
addictive personality I had I was so used to coming home from work and start drinking at like 3 o’clock
and it was just a habit I got into. And finally after umpteen years I had to form a different kind of habit
get used to doing something else instead of that every time I came home so know everytime Icome
home I sit down with my diet coke and my popcorn and my needlepoint ha for about an hour.
LAUREN: Did you ever t to any other drugs or?
SUSAN: No I did start smoking. at a few days after this happened because he had offered me a cigarette
and I said no I don’t smoke and then to be cool, calm, and collected I said oh gee can I borrow a
cigarette and I think that’s when I started smoking. and I did that up til I was pregnant with my oldest
child I was a couple months pregnant and I realized smoking was not going to do her any good and I just
woke up one day and didn’t want it anymore.
LAUREN: Do you think your family is grateful for that?
SUSAN: Oh yeah I think so. Very much so.
LAUREBN: Besides being worried about when your kids when out, how did this affect the way you were
a mother and a wife?
SUSAN: There’s so much more I wish I would have done, butl don’t think the rape itself had anything to
do with it. Shoulda coulda woulda. I mean I always wished I don’t know there’s I just wish I would have
been a different kind of morn. giving them more responsibility of doing things around the house and
stuff like that and I never really pushed it because I didn’t want them to get angry with me and stuff so I
just kind of kept it and did it myself.
LAUREN: Why are you afraid of people getting angry with you?

Page
13

�SUSAN: Oh just because my mother always yelled at me and stuff and I just I get really tense and upset if
people’s voices start getting raised because it kind of goes back to when my mother and I just cant deal
with the yelling and stuff like that.
LAUREN: It seems like a lot of your problems stem from your mom and how she treated you.
SUSAN: Yeah
LAUREN: Is she still alive?
SUSAN: No she died in may of 2001 from Alzheimer’s. And it sounds weird but she finally became the
mother that I always wanted she was more I was talking oh we, I was down in Florida because my
mother was sick and somebody had rented a video and my husband called me up from down in Florida
and I go its not that big a deal, just ret it. But he doesn’t like things being late. And I said it wasn’t that
big of a deal so I hung up and I was kind of crying and my mother actually came over to me and put her
arm around me and I think that was the first time she ever did that and I don’t ever remember her
telling me that she loved me. So that’s why I make a point every time I see my kids or talk to them on a
phone I always tell them I love em.
LAUREN: They love you too.
SUSAN: Thankyou.
LAUREN: You’re welcome. How did you feel when she passed?
SUSAN: I was sad. But I mean I loved her because she was my mother but as a person I didn’t like her at
all. so in a way it was kind of like a relief. Because even after I got married she kept sending me letters,
like, “why can’t you smile more like your sister, why can’t you do this, why can’t you do that.” And when
you have somebody nit picking at you like that 24/7 its like leave me the heck alone.
LAUREN: Did she compare you with your sister?
SUSAN: All the time.
LAUREN: Did it make you kind of... hate her a little bit? Your sister
SUSAN: My sister? Yeah. Because I know she and my brother were always my mom and dad’s favorite.
LAUREN: How that effected your relationship with your brother?
SUSAN: I’m not very close to them. I’d like to be closer. When I’m around them I feel like I have to watch
what I’m saying. And I’m real careful how I work things.
LAUREN: Are you close with your older brothers?
SUSAN: My 2 older brothers are probably a little bit closer than my younger. I have this bad habit, I don’t
keep in touch with anybody as good as I know I should. because we all live far away from each other, but
I’m trying to make up for that. Let’s see.., one summer we went to go visit my brother in California and

Page
14

�then 2 years after that I went to go visit him again, and then last year I went to visit my brother in
Florida, because he lives alone, he divorced, and I just kind of wondered how he was doing.
LAUREN: Did any your siblings ever come for you?
SUSAN: No, not at all.
LAUREN: Do you guys ever talked about it? SUSAN: No... I called my dad one day, and... I think it was
when I first started to get the letters coming off for parole and... my dad said “ I thought you were over
that by now”. And I said dad, how can be over something like that. So, my dad were a lot more caring
and understanding than my mother, I didn’t even get what I needed from him.
LAUREN: What would you tell him, if you could tell him anything right know? Or what do you wish you
said?
SUSAN: What, I wish I would have told my mother, “Why can’t you be a mother to me?”. Because when
we had gone to the police station, and we were walking at the parking lot, I started crying, and my
mother grabbed me and said “What the hell are you crying for?”. I mean, she was never sympathetic
towards me when this happened, because she pointed that it was all my fault, so I knew I wasn’t get
ever anything from her.
LAUREN: Was she supportive during the trial?
SUSAN: No, she never came, it was always my dad. My mum was kind of like pretended it never
happened.
LAUREN: But your dad was more helpful?
SUSAN: Yeah, because he went to the courts with me, so he was pretty good.
LAUREN: Was it hard going to the court, and seeing him again?
SUSAN: Yeah, it was. It was really really hard, but I felt better knowing there was 5 or 6 other women
there, who went through something similar, so I knew therewas other people there, so it maybe felt me
a little bit better.
LAUREN: Did you ever speak with them about it?
SUSAN: Yeah, we were kind of sitting... I don’t remember what it was we talked about, I just remember
we were sitting near each other in the courtroom, and that guy was up in front and his fiancée was
behind him, and they stood up as the court session was over, and they kissed each other, and we all
thought we’re gonna throw up and it’s disgusting.
LAUREN: That was the jury who found him guilty?
SUSAN: No, I think it was just the judge, it wasn’t the jury.
LAUREN: So it was a quick trial?

Page
15

�SUSAN: Yeah, pretty quick. We only had to go twice to court.
LAUREN: If this happened to one of your children, how would you treat them differently than your
mother treated you?
SUSAN: Definetely not the way my mother did it. I would hug them and hold them, tell them I love them,
let them know everything is gonna be okay, and I would be there with her every step on the way. I
would never want one of my kids go through what I went through with my mom. I would never allow
that. I’m just glad I didn’t end up like my mother . Because she said she never liked kids.
LAUREN: Really?
SUSAN: Yeah. That was my mother. And I found out from my aunt, my dad’s sister that... she said that, it
was kind of funny... my grandfather said my step grandmother that don’t ever leave me alone with
them... asshole.
LAUREN: So did your dad’s family like your mom at all?
SUSAN: Well, my dad’s mother was still alive.., and no, apparently they didn’t like each other. I think my
gradpa was.., he didn’t really said he disliked her or\ anything like that. He put up her basically, that’s
what he did, because she married his son. But I’ve got to visit my aunt this weekend and hoping to find
out a lot of juicy stuff that was going on. But my aunt Carol did make a comment that... I was talking to
her about this just about a week ago, and she said that she was very upset with her brother, who’s my
dad at the way he was handling that, and the way I was treated, and she was really pissed off.
LAUREN: It makes you feel better?
SUSAN: Yeah. It would be nice if Carol was my mom. That’s the way my mother was.
LAUREN: That’s how she has always been?
SUSAN: Yeah. But I mean, she was 16 years old, she could go ahead whenever she wanted, but I... I’m
hoping my kids don’t drink and smoke... I mean the occasional drinking is not a big deal but.. If I find out
my kids are drinking, just promise me you never ever get behind the wheel. Because guys, you can make
up you own mind and make your own decisions, and all I can do is to give you my input, from
experience.
LAUREN: Do you talked to them about it?
SUSAN: No, because I never... I don’t know why I never have... Because I have a hard time of starting
things that I want to talkedto them about. I don’t know how to bring it up and talk, because I don’t... My
biggest fear is hurting their feelings, because my mother always hurt my feelings in my life, and made
me sad. I was always sad with her 24/7, and I didn’t want to make that mistake to my kids. But then I
didn’t want to make the mistake of not saying something and having something continue. I’m starting to
be hopefully a little more vocal
LAUREN: You weren’t very happy how your mother raised you. Do that you did a better job?

Page
16

�SUSAN: I hope I did. Because my mother... I could never say the things to my kids that my mother said to
me. I mean I tried to be more open to them, I waned them to feel that they could come to me for
anything, and I loved it if they came to me for everything, but I realized I can’t do that, because they
have their own little spot that’s their business, nobody else’s... something they talk to their friends
about before they’re talking me about.
LAUREN: So when you became mom, you tried not to do things how your mom did?
SUSAN: Yeah. So, that’s why with my oldest daughter, I wish I would have been a little more strict with
her, because she’s really kind of self centered, and feels that everything has to be circling around her
and she’s got to realize life isn’t like that, and it’s not gonna happen. I mean I wish I was a little more
strict with her and done stuff differently with her. And if I had grandchildren one day, they’re gonna be
the most spoiled little brats because they would come over, visit grandma, and we would bake cookies
and all the stuff that I think a grandma should do, instead of my mother, who basically thought that kids
should be seen and not heard. My mother was not a grandma type mother. And the funny thing is we
were back in Chicago for thanksgiving, we stopped by the cemetery and I didn’t realize till just now
that... it’s a big family thing, my mom’s on one side, my dad’s on the other, and I noticed that I always
stay over on the same side, that my dad is on, I don’t go over to the side that my mother is on. I see her
name, but I don’t go over there, which is really weird, I never really thought about this till just now.
LAUREN: Because you can’t let go the hurt that she gave you?
SUSAN: Yeah.
LAUREN: So anything else, you want to say?
SUSAN: No, I think that pretty much covers it.
END OF INTERVIEW

Page
17

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
      <file fileId="25886">
        <src>https://digitalcollections.library.gvsu.edu/files/original/0d43514c01365cbb219358a534cc6f39.mp3</src>
        <authentication>ca7350448e5dd2ecd16592fc539b7a6f</authentication>
      </file>
    </fileContainer>
    <collection collectionId="20">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432109">
                  <text>Speaking Out: Western Michigan Civil Rights Oral Histories</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432110">
                  <text>Civil rights--Michigan--History</text>
                </elementText>
                <elementText elementTextId="765907">
                  <text>Personal narratives</text>
                </elementText>
                <elementText elementTextId="765908">
                  <text>Oral histories</text>
                </elementText>
                <elementText elementTextId="765909">
                  <text>African Americans--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765910">
                  <text>Gays--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765911">
                  <text>Lesbians--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765912">
                  <text>Bisexual people--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765913">
                  <text>Transgender people--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765914">
                  <text>Veterans--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765915">
                  <text>Women--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765916">
                  <text>People with disabilities--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765917">
                  <text>Muslims--United States--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765918">
                  <text>Hispanic Americans--Personal narratives</text>
                </elementText>
                <elementText elementTextId="765919">
                  <text>Homophobia</text>
                </elementText>
                <elementText elementTextId="765920">
                  <text>Discrimination</text>
                </elementText>
                <elementText elementTextId="765921">
                  <text>Islamophobia</text>
                </elementText>
                <elementText elementTextId="765922">
                  <text>Stereotypes (Social psychology)--Upper Penninsula (Mich.)</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432111">
                  <text>Collection of oral history recordings documenting the history of civil rights and social justice advocacy in Western Michigan. The collection was created by faculty and students as a project of the LIB 201 (formerly US 201): "Diversity in the U.S." course from 2011-2012. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432112">
                  <text>Grand Valley State University. Brooks College of Interdisciplinary Studies</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="432113">
                  <text>Speaking Out: Western Michigan Civil Rights Oral History Project (GV248-01)</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="432114">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432115">
                  <text>2017-05-02</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432116">
                  <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432117">
                  <text>audio/mp3&#13;
application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432118">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="432119">
                  <text>Sound&#13;
Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="432120">
                  <text>GV248-01</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="432121">
                  <text>1930-2011</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="4">
      <name>Oral History</name>
      <description>A resource containing historical information obtained in interviews with persons having firsthand knowledge.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="432436">
                <text>GV248-01_Peeler_Susan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432437">
                <text>Susan Peeler audio interview and transcript</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432438">
                <text>Peeler, Susan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="37">
            <name>Contributor</name>
            <description>An entity responsible for making contributions to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432439">
                <text>Peeler, Lauren</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432440">
                <text>Susan Peeler discusses her experiences growing up and how they have affected the way she prejudges people.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432442">
                <text>Civil rights--Michigan--History</text>
              </elementText>
              <elementText elementTextId="432443">
                <text>Women--Personal narratives</text>
              </elementText>
              <elementText elementTextId="432444">
                <text>Discrimination</text>
              </elementText>
              <elementText elementTextId="432445">
                <text>Discrimination against African Americans</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432446">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432447">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432448">
                <text>Sound</text>
              </elementText>
              <elementText elementTextId="432449">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="432450">
                <text>audio/mp3</text>
              </elementText>
              <elementText elementTextId="432451">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="432453">
                <text>Speaking Out: Western Michigan Civil Rights Oral History Project</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="440283">
                <text>2011-11-27</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1029794">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="46358" public="1" featured="0">
    <fileContainer>
      <file fileId="51358">
        <src>https://digitalcollections.library.gvsu.edu/files/original/1ec5059da316c3404f9495f9555c1567.pdf</src>
        <authentication>c0364e347afe38e36f6fe603f1d721ad</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="880986">
                    <text>SUSAN STRYKER TO DELIVER KEYNOTE SPEECH
AT TRANSGENDER DAY OF REMEMBRANCE
Grand Valley State University's Milton E. ford LGBT
Center is sponsoring a Transgender Day of Remembrance
event Monday, Nov. 13, at 4 p.m. in the Kirkhof Center
Grand River Room. Gender theorist and historian Susan
Stryker will be delivering a keynote speech on topics
such as labels, preferred pronouns and other current
conflicts. Those interested in learning more about the
event can visit www.gvsu.edu/events/transgender-dayof-remembrance-keynote-by-dr-susan/.

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="42">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815473">
                  <text>GVSU Sexuality and Gender Flyers</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815474">
                  <text>The Rainbow Resource Center</text>
                </elementText>
                <elementText elementTextId="815475">
                  <text>Women and Gender Studies Department</text>
                </elementText>
                <elementText elementTextId="815476">
                  <text>Women's Commission</text>
                </elementText>
                <elementText elementTextId="815477">
                  <text>Gayle R. Davis Center for Women and Gender Equity</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815478">
                  <text>Digitized posters, flyers, event notices, and other materials relating to gender expression and sexuality at Grand Valley State University, with materials spanning from 1974 to 2019. </text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815479">
                  <text>1974/2019</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="815480">
                  <text>Digitized from collections at the Rainbow Resource Center (formerly the Milton E. Ford LGBT Resource Center), Women and Gender Studies Department, Women's Commission, and  Gayle R. Davis Center for Women and Gender Equity.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815481">
                  <text>In Copyright</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815482">
                  <text>Gender identity</text>
                </elementText>
                <elementText elementTextId="815483">
                  <text>Gender expression</text>
                </elementText>
                <elementText elementTextId="815484">
                  <text>Sexual orientation</text>
                </elementText>
                <elementText elementTextId="815485">
                  <text>Women's studies</text>
                </elementText>
                <elementText elementTextId="815486">
                  <text>Queer theory</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="815487">
                  <text>Grand Valley State University. University Libraries. Special Collections and University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="815488">
                  <text>DC-09</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815489">
                  <text>application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815490">
                  <text>Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="815491">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="880972">
                <text>DC-09_SGF_LGBTQ_2017-09-11_Lanthorn_Keynote-Speech-Announcement_Newspaper.pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880973">
                <text>The Rainbow Resource Center</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880974">
                <text>2017-09-11</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880975">
                <text>Susan Stryker to Deliver Keynote Speech at Transgender Day of Remembrance</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880976">
                <text>Flyer inviting people to the Transgender Day of Remembrance event including keynote speaker Susan Stryker.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880977">
                <text>Community centers</text>
              </elementText>
              <elementText elementTextId="880978">
                <text>Sexual minorities</text>
              </elementText>
              <elementText elementTextId="880979">
                <text>Transgender Day of Remembrance</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="880980">
                <text>The Rainbow Resource Center</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880982">
                <text>&lt;a href="http://rightsstatements.org/vocab/InC/1.0/"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880983">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880984">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="880985">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1034519">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="54820" public="1" featured="0">
    <fileContainer>
      <file fileId="59090">
        <src>https://digitalcollections.library.gvsu.edu/files/original/3e4a907e77ff62d7acac89aeb58f4bfe.pdf</src>
        <authentication>f5e17780904a0818fe3b0060e0a5bd82</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="1010193">
                    <text>�::;;------ -= ~

~ -

,-.itu Council Resolution
Resolutiu11f01· City Council

City Council Resolution
Resolution for City Council
December 12, 2022

RESOLUTION FOR CITY COUNCIL
DECEMBER 12, 2022

A RESOLUTION TO ADOPT A NEW MASTER PLAN OF THE ClTY OF SOUTHFIELD TO REPLACE THE EXISTING MASTER
PLAN:

WHEREAS: The existing Comprehensive Master Plan (Plan) for the City of Southfield was adopted on June 20, 2016, by the City Council;
and,
WHEREAS: At least every five (5) years after adoption of a Plan, the Council shall review the Plan and determine whether to commence
the procedure to amend the Plan or adopt a new Plan; and,
WHEREAS: The preparation of a new Comprehensive Master Plan was required to establish goals and guidelines to facilitate the direction,
redevelopment and growth of the City of Southfield to address changing demographic and marketing conditions created by the "Great
Recession" and to reposition the City into the future; and,
WHEREAS: Sustainable communities are places that balance their economic assets, natural resources, and social priorities so that residents'
diverse needs can be met now and in the future. These communities prosper by attracting and retaining businesses and people and offering
individuals of all incomes, races, and ethnicities access to the opportunities, services, and amenities they need to thrive; and,
WHEREAS: on January 19, 2021, the City Council authorized the City Planner, on behalf of the Planning Comrn;;:,::;ion, to send the required
Notice of Intent to update the Comprehensive Master Plan in accordance with the Michigan Planning Enabling Act (Act 33 of 2008, as
amended) and to initiate the Master Plan procedure to update the Plan in accordance with Sect. 5.59 of the City Zoning Ordinance; and,
WHEREAS: Over 138 letters were mailed to registered homeowner's groups and condominium associations to encourage participation.
Further, several public meeting and workshops were held with homeowner groups, civic associations, boards &amp; commissions, public
schools, and city staff throughout the process to encourage public input; and,
-1-

■

�--

City Council Resolution
Resolulionfor City Cmmcil

WHEREAS: A social media platform, publicinput.com/sustainablesouthfield2026 website, was launched on February I, 2021, for an 8week public input period to solicit feedback on a variety of topics, which resulted in over 16,406 total responses, 1,150 total comments, and
581 total participants; and,
WHEREAS: On January 20, 202 I, and March I 6, 2022; the Planning Commission held public workshops and open houses on the
preliminary draft master plan to seek additional public comment; and,
WHEREAS: On September 6, 2022, the City Council authorized the Planning Department, on behalf of the Planning Commission
Secretary, to release the draft Sustainable Southfield 2. 0, Comprehensive Master Plan 2023-2028 for the required 63-day public review
period and the requirements of the Michigan Planning Enabling Act 33 of 2008, as amended; and,
WHEREAS: On November 2, 2022, the Oakland County Coordinating Zoning Committee (CZC) held a meeting and by a 2-0 vote,
endorsed the County staffs review finding that the City's Master Plan not inconsistent with the plan of any of the surrounding communities;
and,
WHEREAS: on November I 6, 2022, pursuant to the requirements of Article 4, Section 5.59, Comprehensive Master Plan Procedure,
Chapter 45, Zoning, of Title V, Zoning and Planning of the Code of the City of Southfield, and the Michigan Planning Enabling Act, Public
Act 33 of 2008, as amended, the Southfield Planning Commission held a public hearing on the proposed Sustainable Southfield 2. 0,
Comprehensive Master Plan 2023-2028 and forwarded a favorable recommendation to City Council by unanimous vote; and,
WHEREAS: on December I 2, 2022, pursuant to the requirements of Article 4, Section 5.59, Comprehensive Master Plan Procedure,
Chapter 45, Zoning, of Title V, Zoning and Planning of the Code of the City of Southfield, and the Michigan Planning Enabling Act, Public
Act 33 of 2008, as amended, the Southfield City Council held a public hearing on the proposed Sustainable Southfield 2.0, Comprehensive
Master Plan 2023-2028,
NOW THEREFORE, BE IT HEREBY RESOLVED:
That Sustainable Southfield 2. 0, A Comprehensive Master Plan for Now and the Future, (MP-08), draft dated December 12, 2022, be
recommended for adoption, in accordance with Article 4, Section 5.59, Comprehensive Master Plan Procedure, Chapter 45, Zoning, of Title
V, Zoning and Planning of the Code of the City of Southfield, and the Michigan Planning Enabling Act, Public Act 33 of2008 be approved
for the reasons set forth in the City Planner's recommendation; i.e.:
I. Sustainable Southfield, as prepared by the City of Southfield Planning Department, the City of Southfield Planning Commission and
residents, has been thoroughly studied by the Planning Commission at their Planning Commission Study Meetings and Regular
Meetings.

-2-

�.. ................................ --City Council Resolution
Resolution for City Council

2. Sustainable South.field will serve to guide and coordinate City decisions on new development and redevelopment; will assist in the
review of development proposals to confirm they meet the goals and strategies of the Plan; and provide a basis for amendments to the
Zoning Ordinance and Zoning Map.
3. Sustainable communities are places that balance their economic assets, natural resources, and social priorities so that residents'
diverse needs can be met now and in the future. These communities prosper by attracting and retaining businesses and people and
offering individuals of all incomes, races, and ethnicities access to the opportunities, services, and amenities they need to thrive.

BE IT FURTHER RESOLVED: That Resolution No. MP-08 is hereby recommended for adoption.
I, Allyson Bettis, duly appointed City Clerk of the City of Southfield, County of Oakland, State of Michigan, do hereby certify that the
foregoing resolution was adopted by the Southfield City Council at their December 12, 2022 Regular Meeting held in the Council Chambers
of the Municipal Building, 26000 Evergreen Road, Southfield, Michigan.

12/22/2022
Dated

~
Allyson Bettis, Southfield City Clerk

-3-

•

�-

-

-

-

-

----==---====----=-~-~--==-,..::__~-

-·

-·- - - -

.

--

Ack1w1vledge111cnts
'J'ho.nk \ 'ou

Aclmowledgements
ThankYou
The Honorable Dr. Kenson J. Siver, Ed. D,
Mayor

City Council
Linnie Taylor, Council President
Michael A. Mandelbaum, Council President
Pro Tern
Nancy L.M. Banks, Councilwoman
Daniel Brightwell, Councilman
Dr. Lloyd Crews, PhD, Councilman
Myron Frasier, Councilman
Jason Hoskins, Councilman
Allyson Bettis, City Clerk
Sherikia Hawkins, Former City Clerk
(resigned 10/19/2022}
Nicole M. Humphries, Deputy City Clerk
Irv M. Lowenberg, City Treasurer

City Administration
Frederick E. Zorn, CEcD, City Administrator
John Michrina, Deputy City Administrator
Dawn King, City Attorney
Eric James Shannon, Performance &amp;
Technology Specialist

Planning Commission
Dr. Geralyn Stephens-Gunn, Ed . D, Chair
Anthony Martin, Vice Chair
Robert L. Willis, Secretary
Cynthia Bernoudy
Donald Culpepper (resigned 4/28/2022}
Ghana Adell Goodwin-Dye
Jeremy Griffis
Steven Huntington

Planning Department
Terry Croad, AICP, ASLA, Director of Planning
Souzan Hanna, Sustainability Planner
Noreen Kozlowski, Landscape Design
Coordinator (retired March 2022}
Sarah K. Mulally, AICP, Assistant City Planner
Jeff Spence, Assistant City Planner
Lisa Wojciechowski, Administrative Assistant

Prepared with the assistance of:
McKenna, www.mcka.com

-4-

Other City Departments
Chief Elvin Barron, Police Department
Mary Beall, Library
Justin Beck, Emergency Management
Terry Fields, Parks &amp; Recreation
Rochelle Freeman, Business Development
Steve Gogola, Engineering (GIS}
Rene Hinojosa, Technology Services
Michael Manion, Community Relations
Chief Johnny Menifee, Fire Department
Justin Prybylski, Assessing
Leigh Schultz, Engineering
Brandy Siedlaczek, Stormwater Management
Other Contributors
Mike Csapo, General Manager, RRRASOC
Darla Van Hoey, Southfield Historical Society

�I

Table of Contents
Page References by Chapter
City Council Resolution ..................................................................................................................................................................1
Resolution for City Council. .........................................................................................................................................................................1

Acknowledgements .......................................................................................................................................................................4
Thank You ..................................................................................................................................................................................................4

Table of Contents ..........................................................................................................................................................................5
Page References by Chapter ....................................................................................................................................................................... 5

Table of Figures &amp; Maps .............................................................................................................................................................. 13
Figures .....................................................................................................................................................................................................13
Maps .......................................................................................................................................................................................................14
Tables ......................................................................................................................................................................................................15

Executive Summary ..................................................................................................................................................................... 16
Planning for Southfield's Future ................................................................................................................................................................16

Introduction ................................................................................................................................................................................ 18
About the Sustainable Southfield Plan ......................................................................................................................................................18
Public Engagement Summary ...................................................................................................................................................................20
Planning Commission Kick-Off Meeting ............................................................................................................................................................... 20
Homeowner Association Meetings ...................................................................................................................................................................... 21
CCAB Visioning Session ............................................................................................................................................................................ .. .......... 21
Online Engagement ................................................................................................................................................................ .............................. 22
Tapestry of a Community Art Project .................................................................................................................................................................. 24
Participation Results ............................................................................................................................................................................................ 25
Visions .....................................................................................................................................................................................................28

Chapter 1: Background ................................................................................................................................................................ 31
Context ....................................................................................................................................................................................................31

�-

---

Table of Contents
Page References by Chapter

Location ................................................................................................................................................................................................................ 31
Indigenous History ............................................................................................................................................................................................... 32
City Profile ............................................................................................................................................................................................................ 33
Relevant Adopted Plans ...........................................................................................................................................................................35
2022 John Grace Revitalization Plan .................................................................................................................................................................... 35
2022 Parks and Recreation Master Plan .............................................................................................................................................................. 35
2022 Capital Improvement Plan (CIP) .................................................................................................................................................................. 36
2018 SODA Development and Tax Increment Financing (TIF) Plan ..................................................................................................................... 36
2017 COSA Senior Needs Assessment ................................................................................................................................................................. 36
2016 Southfield City Centre Vision Plan .............................................................................................................................................................. 37
2016 Southfield City Centre Retail Market Analysis ............................................................................................................................................ 37
2014 Valley Woods Senior Campus ..................................................................................................................................................................... 37
2012 Non-Motorized Pathway &amp; Public Transit Plan ........................................................................................................................................... 38
Population and Demographic Trends ........................................................................................................................................................40
Current Conditions ............................................................................................................................................................................................... 40
Population Trends ................................................................................................................................................................................................ 40
Chapter 2: Key Recent Changes and Trends .................................................................................................................................. 45
Local Changes Since 2016 ......................................................................................................................................................................... 45
Zoning Innovations ............................................................................................................................................................................................... 45
Southfield Arts Commission ................................................................................................................................................................................. 46
Regional and National Trends ...................................................................................................................................................................47
Pandemic Impacts ................................................................................................................................................................................................ 47
Retail Relocations ................................................................................................................................................................................................. SO
Missing Middle Housing ....................................................................................................................................................................................... 51
Remote Office Work ............................................................................................................................................................................................ 52
Hotels and Short-Term Rentals ............................................................................................................................................................................ 53
New Industrial Businesses
54
US Inflation Rate Rises
55
The Great Resignation and Quiet Quitting ........................................................................................................................................................... 55
Rethinking the Public Rights-of-Way ................................................................................................................................................................... 55
Chapter 3: Healthy Living ............................................................................................................................................................. 57
Introduction .............................................................................................................................................................................................57
Background &amp; History ...............................................................................................................................................................................57
Racial Disparities in Health ................................................................................................................................................................................... 57

-6-

•

�I

--

''11111111

--

---

---

·- - -

---

---

---

---

---

---

..

..

....

-

-

..

Tahlc of Contents
Page References hy Chapter

Current Conditions ...................................................................................................................................................................................59
Environmental Conditions ................................................................................................................................................................................... 59
Individual Health .................................................................................................................................................................................................. 64
Healthy Food Access ............................................................................................................................................................................................ 64
Diversity and Inclusion ......................................................................................................................................................................................... 65
LTU Summer Camp: Introduction to Landscape Architecture ............................................................................................................................ 65
Recent Programs and Initiatives ...............................................................................................................................................................67
Southfield Peace Poles and Walk ......................................................................................................................................................................... 67
20 Minutes of Heart Healthy Activity ................................................................................................................................................................... 67
2021 All-America City Award (AAC) Competition ................................................................................................................................................ 67
Diversity and Inclusion Initiatives ........................................................................................................................................................................ 68
Best Cities for Black Women ................................................................................................................................................................................ 70
AARP Designation Process ................................................................................................................................................................................... 71
Key Trends &amp; Challenges ..........................................................................................................................................................................72
Pandemic Impacts on Health ............................................................................................................................................................................... 72
Mixed Use ............................................................................................................................................................................................................ 72
Key Findings .............................................................................................................................................................................................73
Strengths and Opportunities ................................................................................................................................................................................ 73
Weaknesses and Threats ..................................................................................................................................................................................... 73
Goals, Objectives, and Strategies ..............................................................................................................................................................74
Goals .................................................................................................................................................................................................................... 74
Objectives and Strategies ..................................................................................................................................................................................... 74

Chapter 4: Housing and Residential Character .............................................................................................................................. 76
Introduction .............................................................................................................................................................................................76
Background &amp; History ...............................................................................................................................................................................77
History of Development ....................................................................................................................................................................................... 77
National Historic Register of Places - The Plumbrooke Estates Neighborhood .................................................................................................. 78
National Historic Register of Places - The Northland Gardens Neighborhood ................................................................................................... 78
Current Conditions ...................................................................................................................................................................................79
Housing Units ....................................................................................................................................................................................................... 79
Occupancy ............................................................................................................................................................................................................ 80
Home Ownership ................................................................................................................................................................................................. 82
Housing Costs ....................................................................................................................................................................................................... 84
Housing Types ...................................................................................................................................................................................................... 86

-7-

..

�..
,.
- --

Ta hie of Con ten ts
Page References hy Chapter

Housing Unit Age ................................................................................................................................................................................................. 87
Resident Length of Stay ....................................................................................................................................................................................... 87
Current Housing Programs ........................................................................................................................................................................88
Ongoing Housing Programs ................................................................................................................................................................................. 88
Ongoing Housing-Related Programs .................................................................................................................................................................... 93
Key Trends &amp; Challenges ..........................................................................................................................................................................96
Short-Term Rentals .............................................................................................................................................................................................. 96
Age-in-Place Housing ........................................................................................................................................................................................... 96
"Missing" Middle Housing ................................................................................................................................................. .................................. 97
Accessory Dwelling Units (ADUs) and Tiny Homes .............................................................................................................................................. 97
Adaptive Reuse .................................................................................................................................................................................................... 98
Expansion of Residential Offerings in Single-Family Zones .................................................................................................................................. 99
20-Minute Neighborhoods ................................................................................................................................................................................... 99
Lower Parking Requirements ............................................................................................................................................................................. 100
Supply Chain Shortages During the Pandemic ................................................................................................................................................... 100
Key Findings ...........................................................................................................................................................................................101
Strengths &amp; Opportunities ................................................................................................................................................................................. 101
Weaknesses &amp; Threats ....................................................................................................................................................................................... 104
Goals, Objectives, and Strategies ............................................................................................................................................................ 105
Goals ................................................................................................................................................................................................................. 105
Objectives and Strategies ................................................................................................................................................................................... 105

Chapter 5: Economic Development ............................................................................................................................................ 107
Introduction ...........................................................................................................................................................................................107
Entrepreneurial Support .........................................................................................................................................................................108
Current Conditions .................................................................................................................................................................................109
Southfield ........................................................................................................................................................................................................... 109
Oakland County .................................................................................................................................................................................................. 111
Recent Programs and Initiatives ............................................................................................................................................................. 114
Programs ............................................................................................................................................................................................................ 114
Pandemic Response ........................................................................................................................................................................................... 118
RRC Program ...................................................................................................................................................................................................... 120
2018 SDDA Reestablishment ............................................................................................................................................................................. 121
Other Projects and Developments ..................................................................................................................................................................... 125
Key Trends &amp; Challenges ........................................................................................................................................................................ 138

-8-

�,_,..,.

, . . , . . ,... '11111 ....

,

L ...

•

Table of f'ontcnL'&gt;

Page References hy C'haptcr

Continuing Pandemic Impacts ........................................................................................................................................................................... 138
Changing Workforce Demographics .................................................................................................................................................................. 139
Key Findings ...........................................................................................................................................................................................139
Strengths and Opportunities .............................................................................................................................................................................. 140
Weaknesses and Threats ................................................................................................................................................................................... 140
Goals, Objectives, and Strategies ............................................................................................................................................................ 141
Goals .................................................................................................................................................................................................................. 141
Objectives and Strategies ................................................................................................................................................................................... 141

Chapter 6: Existing and Future Land Use .................................................................................................................................... 143
lntroduction ...........................................................................................................................................................................................143
Background &amp; History ............................................................................................................................................................................. 143
Pre-1900s ........................................................................................................................................................................................................... 143
1900s to Present
144
Existing Land Use ...................................................................................................................................................................................145
About .................................................................................................................................................................................................................. 145
The Existing Land Use Color Code ...................................................................................................................................................................... 146
Existing Land Use Map ....................................................................................................................................................................................... 147
Takeaways on Existing Land Use ........................................................................................................................................................................ 148
Key Trends &amp; Challenges ........................................................................................................................................................................149
Limited Land ....................................................................................................................................................................................................... 149
Excessive Amount of Class C Office Space ......................................................................................................................................................... 149
Key Findings ...........................................................................................................................................................................................150
Strengths and Opportunities .............................................................................................................................................................................. 150
Weaknesses and Threats ................................................................................................................................................................................... 150
Future Land Use .....................................................................................................................................................................................151
About .................................................................................................................................................................................................................. 151
The Future Land Use Color Code ....................................................................................................................................................................... 152
Future Land Use Map ......................................................................................................................................................................................... 153
Future Land Use Category Descriptions ............................................................................................................................................................. 154
Goals, Objectives, and Strategies ............................................................................................................................................................ 168
Goals .................................................................................................................................................................................................................. 168
Objectives and Strategies ................................................................................................................................................................................... 168

Chapter 7: Sub-Area Plans ......................................................................................................................................................... 170
lntroduction ...........................................................................................................................................................................................170

-9-

�,..

----

Table of Contents
Page References hy Chapter

Current Sub-Area Plans ...........................................................................................................................................................................172
Parks and Recreation Master Plan ..................................................................................................................................................................... 172
City Centre Development Plan ........................................................................................................................................................................... 176
Centrepolis SmartZone Action Plan ................................................................................................................................................................... 181
Mixed Use Corridor District (MUCD) ................................................................................................... ............................................................... 184
Nine Mile Corridor ............................................................................................................................................................................................. 186
Goals, Objectives, and Strategies ............................................................................................................................................................ 190
Goals .................................................................................................................................................................................................................. 190
Objectives and Strategies ................................................................................................................................................................................... 190

Chapter 8: Public Infrastructure ................................................................................................................................................. 193
Introduction ...........................................................................................................................................................................................193
Non-Motorized and Motorized Infrastructure .................................................................................................................................................. 193
Stormwater and Green Infrastructure ............................................................................................................................................................... 194
Drinking Water and Sanitary Sewer Infrastructure ........................................................................................................................................... 199
Current Conditions .................................................................................................................................................................................200
Non-Motorized and Motorized Infrastructure .................................................................................................................................................. 200
Road Quality ....................................................................................................................................................................................................... 203
Safe Streets for All. ............................................................................................................................................................................................. 203
SEMCOG City of Southfield Traffic Crash Data ................................................................................................................................................... 204
Vision Zero ......................................................................................................................................................................................................... 209
Stormwater and Green Infrastructure ............................................................................................................................................................... 209
Drinking Water and Sanitary Sewer Infrastructure ........................................................................................................................................... 211
Public Art ............................................................................................................................................................................................................ 212
Current Programs and Initiatives ............................................................................................................................................................213
Pedestrian Enhancements ................................................................................................................................................................................. 213
Proposed City Centre Lawn Improvements ....................................................................................................................................................... 220
Non-Motorized and Motorized Infrastructure .................................................................................................................................................. 226
Bus Stop Priority Plan (5-Year - 2019) ................................................................................................................................................................ 233
Stormwater and Green Infrastructure ............................................................................................................................................................... 234
Drinking Water and Sanitary Sewer Infrastructure ........................................................................................................................................... 235
Key Trends &amp; Challenges ........................................................................................................................................................................237
Electric Vehicles ................................................................................................................................................................................................. 237
Autonomous Vehicles and Car Sharing .............................................................................................................................................................. 238
Autonomous Delivery ........................................................................................................................................................................................ 238

-10-

�, a1 , . , . '11111111 '11111] 1IIIJ '1111) 1IIIJ 1IIIJ 1IIIJ

IIIIJ . .

Table of Contents
Page References hy Chapter

Nature-Conscious Building ................................................................................................................................................................................. 239
COVID-19 Pandemic-Driven Recreation ............................................................................................................................................................. 239
Smart Infrastructure Monitoring ....................................................................................................................................................................... 239
Trees as a Utility ................................................................................................................................................................................................. 239
Materials Management ..................................................................................................................................................................................... 240
Key Findings ...........................................................................................................................................................................................242
What is Sustainability? ....................................................................................................................................................................................... 242
Strengths and Opportunities .............................................................................................................................................................................. 242
Weaknesses and Threats ................................................................................................................................................................................... 245
Goals, Objectives, and Strategies ............................................................................................................................................................248
Goals .................................................................................................................................................................................................................. 248
Objectives and Strategies ................................................................................................................................................................................... 248
Chapter 9: Public Facilities and Services ..................................................................................................................................... 251
Introduction ...........................................................................................................................................................................................251
City Government ................................................................................................................................................................................................ 251
City Boards and Commissions ............................................................................................................................................................................ 252
City Departments ............................................................................................................................................................................................... 252
Other Agencies and Institutions ......................................................................................................................................................................... 253
Fire Department .....................................................................................................................................................................................258
Current Conditions ............................................................................................................................................................................................. 258
Recent Programs and Initiatives ........................................................................................................................................................................ 258
Key Trends and Challenges ................................................................................................................................................................................ 259
Key Findings and Future Plans ........................................................................................................................................................................... 260
Homeland Security and Emergency Preparedness Division ...................................................................................................................... 261
Current Conditions ............................................................................................................................................................................................. 261
Recent Programs and Initiatives ........................................................................................................................................................................ 262
Police Department .................................................................................................................................................................................263
Current Conditions ............................................................................................................................................................................................. 263
Recent Programs and Initiatives ........................................................................................................................................................................ 264
Key Trends and Challenges ................................................................................................................................................................................ 266
Key Findings and Future Plans ........................................................................................................................................................................... 267
Southfield Human Services Department (SHSD) ...................................................................................................................................... 268
Current Conditions ............................................................................................................................................................................................. 268
Recent Programs and Initiatives ........................................................................................................................................................................ 268

-11-

•

�---

- -- ---

Ta hie of Contents
Page Rcfcn~ncl~S hy Chapter

Key Trends and Challenges ................................................................................................................................................................................ 269
Southfield Schools District ......................................................................................................................................................................270
Mission Statement ............................................................................................................................................................................................. 270
Current Conditions ............................................................................................................................................................................................. 270
Key Trends and Challenges ................................................................................................................................................................................ 272
Key Findings and Future Plans ........................................................................................................................................................................... 273
Goals, Objectives, and Strategies ............................................................................................................................................................ 274
Goals .................................................................................................................................................................................................................. 274
Objectives and Strategies ................................................................................................................................................................................... 274

Chapter 10: Implementation ...................................................................................................................................................... 277
Implementation Matrix ..........................................................................................................................................................................277
Zoning Plan ............................................................................................................................................................................................281
Planned Future Land Use Plan Amendments .................................................................................................................................................... 281
Zoning Code Map Plan ....................................................................................................................................................................................... 282
Zoning Code Text Plan ........................................................................................................................................................................................ 283
Past Zoning Changes Since 2016 Master Plan ................................................................................................................................................... 286

Appendices: Sustainable Southfield 2.0 ..................................................................................................................................... 290
Table of Contents ...................................................................................................................................................................................290

Appendix A: Works Cited .......................................................................................................................................................... 291
Endnotes ................................................................................................................................................................................................ 291

-12-

�..

--c

~~ ~

Table of Figures &amp; Maps
Figures

Table of Figures &amp; Maps
Figures
Figure 1. Southfield Population from 1960 to 2020 and Future Projection ................................................................................................................ 40
Figure 2. Southfield Income Distribution (2019) .......................................................................................................................................................... 42
Figure 3. Breakdown of Taxable Value (2021-2022) .................................................................................................................................................... 43
Figure 4. Southfield Educational Attainment (2010 vs 2019) ...................................................................................................................................... 43
Figure 5. Covid Deaths per 10,000 People Over 65 Years Old in Michigan (2021) ...................................................................................................... 47
Figure 6. Covid Deaths per 10,000 People Under 65 Years Old in Michigan (2021) .................................................................................................... 47
Figure 7. Brownfield Sites in Southfield ....................................................................................................................................................................... 62
Figure 8. Southfield Residential Permits, 1995-2021 ................................................................................................................................................... 79
Figure 9. Southfield Housing Units &amp; Occupancy, 1990-2019 ..................................................................................................................................... 79
Figure 10. Regional Occupancy Rate, 1990-2019 ........................................................................................................................................................ 80
Figure 11. Regional Home Ownership Rate, 1990-2019 .............................................................................................................................................. 82
Figure 12. Southfield Median Housing Values, 1990-2019 .......................................................................................................................................... 84
Figure 13. Southfield Housing Values, 2014 vs 2019 ................................................................................................................................................... 84
Figure 14. Regional Residential Rental Share, 2014 vs 2019 ....................................................................................................................................... 85
Figure 15. Regional Gross Rent, 2019 .......................................................................................................................................................................... 85
Figure 16. Regional Rent as a Percentage of Household Income, 2019 ...................................................................................................................... 86
Figure 17. Regional Residential Housing Distribution, 2019 ........................................................................................................................................ 86
Figure 18. Year Built, Southfield Residential Structures, 2019 .................................................................................................................................... 87
Figure 19. Year Householder Moved In, pre-1989 to 2019 ....................................................... .................................................................................. 87
Figure 20. General Fund Revenues, 2021-2022 ......................................................................................................................................................... 110
Figure 21. Breakdown of Taxable Value (2021-2022) ................................................................................................................................................ 110
Figure 22. Land Use Breakdown within Centrepolis SmartZone ............................................................................................ ... .. .............................. 181
Figure 23. Historic Rainfall 2010 vs 2020 ................................................................................................................................................................... 194
Figure 24. City of Southfield Traffic Crashes, 2017-2021 ........................................................................................................................................... 204
Figure 25. Response Summary from City Staff Sustainability Survey - Question 1 ................................................................................................... 246
Figure 26. Response Summary from City Staff Sustainability Survey - Question 2 ................................................................................................... 247
Figure 27. Southfield Public Schools 2022 Statistics .................................................................................................................................................. 272

-13-

I

�---------------

Table of Figures &amp; Maps
Maps

Maps
Map 1. Southfield Location .......................................................................................................................................................................................... 31
Map 2. Southfield Parks and Nature Areas .................................................................................................................................................................. 60
Map 3. Waterways in Southfield ....................................................... :.......................................................................................................................... 63
Map 4. Sketch Map of 1870s Southfield Township ..................................................................................................................................................... 76
Map 5. Southfield Vacancy Rates, 2014-2019 ............................................................................................................................................................. 81
Map 6. Homeownership Rates by Neighborhood, 2014-2019 .................................................................................................................................... 83
Map 7. CDBG Low-Mod Eligible Areas ......................................................................................................................................................................... 90
Map 8. RUDD Sites in Southfield .................................................................................................................................................................................. 95
Map 9. Pilot Speed Bump Locations .......................................................................................................................................................................... 102
Map 10. Southfield DDA Boundary ............................................................................................................................................................................ 121
Map 11. Oakland Community College Campus Future Expansion Map .................................................................................................................... 122
Map 12. Downtown Development Authority (DDA) Buildings in 3-D Classified by Use ............................................................................................ 123
Map 13. Existing Land Use Map ................................................................................................................................................................................. 147
Map 14. Future Land Use Map .................................................................................................................................................................................. 153
Map 15. Map of Sub-Areas in Southfield ................................................................................................................................................................... 171
Map 16. Parks and Recreation Assets Map ............................................................................................................................................................... 173
Map 17. City Centre Trail Map ................................................................................................................................................................................... 177
Map 18. Centrepolis SmartZone Concept Plan .......................................................................................................................................................... 182
Map 19. MUCD-Eligible Areas in Southfield .............................................................................................................................................................. 185
Map 20. Nine Mile Corridor Plan Study Area ............................................................................................................................................................. 186
Map 21. Existing Conditions on Nine Mile Road ........................................................................................................................................................ 188
Map 22. Areas of Concern on Nine Mile Road ........................................................................................................................................................... 188
Map 23. Recommended Improvements on Nine Mile Road ..................................................................................................................................... 189
Map 24. Existing and Proposed Improvements on Nine Mile Road Between Lahser and Greenfield Roads ............................................................ 189
Map 25. New Pedestrian and Bike Pathways Since 2011 .......................................................................................................................................... 201
Map 26. Existing and Proposed Non-Motorized Transportation Plan ....................................................................................................................... 202
Map 27. 2017-2021 Fatal and Serious Crashes .......................................................................................................................................................... 206
Map 28. 2017-2021 Bicycle Crashes .......................................................................................................................................................................... 207
Map 29. 2017-2021 Pedestrian Crashes .................................................................................................................................................................... 208
Map 30. Green Infrastructure Projects ...................................................................................................................................................................... 210
Map 31. Current and Upcoming Transportation Projects ......................................................................................................................................... 228
Map 32. Priority Bus Stop Improvements .................................................................................................................................................................. 232
Map 33. School District Boundaries ........................................................................................................................................................................... 270
Map 34. Zoning Code Map Plan .......................................................................................................................................Error! Bookmark not defined.
-14-

�-

. ,. ,. ,.
Tahlc of Figures &amp; Maps
Tables

Tables
Table 1. Public Engagement Feedback from CCAB Visioning Session .......................................................................................................................... 22
Table 2. CDBG Funds Expenditures .............................................................................................................................................................................. 89
Table 3. Responses to Nine Mile Corridor Survey "What Improvements Would Encourage You to Walk and Bike More?" ................................... 187
Table 4. Low-Impact Design Terminology ................................................. ................................................................................................................. 196
Table 5. Benefits of Green Infrastructure .................................................................................................................................................................. 197
Table 6. High Frequency Intersection Crash Rankings ............................................................................................................................................... 205
Table 7. Priority Water Construction Projects ........................................................................................................................................................... 235
Table 8. EV Charging Stations .................................................................................................................................................................................... 237
Table 9. Crime Statistics, 2018-2021 .......................................................................................................................................................................... 264
Table 10. Implementation Plan Table ........................................................................................................................................................................ 273

-15-

I

�.,
Executive Summary
Planning for Southfield's Future

Executive Summary
Planning for Southfield's Future
Sustainable Southfield 2.0 is the City of Southfield's comprehensive plan for the future. Sometimes referred to as the "Master Plan," this
document is used to guide future development, programs, and policies to help make our city match residents' vision for the future. The plan
gives guidance to the City Council, departments, agencies, boards and commissions, and staff as they make decisions that impact the public with every new building, street, or program, the question is asked "Does this align with the community's vision?"

Overwhelmingly, residents' visionfor the future ofSouthfield is one
rooted in resiliency, equity, and collective supportfor one another.
Residents want a community where everyone has access to high
quality recreation, entertainment and amenities, housing, andjobs

- a city where everyone thrives.
The Sustainable Southfield 2.0 Plan asked Southfield residents about the challenges they face today and what they want to see change in the
next ten to twenty years. Over 1,000 residents participated in the creation of the Plan by providing their feedback through the public survey, at
homeowners' association meetings, and at City Council and Planning Commission meetings. After receiving this feedback, over a dozen City
departments collaborated to create the draft Plan, which was then distributed for public review. Members of the public, board and commission
officials, neighboring cities, and Oakland County all reviewed the Plan over the course of two months and returned their comments to the City,
which then shaped the final Plan. From start to finish, it took almost two years to create the final Sustainable Southfield 2.0 Plan.

Sustainable Southfield 2.0 combined the public's feedback with information about the existing conditions in the city and upcoming trends to
identify the opportunities and challenges that the community will soon face. The Plan covers a wide range of topics - from roads to housing,
from schools to workforce development, and from trees to waste management - to try to get a complete picture of the future. Overall, the Plan
directs the city toward a resilient future where the community can survive, adapt, and grow no matter the pressures we face - pandemics,
climate change, and everything else the next twenty years will bring.
In total, Sustainable Southfield 2.0 includes 113 clear objectives for the future to help make progress toward the community's goals. These
objectives can all be found in "Chapter 10: Implementation." The Plan also includes innumerable recommendations and insights that will help
guide the city forward - these are scattered throughout the document but can generally be found under the "Key Findings" section in each
chapter. Chapters 1 and 2 provide a background on Southfield today, while Chapters 3 through 9 address specific topics and Chapter 10 gathers
the entire Plan together. We hope you enjoy Sustainable Southfield 2.0!

-16-

�I

�Introduction
About the Sustainable Southfield Plan

Introduction
About the Sustainable Southfield Plan
The City of Southfield's former Master Plan, Sustainable Southfield1 a Comprehensive Plan for now and the Future1 was adopted on June 20,
2016. As required by the Michigan Planning Enabling Act, Sustainable Southfield 2.0 will serve as the update to the former Master Plan and guide
City Council with recommended policies and guidelines for the next five years (2023-2028).
The past five years since the last Master Plan was adopted, we have seen tremendous change in the way we live, work, shop and in many other
aspects of our lives. 2020 turned us upside down with the COVID-19 pandemic, natural disasters, a contentious Presidential campaign, and the
national light on systemic social injustice and inequities in America. As we learn to be more tolerant of each other and adjust our daily lives
because of the pandemic today, we must maintain a focus on the development of Southfield in the future. The Southfield community continues
to strive towards being sustainable, adaptive to changing conditions, and becoming a more welcoming, inclusive, and diverse community!

-18-

�,...

-

I
J
J
J
J

J
J
J

�~
Introduction
Public Engagement Sununary

Public Engagement Summary
The City of Southfield launched the public input phase of Sustainable Southfield 2.0 at the Planning Commission meeting held on January 20,
2021. Over the last two years, the City solicited public input through multiple means, including, but not limited to: stakeholder meetings;
Planning Commission, Arts Commission, and Southfield City Centre Board meetings; neighborhood groups, homeowner associations, and
condominium associations meetings; virtual town hall sessions; online engagement and public survey through a social media platform; and
public hearings. Additional public input was solicited via the City website and social media, E-blasts, door knockers, and on-site pop-up boards
located at City Hall and other park facilities. In total, over 1,000 people provided feedback on their vision for the future of Southfield.
Complete results of the public engagement can be found in the Appendices: Sustainable Southfield 2.0.

Planning Commission Kick-Off Meeting
The Planning Commission held a public workshop on
Wednesday, January 10, 2021, to solicit comments from
the Commission as well as the public on the issues they
thought important in developing the Master Plan for the
next 5 years. The following items were discussed:
•
•
•
•

•
•
•

Importance of getting input from the public.
Using greenspace for green infrastructure and
move toward "green" building techniques.
Pursuit of "green" initiatives and moving away
from seas of asphalt parking.
Non-traditional ways of meeting with people
to get their input. Staff noted that the city can
provide 24/7 access via public input sites on
the computer and virtual town hall meetings
with Homeowners Associations and Condo
Associations.
Use of public transit in a pandemic.
Electric buses to be put in use.
Importance of Public Art and placemaking.

-20-

�~

~

,...

,...

,...

,...

,...

"11111111}

,....

,..

,..

,..

,..

,..

--

--

~

Introduction
Public Engagement Sununa1")

Homeowner Association Meetings
A notice was sent to 138 Homeowner (HOA) and Condominium Associations registered
in Southfield inviting them to meet with Planning team members to solicit input on the
Master Plan update. On March 10 and March 24, 2021, Planning Department staff
participated in two separate virtual meetings with two local HOAs: Evergreen Trails
and Burgh Pointe. Staff provided an overview of the Master Plan Process, presented
issues and trends, encouraged participation in the Master Plan process, and answered
questions. In addition, participants were asked if they had any specific issues that they
would like the City to address.

Evergreen Trails
5 people participated in this session and questions focused on where to go to
participate in the online survey.

Burgh Pointe
12 people (all HOA Board members) participated in this session.
Questions focused on medical marihuana and why it was approved in the City. Most of
the participants didn't want marihuana facilities and asked how it could be stopped in
the community. The majority (63%) of Southfield voters approved the use of medical
marihuana in 2018 by nearly a 2:1 margin. Thus, in 2019, City Council adopted
Ordinances #1678 and #1712 regulating the use of medical marihuana. The second
most common question regarded local roads in the Berg Road/Civic Center Drive Area.
It was the consensus of participants that Berg Road needed significant repairs.
Concerns were also expressed on when it might be fixed.

CCAB Visioning Session
On January 14, 2020, the Southfield City Centre Advisory Board (CCAB) held a visioning
session. Board members each contributed at least one idea on various projects,
events, and marketing priorities for the upcoming 1-2 fiscal years. Subsequently, each
member then voted on top priorities with the following results:

-21-

1llli

�- -

Introduction
Public Engagement Summary
Table 1. Public Engagement Feedback from CCAB Visioning Session

VOTES

14

VISION

Enhance gateways

7

Capture Business Community (after 5PM and weekends)

5

Coordinate events between Parks and Rec, LTU, the Library, etc.

5

Evergreen Road Pedestrian Crosswalk

4

Building Manager Meeting Club

4

LTU Flags/Banners on Ten Mile

4

EverCentre Park

3

Eagle Scout Projects

2

Ways to Draw People to Pathways via Activities/Geocaching

2

Branding and Infrastructure

2

Food Truck Locations

2

Survey City Centre

1

Meetup.com/Walking Clubs

-----I

1
1

~ Event Marketing

Fireworks and Winter Fireworks

0

Capture Transit Traffic through Signage

0

Connecting to the North via 1-696 Bridge with Art

O

Bike Events

O

Capture Young Professionals

Online Engagement
Public participation is a key element in the formulation of a Master Plan. Busy schedules, waning interests, and the additional challenge of social
distancing and quarantine mandates resulting from the COVID-19 pandemic created hurdles regarding the collection of public comment.
However, online platforms allowed the community conversations to continue despite these challenges.
In addition to the several workshops and homeowners' meetings conducted by the Planning Department, the social media platform, Public
Input, was key in providing meaningful interaction with Southfield's residents, business community, students, and visitors. Like the previous
Master Plan update which utilized MindMixer as a similar tool, it allowed participants to contribute and interact at their leisure and at times that
fit into their busy schedules.
-22-

�~,..

, .l , .l ,. _l '1l a J ~

l

,._l

,._l

Introduction
Public En~agcmcnl Sumntat')

Question and Topic Formulation
The Planning Department created a list of 17 topics which were rolled out over an eight-week period beginning on February 1, 2021. Planning
worked with relevant City staff members to devise 3-7 questions per topic, two topics per week. A third bonus topic was added to Week 6 to
obtain input on Southfield's Beech Woods Park as it coincided with the Parks and Recreation Department's Beech Woods Park Master Plan
process. The Parks and Rec Department used results from the Beech Woods Park topic as part of their Virtual Open House presentation on May
11, 2021.
Questions were posed in the following ways, and all results were visible to the respondent after submitting their answers:
•

Multiple Options: Allowed participants to choose one (or in some cases multiple) responses from a fixed set of options.

•

Rank Multiple Options: Participants dragged and dropped topics ir. order of personal importance.

•

Matrix (Likert Scale): Respondents rated questions or topics on a 5- to 7-point scale, ranging from one extreme attitude to another and
typically including a moderate or neutral option. Typically, respondents were asked to rate the personal importance or receptiveness
relating to various topics.

•

Open-Ended Comments: Nearly every topic question had an opportunity for respondents to expand upon their answers or provide
altogether different answers than were presented. Comments could be added to prior responses and/or thumbs up or down reactions
could be made as well.

•

Interactive Map Response: Areas within the City could be displayed by pin or line by the participant to illustrate comments by location.

Helpful Tools
•

Comment Flagging: Public Input's moderation toolkit
would automatically flag expletives within comments and
send it to site moderators for review prior to posting.

•

Engagement Statistics: Periodic summaries of
engagement would be emailed to site moderators.
Optional Demographic &amp; Locational Questions: Allowed
aggregation of zip codes and other helpful Census
information and data - optional to participants.

•

•

Mailing List: Each topic gave an opportunity for
respondents to add their email to the Master Plan
updates list. Planning staff then sent notification emails
regarding new topics, changes, or updates to the process
or Master Plan informational website in general.

-23-

�Introduction
Public l~ngagemcnt Summar)

Tapestry of a Community Art Project
Internationally renowned muralist Dr. Hubert Massey was commissioned by the Southfield City Centre and Southfield Public Arts Commission to
create nine art panels, in three separate triptychs, to be located along the southbound Northwestern Highway Service Drive pathway of the City
Centre Tail, adjacent to Lawrence Technological University (LTU). Two virtual town hall meetings were held (November 2020 and March 2021) to
receive community input on the proposed mosaic mural.
Through these virtual meetings, attendees shared their thoughts and ultimately contributed to the project's final vision. Dr. Massey's philosophy
and approach to this design engaged many stakeholders and representatives of the community to ensure that the final rendering would convey
historic, cultural, and future themes of the City of Southfield. Complete results of the meetings can be found in the appendices.
The first panel pays respect to the ancestral, traditional, and
contemporary lands of the Potawatomi (Bodewadmik) People
who were one of the three tribes of Indigenous People and
recognized as the "Keepers of the Fire." The Covenanter
Church is represented in the second panel; the Covenanters
were one of the earliest religious organizations to take direct
and firm anti-slavery position. Panel three shows the farm of
Mary Thompson (who descended from founding members of
the community who were instrumental in the shaping of the
City) as well as Red Pole Park. The fourth panel illustrates the
Congregation Shaarey Zedek Synagogue, which has been
named as one of the top 10 breathtaking places of worship in
the United States. Lawrence Technological University is
represented in panels five and six through depictions of
engineering, architecture, manufacturing, bio-medical
engineering, nursing, art, and design. Panel seven shows
Southfield's many engineering, automotive, and design and
suppliers, as well as the Southfield Town Center. The diversity
of the people of Southfield is represented in the various colors
of hands in several panels as well as the City's natural features.
Panels eight and nine have yet to be completed.
The first installations included the help of many community
stakeholders and representatives on October 26 and 27, 2021.

-24-

�,.. ,.. ..,.. ..,.. ..,..

~

..,..

,_.

~

,._

,_..

,_.

'1111a

'1111a

W.

'1IIIIJ

Introduction
Public Engagement Summa1')

Participation Results
During the 8-week topic period, the Sustainable Southfield 2.0 Public Input platform generated an average of 965 responses and 68 comments
by 68 participants per topic (16,406 total responses and 1,150 total comments). It appears there were 581 unique total participants. However,
because anonymous participation was permitted (which is proven to improve participation rates and facilitate the candidness of responses), this
number may be high if a participant answered both anonymously and with an indicated identity. This is an increase in 95 participants from the
486 individuals who participated in the prior online survey during the 2016 Master Plan update. The platform garnered a total of 2,331 views
with an average of 137 views per topic.
Most participants indicated a postal code of 48076 (30%). Respondents indicating a postal code within Southfield (48076, 48075, 48033, or
48034) made up 82% of all participants. Only 22. 7% of respondents chose to provide demographic information (which corresponds to Census
data) pertaining to age. The highest percentage of respondents were in the 36-45, 56-65, and 66-75 age brackets (20% each) with a smaller rate
of participation of younger individuals as compared to the previous Master Plan update. Even fewer respondents (11.4%) chose to provide
demographic information (with categories also corresponding to Census data) pertaining to gender. Based on the data provided, the highest
percentage of respondents identified as female (64%).

Top Themes
The top themes that became apparent over the 8-week process were:
1.
2.
3.

Walkability and connectivity throughout the City (i.e., closing sidewalk gaps, sidewalk maintenance, bike paths, increased amenities such
as pedestrian lighting, etc.)
Street and road repair/maintenance
Placemaking (favoring such ideas as open air or farmers markets and adaptive reuse of historic buildings)

Other recurring comments expressed an appreciation of the Southfield Public Library (and a desire for it to have extended hours), green
education, a focus on Northland Shopping Center's history as a possible part ofthe future Northland development, and the desire for additional
golf amenities, as well as a splash pad at Beech Woods Recreation Center.
Complete results of the Public Input participation engagement period can be found in the Appendices: Sustainable Southfield 2.0.

Southfield City Centre District Survey
The Planning Department, in cooperation with the City Centre Advisory Board (CCAB), also used the Public Input platform by developing a mini
survey to determine communication preferences regarding the City Centre district. Feedback from the Southfield City Centre's residents,
corporate entities, tenants, and employees provided insight on how the City can best communicate information and promote activities within
the District.

-25-

'l llllY

�.•

,

Introduction
Public Engagement Summary

Over the 10-day response period in November 2021, the survey garnered 1,009 responses, plus 265 comments from 87 participants. The
following are highlights collected from the survey:
•
•
•
•
•
•
•
•
•
•

Monthly or weekly email notifications with an up-to-date event calendar on the CCAB website are preferred means of communication
When thinking of the Southfield City Centre, the Southfield Public library, City Hall, LTU, walking paths, and public art are key features
More restaurants/retail/entertainment options in the district (to experience after work and on weekends) are desired
After work functions are preferable for engagement as a City Centre district employee
2/3 of respondents are unsure if corporate tenants are invested enough in the City Centre's efforts
An overwhelming 77% of respondents indicated it is important or very important to engage young professionals or professionals with
young families beyond the work week
36% of respondents walk or bike around the City Centre weekly and find the major deterrents to walking and biking around the district
being mostly lack of time or long distance to destinations
Additional safe and well-lit connected pathways/walkways/bike paths coupled with additional attractions (along the pathways or as a
final destination) would encourage more non-motorized transit in the district
96% of respondents have never used the Southfield City Centre Bike Share System, primarily because they own and prefer their own
bike and because they were not aware of the system; increasing advertising and awareness would be an improvement to the system
About 1/3 of respondents anticipate working fully remotely with about 1/4 working in the office full time (S days per week). Several
other commenters noted they were working hybrid or had retired during COVID

-26-

�---

i,_

--

--.._

..,...

........

,.... ,.,..... .,... ,....

----

-- --,._

....

...-J

Introduction
Public Engagement Summar)

Survey for Parks and Recreation
An online survey about the city's future was conducted as a part of the recent Southfield Parks and Recreation Master Plan Update and yielded
relevant information for the Sustainable Southfield 2.0 Master Plan. The survey was provided electronically on the Parks and Recreation page of
the City's Website, as well as at the Open House sessions and at locations throughout the City. The City advertised the survey through the City's
webpage, the City's lnstagram, Facebook, Twitter, and Nextdoor accounts, notification to the neighborhoods and homeowners' associations,
and email blasts from the City to all the recreation participants that had current email addresses on file with the City. With over 3,800 responses,
it is estimated that just shy of 10% of the population was reached in this effort.
Community engagement efforts were led by the consulting firm OHM Advisors. An aggressive campaign was implemented not only to raise
project awareness, but also to encourage and highlight the importance of public input. Project outreach and updates were relayed to various
stakeholder groups via email and social media. Project information was also available via the City website and social media, E-blasts, door
knockers, and on-site pop-up boards located at City Hall and Beech Woods.
In addition to virtual and in-person open houses and scheduled focus groups, online surveys focusing on the overall Parks and Recreation Master
Plan, as well as Beech Woods Park specifically, were created and posted to the Public Input social media platform. Additionally, Week 6 of the
Sustainable Southfield 2.0 Public Input survey pertaining to Healthy Living also touched on noteworthy points relating to City parks and
recreational activities and programming.

-27-

�,.
Introduction
Visions

Visions
Sustainable Southfield Visions
Develop a partnership between Southfield residents and the Southfield Police Department with the
purpose of involving both parties to create solutions that address the issues that impact the local
community. Protect the community by using a customer approach to delivering services for residents
and other police officers.

2:

Families

4: Recreation

5: Entertainment

The Southfield community and police can identify, prioritize, and focus on crime prevention with both
parties actively involved and working together to achieve their desired outcome, focusing on
prevention, problem solving, and partnership. The prevention and reduction of crime is done by
creating helpful initiatives that are based on problems the community believes are affecting it. The
partnership between the community and police is vital because residents can identify problems that
need to be addressed, from which the police can focus on solutions to those problems. Through this
partnership, the police gain trust and confidence from the community and both parties are involved in
the issues that impact their shared community.
Provide events, facilities, and services that appeal to families (i.e., movies, theaters, splash pads, etc.)
and people of all ages.

Continuously look for new ways to improve schools through fresh and innovative ideas balanced with
continuity and steadiness, mixing the old with the new. By educating youth and preparing them to
become the next generation of innovators, protectors, and community stewards, school districts would
build leaders who are not just visionaries, but who know how to continually raise standards,
implement changes, and inspire changed behavior to achieve continuous success.
Provide a comprehensive recreation network with a wide range of amenities, including a variety of
sports venues and programs. Increase walkability through the development of park pathways and
trails.
Attract and retain young families, professionals, and older adults with quality restaurants,
entertainment, housing, and recreational facilities.

-28-

�.,. .,.

,.. ,. ,..

,.. ,.

,__
lntr&lt;,duction
Vi~ions

Sustainable Southfield Visions
6: Housing

Offer a variety of housing, mixed use, higher density, accessory dwelling units, housing for older adults,
etc. to meet the needs of everyone within their budget.

7: Aging in Place

Provide support services, events, housing, etc., to support older adults with an emphasis on allowing
them to age in place. Increase daily physical activity opportunities at the individual, social, and
organizational levels.

8: Sustainability

Develop an integrated, resilient planning approach to help Southfield address climate change, climate
adaptation, and equity through sustainability.

9: Equity

Ensure that all people have full and equal access to opportunities that enable them to lead healthy
lives.

-29-

�Chapter 1: Background
Art Title: Tapestry of a Community
by Dr. Hubert Massey

�Chapter l: Background
Context

Chapter 1: Background
Context
Location
The City of Southfield is located along the southern boundary of
Oakland County, situated in southwest Michigan. Southfield shares a
southern border with the City of Detroit and is direct neighbors with
several smaller municipalities, including Oak Park, Royal Oak,
Berkley, Redford Township, Beverly Hills, Franklin, Bingham Farms,
and Farmington Hills. Southfield also contains Lathrup Village, an
independent city, completely within its borders. Southfield covers
approximately 26 square miles, and the main branch of the River
Rouge runs through Southfield, although it accounts for very little
net area. The city is bounded to the south by Eight Mile Road,
western by Inkster Road, and east by Greenfield Road . Southfield's
northern border does not follow a single road but lies approximately
along Thirteen Mile Road.

Map 1. Southfield location
-31-

�-·

Chapter

1:

Background
Context

Indigenous History
The modern City of Southfield is located on the ancestral, traditional, and
contemporary lands of the Potawatomi (Bodewadmik). The incorporated City
of Southfield resides on land ceded in the 1827 Treaty of St. Joseph (see the
highlight box to the right) which created the reservations of Tonquish (in
Sections 30 and 31 of the township) and Seginsiwin (in Sections 8 and 9 of the
township). It is also believed that there was probably an Indian Burial Ground
in Section 11 of today's city.
The Potawatomi are one of three tribes of Indigenous People who inhabited
Michigan after the glaciers receded. The Potawatomi, the Odawa, and the
Ojibwa were known as the "Three Fires Confederacy." The Ojibwa were the
"Older brother," Keepers of the Faith or Tradition, the Odawa were the
"Middle brother," Keepers of Trade, and the Potawatomi were addressed as
the "Younger brother" and were recognized as the Keepers of the Fire.
European explorers first encountered the three tribes in the 1600s, when the
Potawatomi called themselves Neshnabek, meaning "original people." 1
According to Professor Richard Stamps, there are as many as 40 sites of
collections of arrowheads and stone tools from the Archaic, Woodland, and
Historic Period in what later became Southfield Township.
The City of Southfield has a strong history of recognizing cultural diversity,
which the City celebrates and honors. On July 30, 2018, the Southfield City
Council renamed the federally recognized holiday "Columbus Day" (est. 1937)
to "Indigenous Peoples Day" to be celebrated on the second Monday of
October. It is the City's intent that Indigenous People's Day shall be used to
reflect upon the ongoing struggles of Indigenous people on this land, and to
celebrate the thriving culture and value that Indigenous nations add to our
City, State, and Nation.
About land acknowledgements: Acknowledgment is a simple, powerful

way of showing respect and a step toward correcting the stories and
practices that erase Indigenous people's history and culture and toward
inviting and honoring the truth. For more information visit

, ,ttP~ //usJdC.uS/,1dlVC )nd
-32-

UNITED STATES POTAWATAMIE
TREATY

�~
lrnpter

City Profile
Southfield Township, originally known as Ossewa Township, came into
existence on July 12, 1830. The Town Hall became City Hall when
Southfield was incorporated in April 1958. City officials moved to the
present City Hall in 1964, which was built on land purchased at half
market value from Mary Thompson, a town founder.
Today, Southfield is a community that is as unique and diverse as its
residents. One of the City's brand key messages is "A Place for Everyone."
It is this belief that our racial and religious diversity is a strength that
weaves together the cultural fabric of our community. There truly is "A
Place for Everyone" in the City of Southfield where all people, from
virtually all walks of life, live peacefully together within our borders.
Southfield is an international city bustling with people from a rich array of
cultural, racial, ethnic, and religious backgrounds, including large African
American, Armenian, Chaldean, Jewish, and Russian populations. "The
community's diversity is one of the many reasons my family moved to
Southfield," says attorney Veronica Leonard, Southfield's Total Living
Commission Chair. "My family and I really enjoy the melting pot effect in
Southfield of having people of so many nationalities living happily
together. You just don't see that in every community."
The City of Southfield truly offers a complete living community, featuring a
nationally recognized public-school system, 10 colleges and universities,
almost 800 acres of park land, a beautiful public 9-hole executive golf
course and numerous other recreational activities, including urban
shared-use pathways. Southfield is a progressive and modern city of
beautiful homes and golden skyscrapers comprised of more than 77,000
engaged residents. Centrally located in the Detroit metro area, Southfield
is not only the Center of It All™ geographically, but also the business
center of southeast Michigan as well. Southfield's 27 million square feet of
office space and 10,000 plus businesses, including more than 100
"Fortune 500" companies, make it home to a daytime population nearing

-33-

J:

--

Background
Conte-xt

�---

Chapter

1:

Background
Context

175,000 (pre-COVID-19 pandemic). Few other metropolitan areas can boast such a beautiful skyline, replete with high-rises located just minutes
away from quaint, tree-lined neighborhoods.
The City of Southfield's elected officials and administration always keep residents and their needs at the center of the decision-making process
with a keen focus on every tax dollar spent. City officials are continually looking for new ways to improve the city's overall quality of life while
also refining and enhancing existing community programs and services. The City of Southfield makes great effort to not only maintain clear and
open lines of communication, but also to continually improve those channels. As Southfield's demographics have changed, so too has the City's
approach to reaching and engaging the community. The City has grown and adapted to meet the new and ever-changing needs of the
community through its boards and commissions, public meetings and "town halls," newly relaunched municipal website, and the City's evergrowing social media outreach. City leaders actively engage residents to gather input that is used to help shape policies and programs that
reflect the community's vision and requisites. In response to those needs, the City of Southfield has increasingly focused on creating more
reflective and inclusive community programming, in addition to a more walkable City Centre business district. Since 2016, more than two dozen
new public art pieces have been installed throughout the City.

-34-

�haptcr 1: Bad&lt;g1·ound
RclcYant Adopted Plarn

Relevant Adopted Plans
The following section provides summaries of all the different existing, adopted plans that influenced the creation of the Sustainable Southfield
Master Plan. Sub-area plans are explained in detail under Chapter 7: Sub-Area Plans.

2022 John Grace Revitalization Plan
The former John Grace School and Community Center, located at 2130 Indian Street, is
being considered for adaptive re-use for affordable senior housing. The City, in
cooperation with the Planning Department and Planning Commission, is looking at the
feasibility of renovating the historic building, reconfiguring the site, and making public
improvements near the subject property. In early 2022, the City began considering
rezoning the property as a Residential Unit Development District (RUDD) . The RUDD
option amendment to the zoning ordinance was adopted on May 30, 2019, with the aim
to spur innovative redevelopment of historic buildings; the John Grace site is one of
several that had been designated as possible future RUDD sites within the city. John Grace I ■ John Gral'l' Rl'\it 11 li:.r11tion PIRn
Arms, a multifamily development proposal by Lockwood Companies, is now in the
preliminary review process and, if approved, would provide 60 affordable housing units in
addition to a 0.5-1.0-acre public park and an indoor community space. Seen as a transition from the
single-family neighborhoods to the north into the more intensely developed areas along Eight Mile Road
and Grand River Avenue to the south, the improvements are likely to activate continued investment from
the City, businesses, and neighbors.

2022 Parks and Recreation Master Plan

Parks and Recreation

Master Plan

,.t =··

Adopted in January of 2022, the Parks and Recreation Master Plan serves as the guide for all open space
and recreation facility management in Southfield . The city contains over 780 acres of parkland, special
events, and recreational programming, and miles of nature and fitness trails. The Parks and Recreation
Master Plan was created to determine the needs and opportunities that exist within the City in
consideration of how many people will use recreational amenities, which programs they will participate
in, and what type of facilities they want and need. By understanding the existing conditions and past
trends, the City can appropriate/anticipate and plan for the community and its future. As a part of the
plan, each park was categorized and ranked based on its accessibility to determine areas for
improvements. Additionally, school facilities, private facilities, and parks in nearby cities were evaluated

-35-

-

�Chapter 1: Background
Relevant Adopted Plans

as a part of the effort. These analyses, combined with a review of recreation facilities, programming and
amenities, gave the city a clear picture of where parks and rec is headed in the future .

2022 Capital Improvement Plan {CIP)
Adopted in April of 2022, the Southfield Capital Improvement Plan (CIP} is the comprehensive document
which outlines where and when the city is going to spend money on infrastructure improvements over
the next six years. The plan covers all improvements that are major non-recurring expenditures for
physical facilities, or recurring expenditures for physical items which cost over $5,000, such as
equipment and vehicles or the installation of sewer and water mains. The 2022-23 CIP contains
approximately $69,577,310 million in capital projects for Facilities Maintenance, Water &amp; Sewer, and
Streets &amp; Highways alone. An additional $14,434,906 million comes from Parks &amp; Recreation, Storm
Water Management &amp; Flood Plains, Pedestrian Enhancements,
Data Management, and Equipment, for a grand total of
$84,012,216 for the 2022-23 Fiscal Year Capital Expenditures.

rr•pa,9d b, w.. c,1, o1 So..v-,,
rlarulonO D-im.nt
.... 11 , m,

2u17 Restated

Development
Plan and Tax
Incremt•nl
Financing Plan

2018 SODA Development and Tax Increment
Financing {TIF) Plan
Adopted in January of 2018, the Southfield Downtown Development Authority's (SODA) Downtown and
Tax Increment Financing (TIF} Plan is the guide for expenditures made by the DOA over the next 26
years. The SODA is a government agency that captures tax revenue from certain areas of the city (mostly
the southeast corner of the city by Northland Center) and spends that money on projects that have a
direct economic benefit for the city- street beautification, parking improvements, vacant site
redevelopment, assistance for interested redevelopers, and more. The SDDA's planned redevelopment
of key vacant sites, such as Northland, is particularly important for the Economic development
component of Sustainable Southfield.

2017 COSA Senior Needs Assessment
In 2016, the Southfield Commission on Senior Adults (COSA} launched a Senior Needs Assessment as a part of the City's push to obtain AARP's
"Age-Friendly City" designation. The assessment found that the three main challenges facing older adults were lack of awareness of available
support programs, inadequate public transportation, and lack of affordable housing options. COSA then incorporated these findings into its

-36-

�Chapter

1:

Background

Relevant Adopted Plans

application, and the city was awarded the Age-Friendly City designation in 2017.
Although the designation expires in 2022, the issues contained within the initial
evaluation remain relevant to Southfield today, and COSA is working to renew
the city's status this upcoming year.

2016 Southfield City Centre Vision Plan
Adopted in November of 2016, the Southfield City Centre Vision Plan is the guide
for creating a pedestrian-friendly mixed-use development in the site at the heart
of the Southfield City Centre district to help attract and retain professionals, to
create and maintain a "sense of place," and to spur economic development. The
City Centre site is located directly across Evergreen Road from the municipal
campus, just south of the Upper Evergreen neighborhood. The plan is intended
to set the vision for the development of the site by identifying market potential,
providing a set of design guidelines and imperatives for development, and
offering an illustrative vision of the site's full potential.

SOUTHFIELD CITY CENTRE VISION
&amp; REDEVELOPMENT Pl.4N

.,.,._._..e,rycenni
Retail Mar1&lt;e1 Analysis

2016 Southfield City Centre Retail Market Analysis
Adopted in April of 2016, the Southfield City Centre Retail Market Analysis works
in tandem with the City Centre Vision Plan. The Retail Market Analysis details
which business types would be appropriate for the site and how capable the city
would be of supporting such businesses-long term. Additionally, the analysis
evaluates the impacts that different businesses would have on the local
economy as a whole. This study finds that the proposed Southfield City Centre
can support up to 183,700 square feet of additional retail and restaurant
development, generating as much as $52.7 million in new sales. By 2021, a small
but steady growth in the residential base and increases in household income will
grow the trade area's retail demand, potentially reaching $58.5 million in
consumer expenditure.

ValleYWi

2014 Valley Woods Senior Campus
Adopted in May of 2015, the Valley Woods Senior Campus Plan is a
neighborhood plan that lays out the plan for a senior-friendly neighborhood near
the intersection of Civic Center Drive and Telegraph Road. Since 1988, the City of
-37-

So1ttl1licl&lt;I.

ADO

�Chapter l: Background
Rcle\'ant Adopted Plans

Southfield and the Southfield Nonprofit Housing Corporation have been buying parcels of land to the north of Civic Center Drive and west of
Berg Road (immediately north of the McDonnell Tower and River Park Place Apartment complexes) for the purpose of establishing such a senior
campus. The Valley Woods Plan includes several senior apartment buildings, a park, nature trails, and a wetland restoration project. Much of the
Plan has now been successfully implemented, and it continues to be an important basis for informing Sustainable Southfield.

2012 Non-Motorized Pathway &amp; Public Transit Plan
Adopted in March of 2012, the Southfield Non-Motorized Pathway &amp; Public Transit Plan describes the plan for a "multi-modal" transportation
system (vehicles, pedestrian, bicyclist, and public transit) that provides access for those citizens unable or unwilling to drive, such as older adults,
children, and those who do not have access to a car. One goal of the plan is to provide a high-quality system that provides safe and efficient
access to all areas of the community for a wide variety of users, such as drivers, pedestrians, bicyclists, and public transit riders. Since 2012, a
large portion of the plan has been implemented, but it remains an important guide for the public infrastructure portion of Sustainable
Southfield.

,.
so1.11~

~

,,cE"'1RE
91

ed ,no 1tans1t sub-~tea
,
soutnfte\d cit-I cenu• 1"1on-1Ao\Ot\1

"'

. ,' '!

--

.,

•

4tti'

-------

I
Non-Motorized Pathway
&amp; Public Transit Plan

Adopted March 19, 20U
City ot Southfield. Mic:h111an

-38-

��Chapter 1: Background
Population and Demographic Trends

Population and Demographic Trends
Current Conditions
Understanding demographic changes over time helps provide a better picture of what the future may hold for a community. Analyzing past and
present demographic, social, and economic data may help Southfield anticipate future land use patterns and community needs. This Master Plan
uses a wide range of community data as a foundation to provide guidance for both land use and development decisions. The following chapters
use the most current information available, including the 2020 US Census of Population and Housing, 2019 Population Estimates, the SEMCOG
2045 Regional Development Forecast, and other local and regional information (from SEMCOG) to reflect current conditions and trends more
accurately.

Population Trends
In 1950, Southfield Township had approximately 18,500 residents and comprised 36 square miles, containing land that is now the Cities of
Southfield and Lathrup Village and the Villages of Bingham Farms, Franklin, and Beverly Hills. Between 1950 and 1960, the cities and villages in
the township began incorporating during a period of rapid growth. In 1958, at the time of Southfield's incorporation, the City had approximately
29,000 residents.
As a first ring suburb of Detroit, the City of Southfield
experienced major growth during the auto-dominated
1960's and, by 1970, the City had grown to nearly
70,000. Southfield's population reached more than
75,000 by 1980, but growth was already slowing
considerably. As of July 2021, the City of Southfield had
an estimated 76,810 residents, according to the
Southeastern Michigan Council of Governments
(SEMCOG). This figure is up 7% from the population
reported by the US Census Bureau for the year 2010
(71,739). The recently released 2045 Forecast for
Southeast Michigan by SEMCOG predicts that the
population will increase only slightly over the next 25
years. SEMCOG forecasts that the population will
increase to approximately 83,816 by 2045, an overall
increase of 9.1% from the 2021 population estimate . 2

Figure 1. Southfield Population from 1960 to 2020 and Future Projection
C

.2

80.000
60 .000
0000
0000

0-----...----.---------■ Oecc11ni.1C
Source : SEMCOG

-40-

i■ SEMCOG 204S f"OltUSI

�Chapter 1: Hackgrmmd
Population and Demographic Trends

Households
The US Census Bureau defines a household as all persons inhabiting a housing unit. Households can include one or more families or one or more
unrelated persons who share living quarters. The greatest change to average household size occurred between 1970 and 1980. Southfield's
number of households is forecasted to remain mostly unchanged which is consistent with its population pattern. Between 2020 and 2045, the
average household size is forecasted to increase from 2.28 to 2.30 persons per household. 3

Age
The age distribution of the City's residents has been slowly
changing. However, it's the aging of the baby-boomer generation
that most significantly impacts the community's age distribution
over time. This effect is seen by sharp increases in the 65+ age
bracket as the baby boomer generation advances in age .
However, the 25-64 population remains stable, indicating a
possible influx in residents maintaining the age group of residents
within the working class.
Southfield already has a higher proportion of residents in the 65+
age group than Oakland County, metro Detroit (Macomb,
Oakland, and Wayne Counties), and the State of Michigan. This
number will only increase with time, and this must be noted as
this age bracket generally requires costly public services. As this
growth occurs, the City must adapt to meet their changing needs
by exploring age-friendly housing options, increased recreational
programs for older adults, improved public transportation
options, and improvements in walkability to allow residents to
age in place .

""

ins of

~~s

In April 2015, the American Association of Retired Persons (AARP)
launched their Livability Index, a new online tool designed to help
communities' better serve the nation's aging population. To
create the index, the AARP Public Policy Institute surveyed 4,500
Americans 50 and older to determine the aspects of community

and Community

---41-

Support$

Rupect and
Sod~l lnchn1on

lfAllNMOllf

e .U .•IRIIAi' ..... ~10----,.c.Mat:tUlfil'lflllllMIIC1

-....

-

�rChapter 1: Background
Population and Demographic Trends

most important to them. AARP then developed several categories around those results: housing, neighborhood, transportation, environment,
health, engagement, and opportunity. 4
The Livability Index score rates the overall livability of a selected neighborhood, city, county, or state on a scale from Oto 100. It is based on the
average score of seven livability categories-housing, neighborhood, transportation, environment, health, engagement, and opportunity-which
also range from Oto 100. AARP scores communities by comparing them to one another, so the average community gets a score of 50, while
above-average communities score higher and below-average communities score lower.
In 2015, Southfield's score was 49, just below the median. In 2018, Southfield's score rose to 53, above the national average, however, it has
decreased slightly to 49 in 2022.
Race

In 2000, Southfield had a racial mix consisting of over½ of the total population
being Black (54.3%), just less than ½ being white {38.9%), and the remainder being
made up of other ethnicities (6.8%). Between 2000 and 2010, the number of white
residents declined by 12,555 or 41%, according to the US Census Bureau. During the
same period, the black population increased by about 8,000. This shift, which was a
continuation of the trend from the 1990 Census, has resulted in the City's once
minority black population now comprising nearly 70% of all Southfield residents.
This trend is consistent with other communities across the Detroit metro area, as
the suburbs of Detroit gained nearly twice as many black residents between 1990
and 2010 than any other racial or ethnic group. Between 2010 and 2019, there has
been a slight decrease in white residents (6.7%), but all other numbers remain
relatively consistent. Southfield continues to have one of the highest concentrations
of black residents in the metro area. 5

Figure 2. Southfield Income Distribution {2019}

$200 ,000 or more
$150 000 to $199,999
$125,000 to S149 999
$100 ,000 to S124 999
$75 000 to $99 999
$60 000 to $74 999
$50 000 to $59,999
$45 .000 to $49,999
$40,000 to $44 999
$35,000 to $39,999

Income

$30 000 to $34 999
$25 000 to $29 999

Southfield's residents are primarily middle-class. In constant dollars, the median
household income increased only slightly by approximately 6% over the past two
decades to $55,705. Southfield has a lower median household income than the
Detroit metro area (12% lower), a trend that began in 2000 and has continued.
Incomes in Southfield are approximately 30.1% lower than in Oakland County
($79,698). However, Oakland County ranks the highest in median household income
statewide, followed closely by Livingston County.

$20 000 to $24,999
$15,000 to $19 999
$10,000 to $14,999
Less than 5 10,000

~000

3,000

2.000

Source: SEMCOG, 2019

-42-

1 000

0

�Chapter 1: Background
Population and Demographic Trends

Poverty has decreased in Southfield during the past five years, as well as in
Oakland County, but increased for Metro Detroit as a whole. 6

Figure 3. Breakdown of Taxable Value {2021-2022)

Tax Base
Based on the adopted 2021-2022 City of Southfield Municipal Budget
Executive Summary, property taxes represent 66% of General Fund
Revenues. Projected taxable value, excluding capture districts (Local
Development Finance Authority aka LDFA, DOA, SmartZone, Brownfield
Redevelopment Authority, and Renaissance Zone), is $2,606,715,860,
which represents a 1.36% increase over the 2020-21 projection.
The taxable value of Commercial, Residential, Personal, and Industrial
properties contributes to the City's revenue from property taxes. As seen in
Figure 4, the taxable value of Commercial properties results in generating
the most revenue to the City at 45% with Residential properties generating
the second most at 41%.

Industrial,
$54,292,
1%

Persona-.:l'~ - - $651,508,
12%

Commercial,
$2,443,156,
45%

Residential,
$2,280,279,
42%

Source: Southfield Assessors Department

Figure 4. Southfield Educational Attainment {2010 vs 2019}

Education
35

A snapshot of the educational characteristics of a community is important
because education levels are strongly related to economic success,
particularly as Michigan and metropolitan Detroit transition from a
manufacturing economy to one that is largely knowledge-based.
Concentrations of educated residents attract and sustain jobs and tend to
provide governments with a higher tax base.
Based on 2019 data, the educational attainment of Southfield's adults is
slightly higher than that of the metro area but notably lower than Oakland
County, as seen in Figure 4. 92% of Southfield adults 25 years old or older
have at least a high school diploma, compared to 98% in the County and
92% in the metro area. 55% of Southfield residents have a college degree,
compared to 41% in the metro area and 55% in the County. 7
If Southfield can be proactive in enticing students with college degrees to
remain in the City after graduation, it will see its share of high school- and
college-educated residents rise, ultimately helping to preserve and
strengthen its healthy economy.
-43-

30

25

20

15

.'\r.

~'1~

'N-

~~'\,

■ AC.S 2010

Source: SEMCOG, 2010, 2019

~

■ ACS2O19

��Chapter

2:

Key Recent Changes and Trends
Local Changes Since 2016

Chapter 2: Key Recent Changes and Trends
Local Changes Since

2016

Zoning Innovations

PLACEMAKING AND THE ART OF MIXED USE
BY SHAMIM AHMADZADEGAN

Southfield has a history of innovation in zoning, especially for suburban communities
located in South-East Michigan. When many other suburban communities where
limiting heights of buildings to 2 or 3 stories, Southfield allowed unlimited height
(provided yard requirements are satisfied) in the City Centre and created the
forerunner to mixed-use zoning in its RC, Regional Center, RS, Regional Shopping, and
ERO, Educational Research-Office, districts. Over the past 5 years, the City has
implemented even more zoning innovations, summarized below.

"In my work as a mixed-use practitioner, I'm constantly
aware of the importance of the public realm in making
great cities that are layered with experience. I'm talking
about the plazas, courtyards, passageways, sidewalks,
and parks - the in-between spaces that serve as the
connective fabric weaving together the threads of a city
and its people. To me, these interstitial spaces are where
a city's soul lives and where social interactions reside.

RUDD

During research for the Gensler Experience lndex 5M, we
discovered that a sense of place adds significantly to a
great experience. When we work with clients on new
developments, we focus on characteristics that are
rooted to the place they're in. We've found that this adds
authenticity and allows visitors to feel connected to
where they are. Ultimately, mixed-use projects are all
about porosity and connectivity, from the connection to
public transportation, to different parts of the city, to all
of the components in between.

In May 2019, the City added the RUDD, Residential Unit Development District, to
encourage and allow adaptive reuse of former school sites and grounds. The RUDD is
intended to encourage the adaptive reuse and preservation of former school buildings
and sites, foster green infrastructure and natural resource conservation, encourage
innovation in land use planning, and provide enhanced housing, employment, traffic
circulation and recreational opportunities for the residents of Southfield.

ODD
In April 2013, the City added the ODD, Overlay Development District (Ordinance No.
1603). The purpose of the ODD is to encourage development of those parcels of land
which, because of their size, location along higher density adjoining uses, or their
unique environmental features, require a more flexible development scheme . The
ODD fosters creative development design, or preserve desirable natural features,
significant historical landmarks and architectural features. The ODD modifies the

Gensler's research examines this overlooked aspect of
city-making. We identified six elements - nature,
community, human scale, culture, connectivity, and art that can be blended into developments to create places
with spirit and energy. When applied effectively, these
elements can unlock project potential, generate higher
revenues, and create more soulful spaces and, ultimately,
more soulful cities."
(Source: Gensler Research, Dialogue Issue 32, Dec 2021).

-45-

�Chapter :.e: Key Recent Changes and Trends
Local Changes Since 2016

traditional form of zoning and permits variety in design, site configuration, setbacks, layout, use, and encourages
efficiency in use of land and natural resources, while ensuring compatibility with surrounding land uses.
In return for greater flexibility in site design requirements, ODD projects are expected to deliver exceptional quality
community designs that provide above-average pedestrian amenities, incorporate creative design in the layout of
buildings, and focus on pedestrian space and circulation, incorporate public art, assure compatibility with surrounding
land uses and neighborhood character, and provide greater efficiency in the layout and provision of roads, utilities, and
other infrastructure.
Finally, ODD projects authorized under the ordinance shall provide a better and more desirable living and physical
environment than what would be possible under the zoning regulations that apply to the development or traditional
zoning district, while implementing the policies and objectives of the Master Plan. The ODD has been updated in 2015
(Ordinance No. 1640), 2017 (Ordinance No. 1676 and 1678), and 2021 (Ordinance No. 1738).

Green Infrastructure Ordinance
In June of 2017, the Southfield City Council approved a series of amendments to city Zoning that added provisions for
green infrastructure. The text amendments are spread across different articles of the Zoning Ordinance and address
regulations for green infrastructure and low impact development methods, as well as revise storm water management,
landscape and parking standards, conditions, and general requirements. The amendments are designed to promote the
use of green infrastructure and ensure the health, safety, and welfare of the community.

Southfield Arts Commission
The City established the Southfield Arts Commission (Ordinance No. 1630) in November 2014 to promote the public
welfare and to serve the public interest, convenience, and enjoyment through the promotion of the arts in the City of
Southfield . A secondary benefit was to have art function as part of placemaking to help attract and retain professionals.
In April 2016, Southfield created the Public Art requirement to encourage the placement of art in the public view as part
of new developments and major redevelopments. The Public Arts Commission recognizes that public art creates a
unique sense of place and distinction, enjoyment, and pride for all citizens, businesses, and visitors. The goal of the
Public Arts Commission is to create a stimulating environment that reflects and enhances the City's heritage, diversity
and character through public artworks, integrated architecture, infrastructure, and landscape of Southfield.

-46-

�haph.'r 2: Key Recent Changes and Trends
Regional and National Trends

Regional and National Trends
Pandemic Impacts
Figure 5. Covid Deaths per 10,000 People Over 65 Years Old
in Michigan {2021)

Participation Technology
In the earliest days of the pandemic when the U.S. was in full lockdown,
many placemaking organizations like parks groups, libraries, and arts
organizations turned to digital tools to continue reaching their
communities. Webinars, virtual tours, downloadable scavenger hunts, and
online public meetings exploded in popularity. There is a new focus on
ensuring equity in new mobility technologies. We need to examine how
governments can use better technology frameworks and public-private
partnerships to put communities in the driver seat.
However, digital technologies also open communities to more risk - risk of
biased feedback, risk of ransomware attacks, risk of data loss, and risk of
unintentional exclusion of segments of the population. As the City moves
forward with digital engagement, all of these possibilities must be
considered and mitigated in advance.
Health Equity and Access

8

7
6

5
4
Bl

3

■ VVh

2
1

0

No. of Comorbldities

Sex
Source : Parpia, Alyssa S., (2021, February 26), Racial disparities in COVID-19
mortality across Michigan, United States

Figure 6. Covid Deaths per 10,000 People Under 65 Years Old
in Michigan {2021)

By June 2020, State of Michigan data showed that 31% of COVID-19 cases
and 40% of COVID-19 deaths were among African Americans, even though
this group represents about 14% of the state's population. By December
2020, the percentage of COVID-19 deaths among African Americans
dropped to 26%. However, African Americans still had the highest
mortality rate for COVID-19 at 221 deaths per 100,000, compared to white
Michiganders, which had the second highest rate of 112 deaths per
100,000.8 By 2021, it became apparent that the pandemic was continuing
to have a disproportionate impact on Black communities, as shown in
Figure 5 and Figure 6. As a majority Black city, these impacts have hit
particularly close to home for Southfield residents.

350

300
250
200
150
100

50
0
u11olel' No. of Comorbidities
Femal

Sex

Source : Parpia, Alyssa S., (2021, February 26), Racial disparities in COVID -19
mortalitv across Michigan . United States

-47-

�Chapter 2: Key Recent Changes and Trends
Regional and National Trends

Street Adaptation
One response to the lack of sufficient and safe public space in many cities during the pandemic was to open up streets to uses other than moving
and storing cars. From open streets to street dining to more innovative approaches like Oakland's "Essential Places" program, these experiments
shattered many long-standing assumptions about how street space must be
allocated.
One big question over a year later is whether these lighter, quicker, cheaper
experiments have any staying power. The Dutch mobility firm Mobycon,
introduced their "Mobility Doughnut" tool (shown right) during a breakout
session at Walk/Bike/Places conference in 2021. Their tool is inspired by the
economist Kate Raworth's idea of the "Doughnut Economy," which argues
that rather than aiming for maximum economic growth, government policy
should strive for an economy that hits a sweet spot between meeting the
basic needs of every person and living within our ecological ceiling, avoiding
activities that harm the planet. Likewise, the Mobility Doughnut aims to
measure mobility in a way that prioritizes offering more ways to move to
people who have the fewest options and promoting transportation modes
that are environmentally friendly. 9
Justice, Advocacy, and Policy
The pandemic magnified many of the inequities of American cities, from
access to high-quality green space to traffic violence to unemployment to
housing precarity, while other injustices like police violence continued
almost unabated. Meanwhile, the "solutions" that cities implemented in response to the pandemic often followed these same lines of inequity
as well.
At the height of nationwide protests for racial justice last summer, this led some prominent Black place-makers, activists, and equity
practitioners to challenge urbanists to question why they did not consider anti-Black racism as part of their professional scope, and whether
quick-build urbanism can ever be equitable in the absence of long-term investment and relationship-building in marginalized communities,
among other critiques.
Much can be learned from the Virginia Walkable Action Institute (VWAI), which has connected justice to policy over the past year of the
pandemic. The Institute is an experiential learning collaborative that brings together national and international experts with regional teams to
tackle issues of transportation justice and health equity in public space. From web conferences to drones to socially distant site visits, the VWAI
model was used to adapt to a year of global pandemic and civic unrest. 10
-48-

�Chapter 2: Kc) Recent Changes and Trends
Regional and National Trends

Creative Programing
As lockdowns have loosened, many placemaking organizations have
found new ways to lead events and community engagement efforts
safely. For example, public libraries have adapted remarkably during the
pandemic to continue providing access to books, media, programming,
and services. Librarians can be some of the best partners for placemakers and active transportation advocates, whether it's about
developing and cross-promoting programming, working together to
transform the built environment, or advocating for more walkable,
bikeable, and healthy communities.

Economic Opportunity
One of the many lasting impacts of the pandemic is the recession it has unleashed. Not only did unemployment hit over 14% at the height of the
pandemic, but more specific challenges, such as declining women's workforce participation and changes to commercial real estate may have
long-lived repercussions on the way our economy works.
In this context, placemaking has an important role to play. If downtowns (and commercial districts in Southfield like the City Centre and ODA)
must adapt to fewer in-person offices, and neighborhoods become where people spend most of their day, municipalities and communities must
adapt both places to a changing set of needs and pressures.
In national studies focused on economic opportunity, three exciting recent projects showcase a range of ways that place-makers are pitching in:
1) the state of "pocket patios" along commercial corridors in Austin, Texas, 2) the new vision for Union Square in New York City, which would
expand public open space by 33% and radically improve pedestrian safety on adjacent streets, and 3) the conversions of two brownfield sites, an
auto repair shop and a gas station, into a restaurant and food system collaborative-all using placemaking and active transportation principles.
Creative interventions like these that help small businesses adapt and become more than the sum of their parts through placemaking will only
become more important as we grapple with an ongoing recession and an evolving economy. 11

-49-

�Chapter 2: Key Recent Change~ and Trends
Regional and National Trend~

Retail Relocations

FIVE KEV EMERGING RETAIL TRENDS TO WATCH IN 2022 AND BEYOND
BY CRAIG PATTERSON

As we look ahead to a post-pandemic future, there's one
market segment that's currently ripe for redevelopment and
transformation: the traditional retail mall. With the massive
transformation of real estate spurred by the pandemic, retail
centers will emerge as one of the most valuable asset classes
in a post-pandemic landscape, as building owners, investors,
and developers look to reposition these aging, vacant, or
underutilized properties - converting them into vibrant,
mixed-use developments that will unlock latent value and
meet consumers' rapidly changing demands.
CBRE (the world's largest commercial real estate services
and investment firm) research predicts up to a 20%
reduction in total U.S. retail real estate inventory by 2025,
which will be largely triggered by large-scale adaptive reuse
and conversion, particularly among malls that have been the
most impacted by declining categories such as department
stores and apparel. According to CBRE, "Malls will require a
strategic evaluation of the highest and best use of the
underlying land and demand drivers for adaptive reuse and
conversion."
The City sees a triple bottom line - with environmental,
social, and economic benefits - in transforming existing
retail centers into multi-use environments. First,
the environmental benefits are clear: In the U.S., the
building industry accounts for 49% of total energy
consumption. One of the crucial ways to reduce carbon
impact is to reuse existing building stock and thereby limit
embodied carbon - the CO2 emissions associated with a
building's creation. The low-rise nature of these centers also
makes them perfect candidates for net-zero energy systems.
Low window-wall ratio and large expanses of roof can make
for an ideal canvas for energy savings and production. The

"1) Customers value inclusivity and sustainability:
To be seen as valuing employees and being sustainable, it's not enough for retailers to
put an "our people are our top priority" or "we're green" label on their websites.
Consumers are increasingly concerned about social justice and climate change, and
they're willing to change their loyalties to brands that are more in sync with their
values. They want to see retailers take meaningful steps such as protecting mental
health, hiring diverse employees, carbon labelling, comprehensive recycling, sourcing
products ethically and fairly.
2) Adding value in the supply chain:
Retailers depend on supply chains, and technology offers several ways to add greater
value. While some innovations still seem futuristic, like using drones or autonomous
robots for last-mile delivery, automation is clearly here to stay. Sobeys uses
automated warehouse processes to power their successful Voila delivery service.
3) Omnichannel transforms every stage of the retail experience:
Why is it so important for retailers to build their omnichannel abilities? Omnichannel
lets retailers meet consumer needs along every possible channel - in-store, online, or
a mix of the two. Research shows a strong link between opening physical stores and
increased traffic to online stores. In addition, as shoppers embrace shopping on social
platforms such as Facebook and lnstagram, retailers can use omnichannel to reach
new markets.
4) Engaging customers with experiential retail:
Another important trend that's linked to omnichannel is experiential retail. With
stores open again, consumers don't just want to shop, they want an engaging,
personalized experience. As customers travel through a store, omnichannel lets them
use their smartphones to access product information, sign up for exclusive events,
even order customized products for speedy delivery.
5) Technology helps staff deliver the competitive edge:
Experiential retail also highlights the ways that staff are a key competitive advantage.
Whether customers are shopping in person or online, interactions with skilled and
knowledgeable staff are essential. With technology, retail staff can access optimized
data to deliver more personalized experiences."
(Source: September 6, 2021, Retail Insider)

-50-

�Chapter 2: Key Recent Changes and Trends
Regional and National Trends

economic benefits are also self-evident: In addition to curbing emissions, repositioning existing structures can reduce energy consumption and
curb construction and demolition waste, leading to large financial savings.
And then there are the cultural and social benefits of adaptive reuse. In suburban areas, former malls have an opportunity to provide an
alternate to the cen t ral business district, providing flexible workspace environments much closer to our homes. At the height of its potential, a
retail center can transform into a town center, providing cultural, civic, or other diverse entities that may be missing. In urban environments,
many large, single-use assets provide unique opportunities to invigorate historic icons for the next generation.12

Missing Middle Housing
"Missing Middle Housing" is a term that encompasses all the housing types that residents want to live in but do not currently exist in a
community, usually because they are not provided for the zoning ordinance and/or master plan . Common missing middle housing types in older
Michigan communities, which typically have a high number of single-family homes, include duplexes, fourplexes, cottage courts, second-floor
apartments above commercial businesses, and multiplexes. These types of housing are generally compatible with the character of existing
single-family residential neighborhoods and can work to support walkability, provide locally serving retail, and improve access to public
transportation options. They can also provide a range of affordability to address the discrepancy between the cost of available housing stock and
the prices people can afford . As such, many municipalities are filling in the missing middle portions of their zoning codes by creating new
residential or mixed-use zoning districts that provide for one or more of these missing middle types by-right. 13
Elimination of Single-Family Exclusive Zone
California recently eliminated exclusive single-family zoning with the
passing of "the California Housing Opportunity and More Efficiency (HOME)
Act, which "facilitates the process for homeowners to build a duplex or split
their current residential lot, expanding housing options for people of all
incomes that will create more opportunities for homeowners to add units
on their existing properties." 14
Accessory Dwelling Units
Accessory dwelling units (ADUs), also known as granny flats, mother-in-law
apartments, or carriage houses, are housing units that are constructed on
the same parcel as an existing primary residence, such as a single-family
home. ADUs might be in an accessory building, such as a converted garage
or new construction, or attached to the primary residence, such as a
converted living space, attached garage, or an addition. At the height of the
suburbanization, communities favored low-density development defined

-51-

�Chapter 2: Key Recent Changes and Trends
Regional and National Trends

by large-lot single-family homes and ADUs, that were once a common amenity, were excluded from zoning codes. However, growing demand for
affordable housing, combined with limited land, has led to changing attitudes about the use and development of ADUs. Municipalities have
consistently found that ADUs are a cheap, easy way to increase the number of housing options while also meeting the needs of older adults,
empty-nesters, and young working professionals, many of whom are priced out of traditional homeownership. They also provide rental income
for homeowners, giving people a way to "cash in" on the equity of their home without having to sell it. AD Us are also one of the most affordable
options for both individuals and cities (if offered financial assistance) because they are often simple conversions, do not require the purchase of
new land, and are on lots that are already services by utilities. 15
Tiny Homes
Tiny homes are related to ADUs but may or may not be an ADU themselves. Tiny homes are houses that are 600 square feet or less, although
some are as small as 250 square feet. They can occupy a lot all by themselves or be on a lot with an existing home (which would make them an
ADU), and they may be connected to municipal energy and water or be off-the-grid. Tiny homes are made out a variety of materials - wood,
metal panels, former shipping containers - and are often movable by trailer hitch, although some are permanent fixtures.

Remote Office Work
The COVID-19 pandemic and State of Michigan mandates changed
the office work environment overnight in March 2020. In May of
2021, employers are now contemplating bringing employees back,
albeit slowly, to the workforce for in-person work because the State
of Michigan and the CDC will no longer need to require remote work
for most employee's due to higher levels of those getting the COVID19 vaccines. Further, companies are responding to employee
concerns and comments regarding hybrid "3-2-r work schedules (in
office and work from home options) that allow for a greater work-life
balance. The 3-2-2 schedule balance traditional and remote work,
where employees work for three days in office, two days remote, and
two days off. Employers are also embracing digital nomads: a person
who earns a living working online in various locations of their
choosing (rather than a fixed business location).

FROM SHE-SESSION TO SHE-RECOVERY: RISING FROM THE PANDEMIC
KIM LESSLEY
"From the start of the global pandemic, it was apparent that the economic
fallout affected women more than men. It was initially dubbed the 'shecession' because so many aspects of the economic crisis fell
disproportionately on women. Women had higher job losses, lower wages,
and increased responsibilities juggling careers with children's education.

During the so-called 'she-cession', all of the responsibilities from three
normally separate areas of our lives - workplace, home, and school converged within our own four walls, and it was a struggle for many.
The global pandemic touched all of our lives in different ways. For some, it's
an ongoing inconvenience. For others, it was a life-changing shift that has
set their lives on a new course.
While many women are embarking on new entrepreneurial ventures,
others are considering re-entering the corporate world. As we move
forward with the 'she-covery', businesses need to step up to support
current and future employees and their families to create a better
employee experience." (SAP, July 29, 2021)

-52-

�Chapter 2: Kt•y Recent Changes and Trends
Regional and National Trends

Hotels and Short-Term Rentals
The hospitality industry is changing faster than ever. Today's travelers have
a myriad of options for accommodations; besides traditional hotels, they
can choose between vacation rentals, hostels, serviced apartments,
treehouses, and even underwater hotels. As people travel more frequently
and for longer durations - and as platforms like Airbnb allow any
accommodation provider to reach a large audience online - the
characteristics of accommodations themselves are changing.
In addition to forward-thinking hotel tech, we're seeing changes to the
workforce and work culture, shifting guest preferences, and an increased
focus on eco-friendliness. A focus on environmental sustainability isn't
new, but the degree to which guests expect (and prefer) eco-friendly
products and services is. Simply suggesting that guests reuse towels for an
extra day isn't enough; today's traveler wants to stay at hotels that have
integrated green practices in all aspects of their business. From physical
changes to hotel buildings, like the addition of solar panels, to menus with more vegetarian and vegan choices, it's evident that these
environmentally friendly trends are here to stay.
Also, travelers are seeking new experiences, whether through wellness, outdoor activities, gastronomy, or a specific interest like sports or music.
They're traveling solo, with a group, or on business, and they might learn about a destination or travel brand via social media, rather than
traditional marketing channels. Today's traveler has an open mind, choosing funky motels or glamping over standard hotels and even visiting
emerging destinations before they've popped up on the tourism radar.
Based on these trends, it will be a lot less "big box" and a lot more "out of the box." Hotel design trends show a focus on art, community, and
uniqueness. Guests crave design that echoes the destination's character, whether with local art or the architecture itself. In some hotels, the
space itself is what drives uniqueness, with creative lobby ideas or public areas that showcase nature. 16
Other trends in the hotel industry include:
•
•
•

Hotel loan default rates continue to increase, and many hotels will be sold not as an ongoing business but for the value of the real estate
Developers are not building new hotels and won't be for the foreseeable future
Some hotels will not survive post-pandemic, and many may be targeted for apartment redevelopment projects

-53-

�.........

Chapter 2: Key R~ccnt Changes and Trends
Re~ional and National Trends

New Industrial Businesses
While other industries are seeing major disruptions, the industrial sector has been growing since the onset of the pandemic. Although industrial
facilities have seen recent supply chain disruptions, the following trends persist:
•
•
•
•

Self-storage is red hot; rents, valuations soar as sector keeps growing
The industrial sector is booming due to the demand for logistics and distribution; vacancy rates are very low, and developers are
scrambling to find good sites (developers are trying to find any sites with industrial zoning or sites that can be rezoned to industrial)
Amazon fulfillment centers are selling for huge prices on the investment market
Logistics is still the hottest category of industrial real estate 17

. ~z ·s~~i~i~\,~,sri:4~1ffi~·1d/ ~1?,·~; :?~~-~
. t \._r~;-~-~-; _...,.~-&lt;t:·.1;.,.:·-·:-~•\ti, ◄. "(~~J,.~

-54-

�Chapter 2: Key Recent Changes and Tr&lt;.·nds
Regional and National Trends

US Inflation Rate Rises
The annual inflation rate in the US accelerated to 9.1% in June of 2022, the highest since November of 1981, from 8.6% in May and above
market forecasts of 8.8%. Energy prices rose 41.6%, the most since April 1980, boosted by gasoline (59.9%, the largest increase since March
1980), fuel oil (98.5%), electricity (13.7%, the largest increase since April 2006), and natural gas (38.4%, the largest increase since October 2005).
Food costs surged 10.4%, the most since February 1981, with food at home jumping 12.2%, the most since April 1979. Prices also increased
significantly for shelter (5.6%, the most since February 1991). 18

The Great Resignation and Quiet Quitting
The Great Resignation is an ongoing economic trend in which have voluntarily
resigned from their jobs in great numbers, beginning in early 2021. Possible causes
include wage stagnation amid rising cost of living, long-lasting job dissatisfaction,
safety concerns of the COVID-19 pandemic, and the desire to work for companies
with better remote-working policies.
People are switching jobs and industries, moving from traditional to nontraditional
roles, retiring early, or starting their own businesses. They are taking a time-out to
tend to their personal lives or embarking on new personal or professional
journeys. 19

Rethinking the Public Rights-of-Way
Recent developments, including the COVID-19 pandemic, increased demand for micromobility solutions to rethink the design and planning of public rights-of-way. Today,
sidewalks and pathways are not only used by pedestrians, but they also accommodate
scooter riders, skateboarders, autonomous delivery vehicles and even outdoor dining. In
particular, bike sharing and e-bikes have seen a steep rise in demand since the onset of
the COVID-19 Pandemic. Due to multiple users, functions and purposes, there is
increasing need to review policies and regulations of these traditional pedestrian
pathways. 20

-55-

�~

�Chapter 3: Healthy Living

Introduction

Chapter 3: Healthy Living
Introduction
The physical design of our City affects our health every time we step out our front doors. Sometimes making healthy choices is not easy. Being
physically active is hard if you do not have access to sidewalks or parks and eating right is hard if healthy foods are not available. Our health is
affected by the physical design of our community. This following chapter discusses how planning and designing communities with health in mind
can lead to improved community health, wellness, and quality of life.
A popular definition of health comes from the World Health Organization . They define health as the state of complete physical, mental, and
social well-being, and not merely the absence of disease or infirmity. This means that health is more than being free of disease or not feeling sick
- it is also a state of physical, mental, and social well-being. This state can bring about such feelings as happiness, contentment, and security.
Major factors that determine health are:
•

•
•

Family Health History: Many people have a family health history of some chronic diseases (like cancer, coronary heart disease, and
diabetes) and health conditions (like high blood pressure). People who have a close family member with a chronic disease may have a
higher risk for developing that disease than those without such a family member.
Behaviors/Lifestyles: We all make choices that affect our health. Some people choose to eat healthy, get regular physical activity and
maintain a healthy weight; they don't smoke or put themselves at risk for injury or catching a disease.
Environment: The environment can directly influence our health, such as when we are exposed to pollution or injured due to
environmental hazards, and it also influences our behavior and lifestyle. Behaviors and lifestyle choices are in part, shaped by the
environment where people are born, grow, live, work, worship, and age and the health systems available to them. The term
"environment" can include the social, cultural, political, natural, and built environments. These environments can affect physical and
mental health. The fabric of a community and the community pool of human resources available to it are often called "social
capital." This term refers to the individual and communal time and energy available for such things as community improvement, social
networking, civic engagement, personal recreation, and other activities that create social bonds between individuals and groups. Such
activities and bonds can affect mental and physical health.

Background &amp; History
Racial Disparities in Health
Southfield, like many other southeast Michigan communities with diverse populations, has a history of racial discrimination which continues to
create disparities in health today. As of 2016, Southfield still had a worse than average black infant mortality rate. 21 As such, achieving health

-57-

�I_
Chapter :J: Healthy Living
Background &amp; Histo11

equity is one of the key goals that the City continues to strive for in 2022. The Robert Wood Johnson Foundation provided the following
definition of health equity:

"Health equity means that everyone has a fair and jr,st opportunity to be as healthy as possible This requires removing obstacles to
health such as poverty, discrimination, and their consequences, including powerlessness and lack of access to good jobs with fair pay,
quality education and housing, safe environments, and health care."
Foundation staff members put forth these four key steps to achieve health equity:
1.

Identify important health disparities. Many disparities in health are rooted in inequities in the opportunities and resources needed to
be as healthy as possible. The determinants of health include living and working conditions, education, income, neighborhood
characteristic, social inclusion, and medical care. An increase in opportunities to be healthier will benefit everyone but more focus
should be placed on groups that have been excluded or marginalized in the past.

2.

Change and implement policies, laws, systems, environments, and practices to reduce inequities in the opportunities and resources
needed to be as healthy as possible. Eliminate the unfair individual and institutional social conditions that give rise to the inequities.

3.

Evaluate and monitor efforts using short- and long-term measures as it may take decades or generations to reduce some health
disparities. In order not to underestimate the size of the gap between advantaged and disadvantaged, disadvantaged groups should not
be compared to the general population but to advantaged groups.

4.

Reassess process strategies and outcomes/plan next steps. Actively engage those most affected by disparities in the identification,
design, implementation, and evaluation of promising solutions.

-58-

�Cha1&gt;tcr :i: Healthy Living
Current Conditions

Current Conditions
Environmental Conditions
Green and Open Space
Like many legacy cities in southeast
Michigan, Southfield's natural
environment faces challenges due to
the city's history of industrialization.
Southfield is largely built-up, having
been developed as a bedroom suburb
for Detroit, and is constrained in its
ability to provide open space - there
are no massive tracts of undeveloped
land that can be set-aside as future
preserves or parks, so the city must
make do with what it has. Additionally,
many parking lots and developments
were built without sustainability in
mind and now negatively impact air
and water quality, as well as the mental
experience of passerby. As such, as the
city squeezes more trees and gardens
in where it can, improving the
environmental conditions for humans
and other animals in the city remains
an uphill battle. However, Southfield
has been routinely restoring wetlands
when possible, including the wet prairie Lincoln Woods, and continues to protect the mature trees that remain in Carpenter Lake Nature
Preserve, Bauervic Woods Park, and Valley Woods Nature Preserve. The City now regulated tree removals as well, in an effort to protect and
increase the trees throughout the city and maintain them as an amenity that provides shade, water and air purification, and aesthetic
improvements. For more information on the natural environment, please see the summary of the Parks and Recreation Master Plan in Chapter
7: Sub-Area Plans.
-59-

�Chapter :-J: Healthy U\'ing
Current ('onditions

Map 2. Southfield Parks and Nature Areas

r:::::J

.25 mile Radius

c::J

.5 mile Radius

-60-

1.5 mile Radius

�Chapter a: Healthy Living
Current Conditions

Climate
The climate of Southfield and southeast Michigan is influenced by its location within significant storm tracks, the
overall influence of the Great Lakes, and the urban "heat island" of metro Detroit. The most pronounced lake
effect is in cloud cover. Southfield averages 176 sunny days per year. The US average is 205 sunny days. Most
winter storms originate to the northwest throughout Michigan except in metro Detroit where much of the
heaviest precipitation comes from southwest winds. According to US Climate Data, the summer high is around
83.6 in July, and the winter low in January is 17.3. The growing season averages 180 days, with the last frost
date in early May and a first frost date in late October. The snow average is 35.2 inches a year, and the rain
average is 33.5 inches per year. Together, the snowy and rainy climate makes it difficult for many residents to
engage in a healthy lifestyle for much of the year, which is a major consideration for the city when planning the
recreation and transportation networks.
In addition to Michigan's baseline cloudy and snowy climate, climate change is already having noticeable health
impacts as temperatures rise, leading to more dangerously hot days, and pollution increases, affecting those
with lung conditions. The impacts of climate change on agriculture (e.g., early frosts that kill crops) and the
natural environment also affect individual health by lowering the amount of green space available to combat
the negative effects of a warming world - unmitigated habitat loss creates a vicious cycle of more and more
heating. How we design our communities may also determine how well we cope with climate change in the
future. People are exposed to climate change through changing weather patterns (for example, more intense and frequent extreme events) and
indirectly through changes in water, air, food quality and quantity, ecosystems, agriculture, and economy. At this early stage the effects of
climate change are small but are expected to steadily increase in all countries and regions.
Because automobile emissions account for 26% of U.S. greenhouse gas emissions (a contributor to climate change), healthy community design
elements may help slow down the effects of climate change
by providing alternatives to driving cars such as walking, biking
and public transit. As cities grow larger, they may experience
stronger and longer heat waves because of the urban heat
island effect. Two factors create the urban heat island effect:
the loss of trees and vegetative cover to development (since
tree canopy and plantings function to cool cities and
waterways by shading surfaces, buildings, and waterways,
deflecting solar radiation and transpiring water back to the
atmosphere) and the construction of dark surfaces (especially
pavement and rooftops) that absorb heat and re-radiate that
heat.

-61-

�lChapter :1: Healthy Lidng
Current Conditions

Community design elements that may help lessen the urban heat island effect, in addition to providing air and water quality benefits described
above, include:
•
•
•
•

Creating parks, green rooftop parks, gardens, and green spaces
Promoting green infrastructure stormwater management techniques in site design, including the trees, green roofs, permeable
pavements, and other plantings that filter water and reduce heat island effects
Making building energy-efficient
Minimizing the use of dark surfaces that absorb heat and re-radiate that heat during the evenings, when the cities would otherwise cool
down

For a further discussion of climate change and its relationship to flooding and stormwater, please see Chapter 8: Public Infrastructure.

Brownfield Contamination
In addition to limited remaining green spaces, Southfield faces another challenge due to the city's history of
development: brownfield contamination. Brownfield properties are those where redevelopment or reuse of the
property may be difficult because of the presence or perception of contamination - decommissioned gas stations
or industrial facilities are prime examples. If mismanaged, these properties can threaten the health of residents
and the environment by releasing toxic contamination into the air, water, or soil, that will require extensive cleanup. However, when managed properly, these properties can be cleaned and turn into an asset for the community;
the reuse of brownfield protects the environment and health of residents, as well as revitalizes communities by
turning vacant property into economic opportunity, reusing existing infrastructure, and minimizing urban sprawl.

Lear Headquarters
36.4 acres - Base Year: 2005

Comau Southfield
9.2 acres - Base Year: 2008

Central Park Place
8.2 acres - Base Year: 2009

Durr Headquarters
14.4 acres - Base Year: 2014

Southfield Park Plaza

9.4 acres - Base Year: 2015
Southfield has been proactively managing the city's brownfield sites for years to ensure they are property re-used
Centex/Spring Haven
to support healthy living and a strong economy. The Southfield Brownfield Redevelopment Authority (SBRA) was
38.9 acres - Base Year: 2006
created on August 20, 2001, under the authority of Public Act 381 of 1996, the Brownfield Redevelopment
25110/25250 Evergreen
Financing Act. Per Act 381, the City Council designated the board of the Southfield Local Development Financing
2.3 acres - Base Year: 2010
Authority as the board of the SBRA. The purpose of the SBRA is to promote the revitalization, redevelopment,
Figure 7. Brownfield Sites in
and reuse of certain contaminated, blighted, or obsolete properties primarily using tax increment financing. As
22
Southfield
of 2021, Southfield had seven ongoing brownfield redevelopment projects.

Waterways
Southfield is home to both a Branch of the Rouge River and numerous related streams and creeks. Most of the city's waterways are heavily
urbanized and not yet safe for swimming or fish consumption, but a few residents do occasionally use the surface waters as a source of
recreation (kayaking, canoeing, birdwatching, etc.).

-62-

�-=
"=

...
.:f

=&gt;J

~

,.

~

~

:.i:

:.5

-=

..::.

:::

,I

~

~

~
~

--

...

:i:

=
-,,t

:::::

II

~

;....
.,,,

.

~

-s~ .
:::s

•

•

.

...

•

II:

0
v-,

-~ •

'~

~

0

~

QJ
.....

~

~
I

("()

\.0
I

I

I

""'Q.0
~

.•

)

I

....
~

.,,.

r

,½~
,,
I

I
~

:

-

~

J

""

)

~

I

-

,..

...I

./

l

J
@

----

�Chapter :i: l lealthy Li\'in~
Current Conditions

Individual Health
There are many individual obstacles that people face to becoming healthy, whether those are disabilities, long-term health conditions, or other
factors that affect their daily life. The City of Southfield can help people with individual health obstacles achieve a healthy lifestyle through
inclusive programming and public space design and accommodating all people - regardless of their health status - is one of the main goals of the
2022 Parks and Recreation Plan and is heavily incorporated in Sustainable Southfield.

Disability
As of 2019, 12.9% of Southfield residents under the age of 65 were living with a mental or physical disability that affected their daily life.
Combined with residents over 65 who have age-related disabilities, this means that thousands of Southfield residents have individual challenges
that make pushing healthy living uniquely difficult. In total, Southfield has approximately 13,000 residents living with a disability, over half of
whom have a disability that affects their day-to-day mobility. Accommodating populations with disabilities is necessary to attract potential
residents and retain existing residents by improving everyone's quality of life. 23

Other Conditions
Southfield also has a high number of residents with pre-existing conditions or diseases with long-lasting impacts that affect one's ability to stay
healthy. As of 2018, Oakland County had higher rates of cancer and critical care hospital admissions than the state of Michigan as a whole, and
24.7% of all deaths were caused by heart disease, compared to 23.1% statewide. However, despite the high cancer rates in Oakland County, it
remains one of the less significant causes of death in the county, meaning that more people require treatment but more people also recover. 24

Healthy Food Access
When residents live in a place where healthy foods are not accessible and affordable, it is especially difficult for them to practice healthy living.
Studies have found that low-income and underserved communities often have limited access to stores that sell healthy food, especially highquality fruits and vegetables. The U.S. Department of Agriculture's Food Desert Locator gives a spatial overview of low-income neighborhoods
with high concentrations of people who are far from a grocery store. The tool reveals that the southwest corner of Southfield is considered a
partial food desert because a significant number of residents are more than 0.5 miles from a store that sells healthy food .25
Good nutrition is vital to good health and disease prevention. But it's hard for people to eat their fruits and vegetables (and to stay away from
too much junk food) if they don't have access to fruits and vegetables. In one study of 50,000 neighborhood blocks in Detroit, researchers found
that 92% of food retailers were comprised of "fringe food outlets" such as liquor stores and fast-food restaurants, while only 8% were grocery
stores of any size. Access to affordable and healthy food is a part of healthy community design, and Southfield has many opportunities to
improve through a variety of local regulations and programs.

-64-

�C.lrnptcr ;3: Healthy Lh-ing
Current Conditions

Diversity and Inclusion
Part of leading a healthy lifestyle is having a healthy mind - less stressors means that people are more able to concentrate on bettering their
own individual health and helping the natural environment. Stress can also have adverse cardiovascular effects and negatively affect long-term
health . One part of lowering mental stress is creating an environment where everyone is comfortable to be themselves, regardless of their
ethnicity, religion, age, income, family living situation, disability status, appearance, or anything else that makes them unique. Encouraging and
fostering inclusion lowers individual stress, in turn giving people the freedom to fully pursue healthy living.
The City of Southfield is a progressive community that is a welcoming, livable, sustainable, vibrant, walkable, and inclusive city that provides
equal opportunities to all individuals. The City of Southfield has long been an integrated community that is welcoming to people of all ages,
races, religions, and socio-economic backgrounds. To that end, Southfield was the first city in the State of Michigan to partner with residents and
other community stakeholders to create the Dr. Martin Luther King, Jr. Task Force to address and embrace the City's changing demographics.
The Task Force and the City work collectively together to help facilitate inclusion and integration peacefully and constructively. Southfield was
also the first city in the state to hold a Dr. King peace walk or march to celebrate the legacy of not only Dr. King, but Southfield's own diversity
and inclusion. The first Dr. Martin Luther King, Jr. Peace Walk took place on January 20, 1986, commemorating the first national observance of
Dr. King's birthday. The Task Force and Walk both continue to grow and scope each year, now with year-long educational and community
outreach activities, many especially geared towards youth .
In addition, Southfield has a significant orthodox Jewish community located in the City. We want to be cognizant of the fact that every Saturday
(Friday sundown to Saturday sundown) is the day of rest for the Jewish Community and that they are unable to participate in City sponsored
events.

LTU Summer Camp: Introduction to Landscape Architecture
In the summer of 2022, the City of Southfield Planning Department partnered with the Michigan chapter of the American Society of Landscape
Architects (ASLA) and Lawrence Technological University (LTU) to host an Introduction to Landscape Architecture Summer Camp for high school
students. The goal of the three-day camp was to expose a diverse population of high school students to the field of Landscape Architecture.
Student participants attended from 7 various high schools located in southeast Michigan and were grouped into two teams in order to work
together on the concept design of a hypothetical teen park component.
Throughout the three days, students had the opportunity to learn from industry experts by attending presentations, visit project sites for design
inspiration, and create a conceptual design with hands-on tools. The camp concluded with the students presenting their final design concepts to
their peers and instructors. The overall experience was extremely successful, and the City hopes to continue conducting summer camps in the
future.

-65-

��~~

......

,,,....~~

Chapter :J: Healthy Lhing
Recent Programs and lnitiathes

Recent Programs and Initiatives
Southfield Peace Poles and Walk
In October 2020, the City celebrated the installation of three "peace polls," set in a landscaped garden to the
north of the entrance to City Hall. The poles declare "May Peace Prevail on Earth" in 24 world languages,
including sign language and braille. With a theme of sustainability, the poles represent global peace through
the May Peace Prevail on Earth International and Amigos de la Paz (friends of peace) nonprofit organizations.
The City of Southfield also created the Total Living Commission (TLC) to analyze and address overall quality of
life issue in Southfield and successful integration. The Commission regularly makes recommendations to
Council on matters from legislative policy to new city programs and initiatives. One such program recently
developed by TLC was the Southfield Ambassadors and the Southfield Spirit Fest parade and celebration of
Southfield's diversity.

20 Minutes of Heart Healthy Activity
Recently, the American Heart Association found that just 20-minutes of physical activity was associated with
lower rates of incident cardiovascular diseases. The greatest cardiovascular risk reduction was observed for
those over 70 who were getting more than 20 minutes per day of physical activity. 26 To help reduce
cardiovascular disease in the community, the City of Southfield has been promoting 20-minutes of daily heart
healthy activity. One major effort has been the opening of the Civic Center atrium to the public for indoor
walking - anyone is welcome year-round to come inside and walk the atrium loop, and informational signs
calculating the number of laps equaling one mile have been posted throughout.

2021 All-America City Award (AAC) Competition
Equity is the fabric that allows communities to achieve broad-based economic prosperity and other goals.
Resilience enables communities to face challenging times by not only preserving what makes their
community great but adapting and growing stronger. Inclusive civic engagement is a key ingredient in
communities that have these two qualities.
The need for equity and resilience became more obvious in 2020, as communities have dealt with a global
pandemic and racial bias incidents in law enforcement. Those communities with more equity and resilience
have been more successful in combating the pandemic and making the needed changes to improve the racial
equity of law enforcement and other city services.

-67-

3:
~

~
c»
n
CD

1
Di

-0

-■

:::s

rn
m

�Chapter :J: Healthy Living
Recent Programs and lnitiath·c~

The All-America City Award not only recognizes strong civic capital, it also honors the progress and innovation demonstrated through the crosssector partnerships in three project examples. It recognizes a community's courage to recognize its challenges, along with commitment to face
those challenges with the same spirit exhibited in the highlighted projects. It's about moving forward and getting the hard work done
collaboratively, innovatively, inclusively and with maximum civic engagement.
•

The City of Southfield was selected (March 2021) as a national finalist for the 2021 All-America City Award (AAC). The 20 national
finalists represent the diversity of American communities from the largest cities to the smallest towns, from east to west and north to
south.

•

The award, given to 10 communities each year since 1949, celebrates and recognizes villages, towns, cities, counties, tribes, and regions
that engage residents in innovative, inclusive, and effective efforts to tackle critical challenges.

Unfortunately, Southfield was not one of the top 10 finalists for the National Civic League's 72 nd annual All-America City Awards (AAC) . However,
the City of Southfield's Kimmie Horne Jazz Festival entry won the Cultural Entertainment Showcase award.

Diversity and Inclusion Initiatives
As a community with a majority African American population, Southfield residents
and officials have been particularly touched and impacted by the historic and recent
acts of police brutality and racial injustice. In response to the most recent national
tragedy of the murder of George Floyd, the city installed new Black Lives
Matter and Southfield Strong banners. The banner installation was just one of the
city's responses to the tragedy.
•

Southfield Unity Day- Kneel to Heal, June 14, 2020: At this event
attendees formed a symbolic human chain of unity and kneeled for eight
minutes and forty-two seconds to honor the life of George Floyd.

•

Black Men Unite Peaceful Protest- June 28, 2020: The march was designed
to unite Black men while protesting police brutality and racial injustice. The
event also included a voter registration drive and 2020 Census
encouragement.

•

"Our Sorrow and Determination for a More Equal and Just Society" Joint Resolution: The Southfield City Council and Mayor adopted
this joint resolution to show solidarity with efforts to root out systemic racism. The city also continues to support training, policies and
practices for police officers that de-escalate tense situations and avoid the use of deadly force.

•

Southfield Police Department Duty to Intervene Policy: A new policy amendment was adopted that requires every sworn employee
present at any scene to stop another sworn employee when force is being inappropriately applied or is no longer required.

-68-

�,,.... ,...

~

Chapter :3: lkalt.hy Living
Recent Programs and Initiatives

•

My Brother's Keeper (MBK): The Southfield Chapter of MBK hosts monthly meetings featuring different guest speakers, in addition to
other activities, events and field trips to mentor Southfield's young men of color.

•

International Peace Poles Installation &amp; Dedication - November 6, 2020: The city held a dedication ceremony for the installation of
new International Peace Poles.

•

Juneteenth - June 15-22, 2022: The City of Southfield recognized Juneteenth (officially Juneteenth National Independence Day and also
known as Jubilee Day, Emancipation Day, Freedom Day, and Black Independence Day) with a week-long series of events and activities to
highlight the celebration of African American history and culture. Events included a free outdoor jazz and blues concert, a dance
performance, book displays in the Southfield Public Library, art exhibitions, and a walk led by Southfield Mayor Kenson Siver. The week
culminated in a celebration on the Municipal Campus front lawn which included appearances by Black Cowboy LC. Caldwell, the
Tuskegee Airmen, reenactments by actors dressed as famous Africari Americans throughout history, a drumming workshop, more dance
performances, music, children's activities, games, crafts, and food trucks.

-69-

�Chapter 3: Healthy Li\'iug
Recent Programs and Inilialin?s

Best Cities for Black Women
Black women serve a critical role in the American economy, contributing $3.8 billion to the GDP annually. Often the breadwinners for their
families, they have the highest labor force participation rate for women and make up 21% of all women -owned businesses.
Even with these significant contributions, Black women live at the intersection of multiple barriers and experience the compounded effects of
racial and gender bias. This combination results in low-wage jobs and a significant wealth gap: Black women who work full-time, year-round earn
62 cents for every one dollar that white men earn working full-time, year-round.
When posed that question, Dr. Lori Martin, a professor
of African and African American studies and sociology
at Louisiana State University, had this to say: "A livable
place for Black women is safe, and for women with
children, it is home to schools where all students have
access to an excellent education. It would also be
diverse, with a visible and thriving black community,
including black businesses."

~

While the socioeconomic realities of our current time
touch all corners of the country, there are pockets of
the U.S. where the wealth gap narrows, and Black
women have more opportunities.
MoneyGeek ranked 200 cities with populations greater
than 65,000 from the best to the worst for Black
women . The ranking includes analysis of income,
poverty rate, homeownership, educational attainment,
and health insurance gaps between Black women and
the entire population nationally and locally. The size of
the local Black population and the cost of crime in the
area was included in the ranking to reflect the
presence of Black community and safety,
respectively. 27
Southfield was ranked the best city for black women
in the U.S. with a score of 100!

-70-

,,

�-,
Chapter :3: l·lcalth) Lh·ing
Recent Programs and lnitiatiYcs

AARP Designation Process
The Southfield Commission on Senior Adults (COSA), established in 1987, is the
primary community-led voice for these matters. Consisting of local older adults
and City liaisons, this commission identifies Senior Adult issues in the community
and works closely with City Departments to solve them.
Current demographic trends show that Southfield is an aging community.
Because of growth, it is important for the City to review all its resources and
protocols to ensure that older adults are effectively cared for and have excellent
livability as they take up a greater proportion of the population.
Matters related to Senior Adult livability include:
•
•
•
•
•

Housing (adequate facilities and number of units)
Transportation (access to bus routes and other forms of transit)
The public realm (addressing sidewalk gaps and universal accessibility)
Social inclusion
Health services

One of COSA's primary goals is to maintain the city's "Age-Friendly Community"
designation from the AARP, which was received in 2017. The initial Action Plan
authored by COSA five years ago included several surveys which gathered
important information, as well as an inventory of current senior-related assets.
The Planning Department sends a liaison to COSA meetings and is involved with
the Commission as they develop their report. Many of COSA's goals and action
plans for their Housing, Transportation, and Outdoor Spaces and Buildings
domains overlap with ongoing Planning Department objectives, and Planning
continues to help them implement these goals and objectives today. Currently,
the Planning Department is working with the Transpcrtation domain to identify
high-priority bus stops that currently lack amenities to provide better
accessibility, as well as a bench and trash receptacle. The Planning Department
also works to help and data to COSA for their reports, as requested, and will
continue to assist them as they work towards renewing the Age-Friendly
designation.

-71-

�.,
Chapter :J: Healthy Living
Key Trends &amp; Challcnge8

Key Trends &amp; Challenges
Pandemic Impacts on Health
The year 2020 had many unique and unprecedented challenges due to the COVID-19 pandemic. This pandemic not only posed threats to
Michigan's entire population, but particularly to marginalized communities, including people of color. Since the beginning of the pandemic, racial
and ethnic minority populations have experienced a disproportionate impact, both in terms of morbidity and mortality as well as economic
harm. African Americans still had the highest mortality rate for COVID-19 at 221 deaths per 100,000, compared to white Michiganders, which
had the second highest rate of 112 deaths per 100,000. 28 As a majority Black city, these impacts have hit particularly close to home for Southfield
residents.

Mixed Use
Parks, green spaces and public places for leisure and social activities and communities that are mixed-use, which means a mix of housing, civic
uses, and commercial uses, including retail, restaurants, and offices. Mixed use allows a community member to work closer to where they live,
thus reducing their amount of commuting time and increasing their time for leisure and social activities.
Finding a good home in a safe neighborhood, that's convenient to jobs, good schools, and other daily needs, can be difficult. Usually,
neighborhoods with lots of amenities are more expensive because more people want to live there. People who work in these neighborhoods,
but can't afford to live there, may have to live far away in areas that are not safe. Workers like police officers, firefighters, and teachers who
contribute so much to a community may have to sacrifice safety and convenience for affordability.
Healthy community design principles support social equity by promoting:
•
•
•

Communities where people of all abilities and ages can move about their community for all their needs, and should they choose, remain
in their community all their lives.
Diverse housing options and price levels so that all persons regardless of income can live in the same community where they work, play
and worship.
Neighborhoods clustered around one or more well-defined neighborhood centers that support jobs of all types and skills, commercial
activity, and a range of amenities.

Creating safe and comfortable streets and sidewalks helps encourage community members to incorporate physical activity into their daily
routine by biking and walking. Less people using cars also translates into better air quality and lower heat levels, making it easier to safely pursue
outdoor exercise and activity. These improvements, combined with adequate housing, make it a no-brainer for people to get out and enjoy their
community while pursuing individual health. For more detail on the trend toward 20-minute (mixed use) neighborhoods and the trend toward
increasing housing options, please see Chapter 4: Housing and Residential Character below.

-72-

�~ ~

·-~
Chapter :1: HcaltJ1y Living
Key Findings

Key Findings
Strengths and Opportunities
Robust Programing
Residents in Southfield have access to many healthcare resources and programs, either provided locally, regionally, or through non-profit or
medical providers. The City of Southfield partners with Providence Hospital (PH), American Cancer Society (ACS), American Heart Association
(AHA), Lawrence Technological University (LTU), the City Centre Advisory Board (CCAB) and other health agencies and local businesses to
promote and support annual Healthy Initiatives. Additionally, St. John Providence Community Health offers a variety of programs designed to
improve healthy living, such as the Infant Mortality Project.

Weaknesses and Threats
High Number of Uninsured Residents
Despite the many healthcare programs available, Southfield still has a significant number of uninsured and underinsured individuals -without
insurance, residents cannot take advantage of many of the programs that may improve their individual health. This is not just a problem for
Southfield, but for all the municipalities and counties in the Detroit metro area; estimates for the city of Detroit alone are that 200,000
individuals are uninsured. Some programs do provide services for the uninsured, such as St. John's Ryan White Program (provides services to
uninsured HIV patients who need early intervention, diagnosis, and treatment) and Health Care for the Uninsured Program (provides primary
care services for those 19 to 64 years of age, up to 200% of poverty). Even with the implementation of the Affordable Care Act, there is still a
need to assist Southfield's residents in finding an insurance package that works for them.

Service Gaps
Most Southfield residents live within walking distance of some sort of medical office, hospital, urgent care, or other similar facility. However,
some areas of the city, such as the neighborhood along Inkster Road, still have less access than others. The City does not currently understand
all the medical service gaps that exist because of geography, and how those gaps may correlate with different health outcomes. A community
health assessment could remedy this lack of knowledge and help the city better plan for new health care facilities in the future.

-73-

~

::.-,

�Chapter :1: Healthy Li\'ing
Goals, OhjcctiYcs, and Strategics

Goals, Objectives, and Strategies
Goals
o
o
o
o
o
o
o
o

Eliminate local food deserts
Reduce city' obesity rates and encourage healthy food choices, especially among children
Promote alternative modes of mobility with a focus on active transportation and micro-mobility
Work toward improved mental health outcomes for the community
Promote active living by making it safer to walk or bike to daily activities like shopping, work, school, and recreation
Build a more equitable community where the health and well-being of all people is supported, regardless of age, ethnicity,
national origin, or disability status
Engage in outreach that targets minorities and under-represented groups in community meetings, land use and planning
commission, and hiring decisions
Promote and encourage individual and communal time and energy available for such things as community improvement,
social networking, civic engagement, personal recreation, and other activities that create social bonds between individuals
and groups

Objectives and Strategies
o
o
o
o
o
o
o
o
o
o
o
o

Promote educational programs for healthy living
Promote exercise programs
Promote and provide more public sports events and programs
Promote public and semi-public exercise facilities (outdoor and indoor)
Identify locations for and construct community gardens
Create provisions that allow for more flexible placement of community gardens throughout the city
Adopt zoning policies and regulations that promote and support urban agriculture activities
Revisit and update internal hiring diversity policy
Provide technical assistance and outreach efforts that increase equal access to land use resources and economic development
tools
Promote greater equality of access to minority business development and support land use and zoning that increases goods
and services in resource poor neighborhoods
Hold annual bike-the-town events to encourage people to get comfortable with and excited about cycling
Revise the city's Public Engagement Plan to incorporate more innovative and inclusive engagement methods that are shown
to be effective in reaching under-served populations

-74-

�: Housin

�Chapter 4: Housing and Residential Character
Introduction

Chapter 4: Housing and Residential Character
Introduction
About As a first ring suburb of Detroit, the City of Southfield is characterized by singlefamily homes on large lots and luxury apartments, as well as an aging population. The
city's residential character has been defined by its history as an automotive-oriented
patchwork of suburban developments, and this layout continues to shape the residential
offerings through the city today.
Southfield's housing values are generally hover around $100,000 to $200,000 for a twobedroom detached home property values, reflecting both market potential and the
negative price spillovers resulting from the city's proximity to Detroit. Detroit's
underfunded public educational system, above average crime rates and poverty rates,
shrinking employment opportunities, and low housing values all impact the prices of new
and existing homes in Southfield . According to the Southfield Assessor, housing values
have steadily increased following the post-recession low of 2013 . The 2022 Residential
Assessed Values ($2,114,241,840) have increased roughly 6.78 percent above the 2008
high ($1,980,028,850), recovering 55% between 2018 through 2022 over the last 5 years.
The recovery has remained steady from year to year, and we have been witnessing a
sellers' market with low supply, where residential values have increased an average 11%
per year since 2018.
Like many other legacy communities in southeast Michigan, Southfield's housing needs
Map 4. Sketch Map of 1870s Southfield Township
are also being affected by national demographic shifts. Aging Baby Boomers were at
their peak family size and peak income between 1990-2010 29 but now nuclear family unit is a minority throughout America. About 25% of new
households prefer condos and urban townhomes, and most young adults and older adults prefer living in walkable neighborhoods that are
sustainably designed, characterized by diverse land uses, and have a broad array of civic amenities. In 2019, the number of residents over 65
grew by 20.7%, faster than the overall rate of 18.9% in southeast Michigan. By 2030, the number of Americans over 65 number could rise to 500
million, 30 and the City of Southfield's housing needs will be impacted by this demographic shift.

-76-

�-,
Chapter 4: Housing and Residential Character
Hackground &amp; History

Background &amp; History
History of Development
Before incorporating as a City, Southfield Township began seeing the
effects of the suburban housing boom almost immediately after the
end of World War II. Southfield issued only 147 building permits in
1944, but the number nearly tripled to 405 in 1945 and continues to
rise into the 1950s. In 1953 the Lathrup Townsite in the northern
part of the township incorporated as Lathrup Village, which stands to
this day as a separate municipality from Southfield proper. Northland
Center opened in 1954, further stimulating building and construction
throughout the township. Despite the township still be relatively
rural in the early 1950s, Southfield officials recognized that careful
planning was needed to manage future growth.
In 1958 the unincorporated township (minus Lathrup Village,
Franklin, and Bingham Farms) successfully voted to incorporated as a
city, improving the ability of the local government to plan and
provide for residential development. Around the same time, the
Wayne County Road Commission initiated plans to turn Southfield Road
into an expressway to handle the increased traffic at Northland and to a
new Ford Motor Company office.
Southfield's suburban growth continued throughout the second half of
the twentieth century, with the population doubling from 1960 to 1970,
making it Michigan's fastest growing city in that decade. Between 1958
and 1967, 8,300 single-family homes were built in the city, nearly 1,500
of those in 1965 alone. 31 Today, many of these older homes remain
throughout the city, creating a distinctive character throughout the
city's residential neighborhoods.

-77-

�Chapter 4: Housing and Residential Character
Background &amp; History

National Historic Register of Places - The Plumbrooke Estates Neighborhood
In November 1960, the City of Southfield approved the Plumbrooke
Estates subdivision and the first homes opened in May 1961, with
prices between $23,900 and $26,000. These homes were unique in
terms of their design and character, which had a cohesive mid-century
style. Today, the neighborhood still has moderate lot sizes, curved
streets, mature trees, and attractive green spaces, as well as a variety
of popular mid-century house styles, including Colonial Revival,
Ranches, and Contemporary. The houses share similar materials and
features across styles, such as stacked bond brick masonry, wide
overhanging eaves, and large windows. The quality of the houses and
distinctive design of the neighborhood led to Plumbrooke Estates being
added to the National Register of Historic Places in 2019, to be
preserved as a cultural heritage site for future generations. 32

National Historic Register of Places - The Northland
Gardens Neighborhood
Between 1956 and 1976, several developers built out the Northland
Gardens neighborhood, located in the southeast corner of the City just
north of Eight Mile Road. Nearly all homes in the neighborhood are
ranch style, and most are unaltered from their original state except for
repainting or minor repairs. Although the homes were all built at a
similar time, each one is unique because of features like porches,
breezeways, garages, awnings, and other architectural details. Most
homes in Northland Gardens have brick or other masonry facades,
occasionally incorporating wood siding on garage doors or under roof
gables. The overall cohesiveness but individual variety of the houses in
Northland Gardens led to it being National Register of Historic Places in
2020, alongside Plumbrooke Estates. 33

-78-

�Chapter 4: Housing and Residential C'haracter
Current Conditions

Current Conditions
This chapter provides background information on housing in Southfield and
some comparisons with historical data and the region. The evaluation serves as
a basis for the future land use plan strategies regarding housing and public
improvements to support the needs of residents.

Figure 8. Southfield Residential Permits, 1995-2021
350

150

SOURCES: The most recent census data in this chapter is from the Census

100

Bureau's 2019 American Community Survey {ACS) 5-year estimates. 2020 and
2021 census data were not used because they are not necessarily an accurate
reflection of changes in housing characteristics due to the COVJD-19
pandemic's drastic and unpredictable impacts on housing.

-e- Net Total

300

Planning for housing is critical because nearly 60% of land in the City is devoted
to residential uses. Additionally, people seeking a place to live or deciding
whether to stay in a community base their decisions in part on the
1
community s housing characteristics, such as home values and affordability.

-e-s Year Average

250
200

so
0
LI')

-50

en
en

...-i

Housing Units

,-....

en
en
...-i

en
en
en
...-i

...-i

0
0

N

m

0
0

LI')

,-....

0
0

0
0

N

N

N

en

m

...-i

0

...-i

0

0

...-i

...-i

Ll'I,-....

...-i

en

...-i

N

0

0

0

0

0

...-i

NNNNNNN

Source: US Census Bureau ACS

According to the Census Bureau, a housing unit may be a house, apartment,
mobile home, group of rooms, or single room that is intended for occupancy by
families or individuals who live separately from other families or individuals in
the building and have direct access from outside the building or through a
11
common hall. A "family is a group of related individuals, which may or may
not include up to 5 unrelated individuals, that live in the same unit.
The number of new construction housing units in Southfield has been
drastically decreasing since 1995, while population and household growth have
decreased only slightly. Figure 8 shows the annual net number of residential
building permits steeply decreased by 277 permits from 1995 to 2010, rose
again briefly in 2010 and 2017, and then dropped off in 2018. Since 2018, the
number of new permits has been steadily increasing, a trend in part owed to
the recent redevelopment of older homes and buildings into new housing
units. Figure 9 shows that the number of housing units has been rising steadily
since 1990, a trend indicative of increased multi-unit development, which only
requires one permit for multiple housing units.
-79-

Figure 9. Southfield Housing Units &amp; Occupancy, 1990-2019

-e- Occupied Units
40,000
38,000
36,000
34,000
32,000
30,000
28,000

- - -Total Units

.~

37626

35054

35698

-

36257

■

1990

2000

2010

2014

Source : US Census Bureau ACS

37411
■

2019

�-- -

Chapter 4: Housing and Residential Character
Current Conditions

Occupancy
Housing occupancy is the percentage of total housing units that are occupied at
any given time. Occupancy can be an indicator of housing stability, with high
occupancy generally indicating a stable or growing residential housing market.
Because Southfield has had little change population or the total number of
households over the last decade, as well as a shrinking average household size,
demand for housing overall has been on a slight decline. However, Figure 9
depicts a slight uptick in occupied housing units since 2010. This change is
reflected in the occupancy rate, which increased from 87% in 2010 to 93.1% in
2019, as shown in Figure 10. Over the same period, Oakland County also
experienced a similar increase in occupancy from 91.5% to 93.4%.
Residential construction has been relatively responsive to recent population
trends. The net number of residential building permits issued in Southfield
peaked in 1998 and has generally been declining since, mirroring the City's
population change.

Figure 10. Regional Occupancy Rate, 1990-2019

Southfield

100.0%

94.9%

-a- Oakland Co.

95.8%

95.0%
90.0%
85.0%

87.0%

80.0%
75.0%
1990

2000

2010

2014

2019

Source: US Census Bureau ACS

The occupancy percentage of apartment in Southfield is high with the average
occupancy per apartment complex being 97.3% occupied (2.7% average
vacancy). The lowest occupancy/highest vacancy rate of all the apartments in Southfield is 38% and this equates to 184 vacant units of 298 total
units being currently available for rent. This building is skewing the numbers by a whole percentage point for total City apartment unit vacancy.
The vacancy rate fluctuates each month as leases expire but the total current number of vacant apartment units (as of November 2021) in the
City of Southfield is 404 units. This is an apartment vacancy rate for the City of Southfield of approximately 3.3%. If this high vacancy building
was not included the lowest occupancy rate would be 88% and this equates to 47 units vacant of 381 total units and Southfield's occupancy rate
would be 98.3% (vacancy of 1.7%). The current state of the City of Southfield's apartment market has approximately 12,120 total apartment
units, not including senior/assisted living.

-80-

�Chapter 4: Housing and Residential Character
Current Conditions

Certain neighborhoods have more vacant housing units than others. These neighborhoods may face challenges like a housing stock in various
states of repair and low interest in homes relative to home prices. Identifying the location of those neighborhoods helps in addressing their
issues and reducing vacancies. The areas with highest vacancies can be seen in Map 5. These areas are generally within the Regal Towers
Apartment complex near Franklin and Eleven Mile Roads, in Section 34 bounded by Eight Mile, Lahser, Evergreen, and Nine Mile Roads, just east
of Inkster Road between Ten and Eleven Mile Roads, the south half of Section 15, and around the Southfield DDA district.

Map 5. Southfield Vacancy Rates, 2014-2019

7... ..,.. . .

u"(+/-J4l

z.u, (+/• 2A"J

Vacancy Rate
% of Housi ng Units that are Vacant
o.n (+/· 0.a,ij

0.4% - 5%
'----'

'C

1."'(+/- 3,q

4.S"f+/· S-"')

U" (+/· J.nl

Source: US Census Bureau ACS

-81-

5.01% - 10%
10.01% · 15.6%

(+/- Margin of Error)

�Chaplet· 4: Housing and Residential Character
Current Conditions

Home Ownership
Home ownership is the single largest factor in the generation of wealth for individuals and families, especially low-income families (HUD, 2004).
Like occupancy rates, the percentage of owner-occupied housing units can be an indicator of housing stability.
In 2019, approximately 46% of Southfield residents owned their residence while approximately 54% rented, and the home ownership rate has
been declining slightly over the last decade. As Figure 11 shows, home ownership rates are significantly lower in Southfield than in Oakland
County, which can be attributed in part to the City's large proportion of multiple-family residential units, particularly apartments. Home
ownership is declining most likely due to rising housing costs (noted below) and decreasing median household incomes.
While many people are happy with their ownership arrangement, a notable segment of Americans want the opposite of what they currently
have. More than 8 in 10 Michigan homeowners are content with their housing situation, but only 5.7 in 10 renters are satisfied with their current
housing. 34 In a 2017 survey conducted by the Pew Research Center, 72% of renters said they would like to own a home at some point. 35
However, researchers also estimate that around 17-20% of people want to rent rather than own for a variety of reasons - more flexibility, less
maintenance, and a lesser need for space are just a few of those reported. 36
Figure 11. Regional Home Ownership Rate, 1990-2019

Southfield

Oakland Co.

100.0%
90.0%
80.0%

72.7%

74.7'7o

53.9'7o

54.1%

· --

71.4%

-- -

70.0%

---

71.7%

70.0%
60.0%
50.0%
40.0%

53.5%

48.6%

45.6%

30.0%
20.0%
10.0%

.--

0.0%
1990

2000

2010

Source : US Census Bureau ACS

-82-

2014

2019

~-

�--,
Chapter 4: Housing and Residential Character
Current Conditions

Certain neighborhoods in Southfield are experiencing lower homeownership rates than others. These areas are generally less stable because the
residents can more easily move out of the neighborhood. Many of these neighborhoods have high numbers of multiple-family units. These
areas are highlighted in Map 6 and include the areas around Northland, northeast of the Telegraph/1-696 interchange; along Shiawassee east of
Beech; between Telegraph and Lahser; the City Centre; and along 1-696 on the City's eastern edge.

Map 6. Homeownership Rates by Neighborhood, 2014-2019

&amp;.nt
1.0% (+/-4.1")

'-~,

~

W .11'Mff11Rd -

Homeownership Rate

"\

% Owner-Occupied Housing Units

C7

n.n (+/· 7.4")

Source: US Census Bureau ACS

-83-

3.2% - 41%

w

41.01% · 64%

-

64.01% - 100%

(+/- Margin of Error)

�Chapter 4: Housing and Residential Character
Current Conditions

Housing Costs
Figure 12. Southfield Median Housing Values, 1990-2019

The cost of housing, combined with income and the cost of transportation,
determines housing affordability. Over the last five years owner-occupied
housing has been getting more expensive in Southfield, after previously
seeing a drop-off in 2010 following the Foreclosure Crisis. According to the
US Census Bureau, the median value of owner-occupied homes in Southfield
was $171,900 in 2019, up dramatically from $114,100 in 2014. The overall
rising cost of housing, depicted in Figure 12, makes it difficult for potential
home buyers to enter the housing market. However, the recent rise in
occupancy rates since 2010 as noted above may hint that the rise in housing
prices be in part due to rising demand .

$200,000

$171,900
$155,400

$150,000

$100,000

$114,100

$114,700

$50,000

Value
$0

Housing values were on a steady rise from 2014 to 2019, but experienced a
dramatic jump with the onset of the COVID-19 pandemic. Despite a decline
in overall inventory, homes throughout Michigan are selling for higher
prices than ever. 37 In 2014, most homes in Southfield were valued around
$50,000 to $199,000. But by 2019, home values had risen so quickly that
most homes were valued around $100,000 to $299,000, with a median
value of $171,900, as shown in Figure 13. Today, the median listing price is
estimated to be even higher at $225,500. 38 Since 2010, this is a notable
change in distribution when values were much more evenly distributed.

r

1990

2000

2010

2014

2019

Sources: US Census Bureau ACS, SEMCOG

Figure 13. Southfield Housing Values, 2014 vs 2019

$1,000,000 or more
$500,000 to $999,999

i
:■

$300,000 to $499,999
$200,000 to $299,999
$150,000 to $199,999
$100,000 to $149,999
$50,000 to $99,999
Less than $50,000
0

1,000
2019

Source : US Census Bureau ACS

-84-

2,000
■

2014

3,000

4,000

5,000

�Chapter 4: Housing and Residential Character
Cur.r ent Conditions

Rent
Southfield has a large supply of rental housing, particularly when compared
with the Metro Detroit area. Figure 14 shows that in 2019, rental housing
comprised approximately 54% of Southfield's occupied housing units,
compared to just 28% in Oakland County and 30% in the metro area . Further,
the share of rental housing in Southfield increased from 2014 while only
minimally increasing in the County and decreasing in the metro area.
As the share of rental units increases, a higher percentage of households are
impacted by rental rates. In 2019, median gross rents for Southfield residents
were significantly higher than for residents in Oakland County in every rent
bracket except $1,000 to $1,499 per month. The median gross rent Southfield
residents paid in 2019 was $1,133, compared to only $1,104 in the County and
$962 in the metro area. Figure 15 shows the distribution of gross rent paid by
residents of Southfield compared to those of Oakland County and the metro
area. Southfield households pays higher rents than in the County and metro
area.
The average low rent per unit for an apartment building in Southfield is $1,049
per unit. The average high rent per unit for an apartment building is 1,271. The
lowest rent commanded in the apartment market in Southfield is $554 per
month and is for a 490 square foot studio apartment in McDonnell Towers. The
highest rent commanded in the City of Southfield's apartment market is $3,200
per month and is for a four-bedroom, 1,711 square foot room in Arbor Lofts.
The average rent per square foot of living space in the City of Southfield is $1.29
and the median is $1.19. This rent is being asked for by The Park at Trowbridge
which has an exceptionally high vacancy rate, the highest vacancy rate in the
City. The lowest rental rate per square foot of living area is $0.68 per square
foot. This rent is being asked for by The Oxley Apartments and they have a
100% occupancy rate. Today, the apartment market in Southfield is strong and
supply is low and unable to keep up with demand.

Figure 14. Regional Residential Rental Share, 2014 vs 2019
60.0%

54.4%

51.4%

50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
2014

o Southfield

2019

■

Metro Detroit

Source: US Census Bureau ACS

Figure 15. Regional Gross Rent, 2019
50.0%
45.0%
40.0%
35.0%
30.0%
25.0%
20.0%
15.0%
10.0%
5.0%
0.0%

Southfield

&lt;:::,&lt;:::,
~

r..t:i

;s-

P&gt;°'

~

ot:i

~

'J&gt;y

""
...,e

&lt;:::,c::,

t:i'V

&lt;:::&gt;c::,

t:i'?

~

?&gt;°'

~

o~

~

&lt;;:,c::,

t:i&lt;-5

?&gt;°'

~

ot:i

~

~

otj

~

c::,&lt;::S

t:i"&gt;-'

?&gt;°' 0~e
~
I'..."&gt;-' 0~~

0-.,,

c~

~c::,

~

Source : US Census Bureau ACS

-85-

■

Oakland Co.

&lt;;:,c::,

&lt;,

t:i"&gt;-'

■

Oakland

■

Metro
Detroit

�Chapter 4: Housing and Residential Character
Current Conditions

Household Income

Figure 16. Regional Rent as a Percentage of Household
Income, 2019

As noted in Chapter 2: Key Recent Changes and Trends, the median household
income declined slightly between 2000 and 2010 and was lower than that of
Oakland County for the entire period . When combined with increasing rents,
Southfield renters should be spending a higher portion of their income on rent
which is reflected accordingly. As Figure 16 shows, the portion of income
spent on rent is generally comparable in Southfield and in the County, except
for those at the very far ends of the spectrum. The largest discrepancy occurs
in the 35% or more category, where more Southfield residents are putting a
larger amount of the monthly income toward rent than Oakland County
residents. This may be related to the poverty rate in Southfield, which is higher
than in the rest of the County.

■

50.0%
~

Southfield

■

Oakland Co .

40.0%

cu

1:
30.0%
cu

!0

20.0%

~

10.0%
0.0%
Less
than
15.0

Housing Types

15.0 to 20.0 to 25 .0 to 30.0 to 35 .0 or
19.9
24.9
29 .9
34.9
more
% of Household Income

Source : US Census Bureau ACS

Single-family detached residences comprise the largest share of residential
housing in Southfield. In 2019, these types of housing structures comprised
nearly 50% of all residences. The next most prevalent housing type was
multiple-family structures with 20 or more units, which comprised almost a
quarter of the housing stock. However, relative to the surrounding County and
metro area, detached single-family residential homes comprised a lower
portion of Southfield's total housing units, as shown in Figure 17. According to
the 2019 American Community Survey, Southfield has an approximate 22%
lower share of single-family residential units and a much larger share of
multiple-family residential units compared to Oakland County and metro
Detroit. In particular, the share of large (i.e., containing 20 or more units)
multi-family structures in Southfield are about 4 times that of the County or
metro area .
Many of these structures are apartment and condominium towers. The
presence of apartment buildings helps explain the city's high residential rental
share (noted above) and reemphasizes the impact that higher rents have on

-86-

Figure 17. Regional Residential Housing Distribution, 2019

Boat, RV, van, etc.

I

Mobile home
20 or more units

•

cu 10 to 19 units
a.
5 to 9 units

~

.2
::&gt;

■

Metro Detroit

■

Oakland Co.
Southfield

3 or 4 units
2 units

1-unit, attached
1-unit, detached
0% 10% 20% 30% 40% 50% 60% 70% 80%
% of Housing Units
Source : US Census Bureau ACS

�C'haJ)tcr 4: Housing and Residential Clrnrackr
Current Conditions

Southfield's large rental population. The acres of land devoted to multiplefamily residences can be a deceiving statistic, as residential densities can
vary widely within the multiple-family designation.

Figure 18. Year Built, Southfield Residential Structures, 2019
11,337
9,985

12,000
~
::, 10,000

Ill

Housing Unit Age
Southfield has a diverse mix of housing that has been developed over the
course of its history and the City's residential architecture reflects the
historical growth of the community. In the early 1950s, prior to the City's
incorporation, the Township of Southfield was home to approximately
19,000 residents, jumping to 75,000 residents by the end of the 1970s.
This explosive growth is reflected in the age of Southfield's housing stock. As
Figure 18 shows, the greatest share of existing housing units was
constructed from 1960-1979. Afterward, as the population growth
flattened, the share of new structures decreased. Only about 14% of
Southfield homes were built after 1990. Because Southfield is largely built
out, the annual number of new structures can be expected to remain low as
new development will primarily consist of redevelopment of existing land.
Over time, as newer structures replace older ones and as residential
densities increase, the share of newer housing units will begin to increase.
As the housing stock continues to age, efforts to preserve and rehabilitate
existing units will be critical in preserving property values and maintaining a
high quality of life for Southfield's residents.

Resident Length of Stay

....u
::,
....

6,732

8,000

~

2,234 11 13,440

6,000

V,

0

4,000
2,000 l,~ 2 ■
0

~

IV

.c

E
::,

z

1 1,:;0803

"'°'

. ~ o,'&gt;9 o,&lt;-;9 o,v
,2' o,,
~e

~

~e

90

o,'&gt;5
!'\..~

~f

P&gt; c:::,"Y'? e~!'\..

c:::,&lt;:S

~
~
~
~
~
~
~
~
~
,c,.,O
,c,.,O
,c,.,O
,c,.,O
,c,.,O
,c,.,O
,c,.,O
,c,.,O
&lt;:J.''&gt;-~
~~ ~~ 9.,~ ?,~ ~~ ~~ ,c,.,O

~

-~

o,'69 o,°'?,

208

0

n~

~

-~

{')

-~

{') {')

-~

-~

~

-~

~

,,c:s ,,~

-~

-~

&lt;o" q;,v q;,v &lt;o" &lt;o" &lt;o" &lt;o" q;,v

"\,c:::,

$'

&lt;o

Year Built
Source: US Census Bureau ACS

Figure 19. Year Householder Moved In, pre-1989 to 2019
25,000
20,495

Ill

°8
.c

20,000

IV

Ill

g 15,000

-

13,197

14,881

::c

The length of time a person lives in a home is a measure of a community's
stability. In 2019, 79% of Southfield residents had moved into their home in
2000 or later, as shown in Figure 19. This trend can be explained by
Southfield's major shift in racial composition around 1990, during which
many residents moved out of and into the city, and the city's high number of
renters, who move more often than homeowners. As new housing
construction slows and prices rise, relocation options may be limited, and
householders can be expected to remain in their homes for longer durations
in the future.

~ 10,000
.c
IV

§

z

9,076
5,948

7,637

5,000
0

1989 or 1990 to 2000 to 2010 to 2015 to 2017 or
earlier 1999
2009
2014
2016
later
Year Household Moved Into Unit
Source: US Census Bureau ACS

-87-

I

J

�Chapter 4: Housing and Residential Character
Current Housing Progra1ns

Current Housing Programs
Ongoing Housing Programs
Housing Choice Voucher Program (Section 8)
The U.S. Department of Housing and Urban Development (HUD) provides funding for its Housing Choice Voucher (HCV) Program, formerly
known as Section 8. The HCV Program subsidizes rent for income-qualified individuals through the Southfield Housing Commission. As a tenantbased program, the Voucher holder is subsidized - not the rental unit. The Program is often referred to as "Finders Keepers" because the family
must locate a unit that meets Housing Quality Standards (HQS) established by HUD.

Community Development Block Grant (CDBG)
The City of Southfield receives CDBG funds annually from the U.S. Department of Housing and Urban Development (HUD). Fund allocations are
based on development of viable urban communities by providing proper housing and a suitable living environment and by expanding economic
opportunities, principally for persons of low and moderate income. The CDBG program allows the City of Southfield to develop and implement
activities and projects that are uniquely suited and beneficial to Southfield residents within the framework of federal guidelines.
As required by the Department of Housing and Urban Development (HUD), each activity funded with CDBG monies must meet one of the three
national objectives:
1.

Benefit persons of low and moderate income (see Map 7 on the proceeding page for City-wide eligible areas)

2.

Aid in the prevention or elimination of slums or blight; and/or

3.

Resolve an urgent need or serious and immediate threat to health and welfare of the community where other financial resources are not
available.

The City of Southfield's CDBG HUD Entitlement of $411,507 for Fiscal Year 21-22 (July 1, 2021 to June 30, 2022) is allocated to the following
programs, as shown in Table 2. CDBG Funds Expenditures.

-88-

�Chapter 4: Housing and Residential Character
Current 1-lom,ing Programs
Table 2 . CDBG Funds Expenditures

. .
Descnpt1on

Program
CDBG Program Administration
-

Fair House
--- ---HAVEN

..----- - -

----------

--- ------

Administrative costs for running the CDBG program.
Expenditures include wages, supplies, legal notices, etc.
Promotes equal and fair housing through the Fair Housing
Center of Metropolitan Detroit
Provides services related to domestic violence

d d
Amount Expen e

Amount
All
d
ocate
$85,291

$3,746

$1,955

$1,955

$1,500

$1,500
$1,500

South Oakland Shelter
(Lighthouse)

Provides services to residents for counseling, emergency
shelter, food distribution, housing assistance, and support

$1,500

Southfield Youth Assistance
(SYA)

Provides low-income youth scholarship funds for skill-building
education, recreational programs, camps, etc.

$18,665

$8,854

Emergency Relief Fund (ERF)

Provides interim care to low/moderate income residents to
prevent evictions,
utility shut offs, and pay for food, medication, etc.
Provides funds to low/moderate income homeowners to
repair their homes. Typical improvements include roofs,
furnaces, and sewer connections

$19,190

$0

~~

~

Southfield Home Improvement
Program (SHIP)- home repair
program

Entitlement
funds: $81,670

' Entitlement funds:
$62,194

Program income
funds: $160,023

Program income
funds: $32,072

Rebuilding Together

Aids low/moderate income families with home improvements

$29,040

$5,000

CHORE Program

Provides assistance to low/moderate income older adults with
funds for minor home repair
----Provides affordable public transportation to senior adult
residents
Provides funds to eliminate blight through code enforcement.

$145,130

$104,116

$24,630

$24,630

$29,040
----$666,647

$29,040
$379,258.61

-

_L_

Transportation of Southfield
Seniors
--~
Blight Code Enforcement
Total

-- -

--

'

--- - ---

-·

- -- -

----

--

_.._ _ _

.__

----- --- - -

-89-

_..

--•

-- -- --

l

1

�Chapter 4: Housing and Residential Character
Current Housing Programs

Map 7. CDBG Low-Mod Eligible Areas

5
2

2

\:-

160

3

160
3

66 .88%

•_ _ _161
2

1603

CJ Ccmus Tnca
3

C=:J Census Block Cf-cups

2

HUD Low to Mod Pct

2

61 .u•

Block Groups

r---.__-1611 _ _ _....

55.36%

Sl .48

~ L--Mod Pct &gt; 51 ~

615
3

2

2

2
3

161

1619
I

0

0

2

69.83%

I

0.]5

1Wes
I I I

I

I

05

162'1
2
:.owe.. HUD
~

-90-

Lew.-~._

O-, i.u.4- !011.l!OIS AC:.

�Chapter 4: Housing and Residential Character
Current Housing Programs

The Southfield Home Improvement Program (SHIP)
SHIP is a low-interest loan program for income qualified homeowners, funded through the Community Development Block Grant (CDBG)
Program. The focus of the program concentrates on maintenance of the existing structure as it relates to health and safety issues and minimum
housing standards. The City pays for the repair and the cost of the repair is established as a lien on the house, which is then repaid to the city at
the time the house is sold. Typical types of improvements include roofs, windows, doors, siding, insulation, heating, electrical, and plumbing
repairs. The City of Southfield also participates in efforts to reduce lead-based paint hazards but does not participate in remodeling or updating
for cosmetic purposes, nor constructing additions or new structures.

CHORE
The City of Southfield's CHORE program has been helping older adults maintain their homes since its inception in 1983. Funded through the
Community Development Block Grant (CDBG), CHORE provides an annual spending account for each income qualified senior adult household to
be used for labor associated with lawn care, snow removal, window and gutter cleaning, minor plumbing, furnace, and electrical repairs.
However, the CDBG funding for the CHORE program has been reduced over the last five years, leading to a slight decline in program
participation.

MSHDA
The Michigan State Housing and Development Authority (MSHDA) offers low-interest loan programs that give lower income people an
opportunity to buy their first home.

The Neighborhood Stabilization Program (NSP)
The NSP was established for the purpose of stabilizing communities that have suffered from foreclosures and abandonment through the
purchase and redevelopment of foreclosed and abandoned homes and residential properties. The NSP is a component of the Community
Development Block Grant (CDBG) program. NSP funds are to be used for activities that include, but are not limited to:
•
•
•
•
•

Establishing financing mechanisms for purchase and redevelopment of foreclosed homes and residential properties
Purchasing and rehabilitating homes and residential properties abandoned or foreclosed
Establishing land banks for foreclosed homes
Demolishing blighted structures
Redeveloping demolished or vacant properties

NSP grantees can use their discretion to develop their own programs and funding priorities. However, at least 25 percent of NSP funds must be
used for the purchase and redevelopment of abandoned or foreclosed homes or residential properties that will be used to house individuals or

-91-

�ChaJ)tcr 4: Housing and Residential Character
Current Housing Programs

families whose incomes do not exceed 50 percent of the area median income. In addition, all activities funded by the NSP must benefit low- and
moderate-income persons whose incomes do not exceed 120 percent of area median income.
The Southfield City Council authorized the incorporation of the Southfield Growth Corporation (SGC) in 2009. The SGC is the administrative
entity responsible for the day-to-day management of NSP and is operated by volunteers. To-date, the NSP program has used most of the initial
grant award but around $60,0000 remains and the SGC continues to acquire dilapidated houses as they present themselves. SGC anticipates that
it will acquire several new homes in 2022 when the Oakland County tax foreclosures open.

The Southfield Neighborhood Revitalization Initiative {SNRI)
The SNRI is a partnership between Southfield City Council, Southfield Non-Profit Housing Corporation (SNHC), and Habitat for Humanity Oakland
County. SNHC pays back taxes, water bills, and fees, and finances renovation costs for acquired homes. The SNRI contracts with Habitat for
Humanity to renovate homes, perform environmental studies, bring houses up to current building codes, and sell the homes at market value,
thus raising property values. Property sale proceeds go back to the Southfield Non-Profit Housing Board. The SNRI also funds the SF Community
Development program, which is funded by the SGC and funds the construction of new and conversion of existing buildings to be sold as marketrate homes and condos. The former McKinley school is one of the program's most prominent projects, which is being converted into numerous
condos targeted toward young professionals and empty nesters.

-92-

�Chapter 4: Housing and Residential Character
Current Housing Programs

Southfield Non-Profit Housing Corporation (SNHC) Housing Units
In addition to the SNRI, the SNHC operates four multi-family rental complexes targeted toward older adults and people with disabilities. In total,
the SNHC offers 504 affordable units between the River Park Place Townhomes and Apartments, McDonnell Tower Apartments, and the
Woodridge Apartments. 39

Ongoing Housing-Related Programs
Neighborhood Associations
The City encourages the creation of, and coordination with, neighborhood 3ssociations and organizations, including condominium associations.
Such organizations can coordinate with the City and develop improvement and organizational strategies that apply to their neighborhood, such
as a neighborhood watch program. Neighborhood organizations can also work with the City to set up Special Assessment Districts (SAD) for
infrastructure and streetscape improvements, such as road and sidewalk maintenance, the installation of rain barrels and rain gardens, and
decorative street lighting. The City, through the Southfield Parks and Garden Club, currently issues "Community Pride Awards." Awards are
granted to reward individuals, condominium associations, apartment complexes, and neighborhoods for their efforts to maintain, improve, or
beautify their neighborhood or development.

Semi-Annual Neighborhood Beautification Programs (Clean-up Programs)
The City currently hosts annual clean-up days, which allows residents to dispose of unwanted items. The spring clean-up offers residents the
option to dispose of household items, and the fall hazardous waste clean-up day offers them the option to dispose of products that cannot be
sent to the landfill. The Big Rake is another annual clean-up hosted through the CHORE program, which partners with Lawrence Tech students to
volunteer to clean up older adults' leaves each fall.
The Rock the Block partnership program with Habitat for Humanity, sponsored by private industry, also provides minor repair services for lowincome older adults, such as repainting home exteriors, repairing gutters, and replanting lawn beds. The Oakland Rebuilding Together program is
also partially funded through the City's CDBG and provides more extensive renovations to select homes.

Entranceway Program
The Southfield Entranceway Program is a beautification program which funds neighborhood and condominium entranceway improvements.
Administered by the NIC, the City will provide matching funds at a 2-to-1 ratio to a maximum of $1,000 for the construction of new entryway
signage. Many Southfield neighborhoods either have no signage or deteriorated signage, and do not have the resources to pay for new signage

-93-

�Chapter 4: Housing and Residential Character
Current Housing Programs

alone, which can run as high as $2,000 for a small sign. The City launched the Entranceway Program in 2020 to beautify the city and help
neighborhoods establish a distinct character and pride of place.

Safe Routes to School Program
In 2016, Southfield received a $600,000 Safe Routes to School (SRTS) grant from the Michigan Department of Transportation for the installation
for new sidewalks near schools. The city used the funds to improve pathways near Thompson K-8 International Academy, Yeshiva Beth Yehudah,
and Beth Jacob. The grant funds were broken up into five priorities, resulting in new sidewalk infill on Southwood from Ten Mile Road to Lincoln
Road on both sides, Sherfield from Kingshire to Pierce on both sides, Fairfax from Ten Mile Road to Goldwin on both sides, as well as new
crossings with a pedestrian refuge island at Ten Mile Road west of Fairfax and 11 Mile and Fairfield Roads east of Fairfax. Having a safe
environment for children to walk and play not only makes neighborhoods healthier, but also more welcoming to young families. As such, the
SRTS grant has helped Southfield improve neighborhood safety and overall desirability over the last five years.

-94-

�Chapter 4: Housh1g and Residential Character
Current Housing Programs

RUDD Sites
The purpose of Residential Unit Development Districts (RUDD)
is to encourage the use of land in accordance with its
character and ada ptability; promoting adaptive reuse and
preservation of former school buildings and sites; foster green
infrastructure and conserving natural resources, natural
features, and energy; encouraging innovation in land use
planning; providing enhanced housing, employment, traffic
circulation and recreational opportunities for the residents of
Southfield. At present, two former school sites are being
redeveloped with the use of the RUDD tool: the McKinley and
John Grace schools, as shown in Map 8 (for more information,
please see the Adaptive Reuse section below or Chapter 5:
Economic Development).

Map 8. RUDD Sites in Southfield

LEGEND

Q

Sites that have RUDD rezoning approval
Sites eligible for RUDD

0
II
8 MI

©
•.

-95-

nn

•

�Chapter 4: Housing and Residential Character
Key Trends &amp; Challenges

Key Trends &amp; Challenges
Short-Term Rentals
A "Short-Term Rental Unit" typically refers to a house, apartment, or other type of housing unit that is rented for 30 consecutive days or less by
persons other than the permanent resident or owner. Across the Unites States, short-term rental services like Airbnb and VRBO have taken off in
the last few years, growing by nearly 800% between 2011 and 2017. 40 Short-term rentals are especially controversial in Michigan, where
legislation over their operations is currently being debated by the State Senate. In 2021, the State House introduced and passed House Bill 4722,
which would allow short-term rentals as a permitted use by-right in all residential zoning districts in all municipalities across the state. The bill
would also prohibit local municipalities from adopting or enforcing zoning ordinance provisions that have the effect of prohibiting short-term
rentals. 41 While some residents see this bill as a beneficial economic stimulus measure that would allow people to raise their annual incomes,
other see it as a threat to neighborhood stability, character, and property values due to the frequent changes in tenants. Many municipalities are
currently working on creative ways to manage short-term rentals outside of zoning, such as creating a short-term rental registry and broadening
local nuisance ordinances. As of July 2020, there were estimated to be 61 short-term rental units in Southfield, mostly comprised of single-family
homes.

Age-in-Place Housing
Providing appropriate senior housing options that are safe, attractive, and stimulating is increasingly important as the general population ages.
Fewer financial resources are available to older residents, and so they need affordable options that are . Right now, Michigan has more than 2
million adults over age 60, accounting for nearly 25% of the state's population. As people live longer on average, residents 85 and older remain
the fastest-growing age group.42 As such, many municipalities across the state are launching initiatives to find ways for residents to comfortably
age-in-place, either by modifying their existing homes to be accessible or by providing more housing options, such as apartments, duplexes, and
assisted living facilities. Presently, the SNHC operates four affordable multi-family rental complexes targeted toward older adults: the River Park
Place Townhomes, River Park Place Apartments, McDonnell Tower Apartments, and Woodridge Apartments. Additionally, there are
approximately 18 privately-owned assisted living facilities of varying sizes operating within the city limits.
The inner-ring suburbs of Detroit, including Southfield, face a particular challenge when it comes to providing new age-friendly housing: limited
land . When the nearby City of Huntington Woods conducted its Senior Amenities and Lifestyle Analysis in 2020, it found that only approximately
2% of the land in the City was immediately available for the construction of new housing. As such, the City had to think creatively about ways to
adapt existing housing to assist with aging-in-place. Some of these ideas included creating a floating zoning district that accommodates more
accessible lot layouts and floors plans, and amending the zoning code to allow accessory dwelling units and garage conversions. 43 Although the
City of Southfield is not as limited in land availability as many of its neighbors, similar challenges with age -in-place housing are likely to arise as
the population continues to trend older in the future .

-96-

�Chapter 4: Housing and Residential Character
Key Trends&amp;. Challenges

"Missing" Middle Housing
"Missing Middle Housing" is a term that encompasses all the housing types that residents want to live in but do not currently exist in a
community, usually because they are not provided for the zoning ordinance and/or master plan. Common missing middle housing types in older
Michigan communities, which typically have a high number of single-family homes, include duplexes, fourplexes, cottage courts, second-floor
apartments above commercial businesses, and multiplexes. These types of housing are generally compatible with the character of existing
single-family residential neighborhoods and can work to support walkability, provide locally serving retail, and improve access to public
transportation options. They can also provide a range of affordability to address the discrepancy between the cost of available housing stock and
the prices people can afford. 44 As such, many municipalities are filling in the missing middle portions of their zoning codes by creating new
residential or mixed-use zoning districts that provide for one or more of these missing middle types by-right.
Today, multi-family housing is provided throughout the City of Southfield in a variety of forms. The most common type is apartment-style
housing, characterized by larger parking lots and buildings with few entrances. Some complexes include a grouping of smaller multi-family
homes, which may or may not have individual entrances. More modern approaches to multi-family housing include townhomes and singlefamily attached and low-rise condominiums, which are becoming more desirable to those looking for high-quality housing with low maintenance
requirements, particularly younger residents, retirees, or those whose families are reducing in size.

Accessory Dwelling Units (ADUs) and Tiny
Homes

VERTED GARAGE

CON

Accessory dwelling units (ADUs), also known as granny
flats, mother-in-law apartments, or carriage houses,
are housing units that are constructed on the same
parcel as an existing primary residence, such as a
single-family home. ADUs might be in an accessory
building, such as a converted garage or new
construction, or attached to the primary residence,
such as a converted living space, attached garage, or an
addition.

-

J

DETACHED A DU

~11!.l.ll/ ., ~~

0'1441 'l~7; .~17

~~51 ,.amIJ/@_@),ffl

1

"About 25% of new households prefer condos and urban townhomes.

ATTACHED ADU

-=

11

(Shaping the City: Seeking a new template for truly smart growth. By Roger K. Lewis, published April 22, 2011, The Washington Post)

-97-

�Chapter 4: Housing and Residential Character
Key Trends &amp; Challenge~

At the height of the suburbanization, communities favored low-density development defined by
large-lot single-family homes and ADUs that were once a common were excluded from zoning
codes. However, growing demand for affordable housing, combined with limited land, has led to
changing attitudes about the use and development of ADUs. Municipalities have consistently
found that ADUs are a cheap, easy way to increase the number of housing options while also
meeting the needs of older adults, empty-nesters, and young working professionals, many of
whom are priced out of traditional homeownership. They also provide rental income for
homeowners, giving people a way to "cash in" on the equity of their home without having to sell
it. AD Us are also one of the most affordable options for both individuals and cities (if offered
financial assistance) because they are often simple conversions, do not require the purchase of
new land, and are on lots that are already services by utilities.45
Tiny homes are related to ADUs but may or may not be an ADU themselves. Tiny homes are
houses that are 600 square feet or less, although some are as small as 250 square feet. They can
occupy a lot all by themselves or be on a lot with an existing home (which would make them an
ADU), and they may be connected to municipal energy and water or be off-the-grid. Tiny homes
are constructed from a variety of materials - wood, metal panels, former shipping containers and are often movable by trailer hitch, although some are permanent fixtures.

Adaptive Reuse
Adaptive reuse is a specific form of redevelopment that, in recent decades, has driven the
revitalization of historic neighborhoods around the world. Adaptive reuse refers to a specific
variety of redevelopment that makes use of existing building stock for the purposes of
contemporary living. The adaptive reuse process involves the renovation of an existing building,
whereas renovation stops at freshening and refinishing a building for its original purpose.
Adaptive reuse implies a transformation of use; vacant office buildings have been adapted into
residential buildings, industrial warehouses into co-workspaces, and more.
There are four major adaptive reuse projects in Southfield as of January 2022. These projects
are listed below and explained in detail in Chapter 5: Economic Development.
•
•
•
•

Arbor Lofts
The Alcove
Former John Grace School
Former McKinley School

-98-

�■

Chapter 4: 'H ousing and Residential Character
- Key Trends &amp; Challenges

Expansion of Residential Offerings in Single-Family Zones
Across the nation, local and state governments are making legislative changes to increase the number of residential offerings in single-family
residential zoning districts. While many other zoning districts allow for multiple types of homes, businesses, or other developments, singlefamily zoning districts have always stood apart as being uniquely restrictive . To help address a housing shortage, Minneapolis became the first
large American city to expand the offerings in its single-family zoning districts by allowing up to 3 housing units (a tri-plex} to be built on any
single-family residential lot. The change did not eliminate the right to construct or maintain single-family homes in these districts, but simply
expanded the variety of allowed uses in the lower density zones across the city. The local dimensional requirements for residences, such as
setbacks, landscaping coverage, lot coverage, and height, ensure that the new triplexes are in keeping with the design and character of existing
neighborhoods and fit seamlessly alongside detached homes. 46
In 2019, Oregon also became the first state to require that triplexes, duplexes, and town homes be allowed in any residential zone where a
single-family home is allowed . By September of 2021, the City of Ben, Oregon, became the first municipality with over 25,000 residents to
comply with the statewide legislation. 47 Since then, dozens more cities across the United States have revised their single-family zoning district
regulations to allow for a broader variety of housing types, both to alleviate shortages and provide the "missing middle" housing that is desired
by residents.
Public Input survey respondents recognize the changing concept of what has historically been considered a "home ." In fact, 62% of respondents
indicated that they would be open to new and innovative forms of housing within their respective neighborhoods that are affordable, shared,
eco-friendly, flexible, stylish, and/or healthy. Forty-four percent (44%} of respondents are in support of duplexes and tiny homes in their
neighborhoods but they were a bit more wary of the possibility of triplexes with only 32% indicating that they have a high level of comfort. An
overwhelming number of respondents were in support of Zoning Ordinance amendments permitting Accessory Dwelling Units (ADUs} (69%} and
encouraging adaptive reuse of underutilized buildings (74%}.

20-Minute Neighborhoods
A 20-minute neighborhood is an active, safe, walkable, convenient, mostly residential neighborhood where people can get most of their day-today goods and services within a 20-minute walk. 20-minute neighborhoods have existing since the 1930s, when the idea of the "neighborhood
unit" - a self-contained neighborhood that included homes, a school, a commercial district, a post office, and a park - fiist emerged . This idea
was often lost during post-war housing development, which resulted in suburban neighborhoods where residents must drive to reach all their
basic amenities. As such, many cities, including Detroit, are taking steps to implement 20-minute neighborhoods in areas that are lacking grocery
stores, healthcare, shopping, drug stores, and other necessities. This has proven a challenge in Detroit, where the housing density is often too
low to support neighborhood amenities or schools but has found success in other more populated places. 48
The City of Southfield is actively working to develop more 20-minute neighborhoods throughout the city by ensuring that new residential
development is located near existing, or includes new, commercial, or public amenities. One area targeted for 20-minute neighborhood
development is the Ten Mile Road corridor between Southfield Road and Greenfield Road, which currently has several under-utilized lots that
-99-

�...
Chapter 4: Housing and Residential Character
Key Trends &amp; Challenges

are currently vacant or over-parked. Because the corridor has existing residential homes along the center stretch with commercial development
capping both ends, it was identified as an ideal location for mixed-use development.

Lower Parking Requirements
Many cities across the Unites States have recently turned a critical eye to the amount of parking that they require be built with new
developments. Many municipalities have minimum parking requirements that reflect parking needs during the peak of auto ownership in the
mid-20th century but are now outdated and do not reflect modern transportation needs. Additionally, developers are keen to reduce the cost of
new construction, of which municipally-required over-parking is a large component. In 2017, Buffalo, New York, became the first major city to
completely remove minimum parking requirements. Projects larger than 5,000 square feet will still require a parking analysis that factors in
alternative transportation options in the area and incorporates the most up-to-date national parking standards for the project's particular use. 49
Overall, this change reflects the growing trend away from parking minimums toward parking maximums, which encourage more efficient
development that meets the needs of people walking, biking, or taking transit, as well as people using their own cars. Additionally, parking
adjustments can free up land by allowing existing businesses to sell off the unused portions of their parking lots for redevelopment, increasing
the overall supply of land in constrained communities.
Furthermore, the future growth of the ridesharing and autonomous vehicle industries is expected to lower the overall demand for parking space.
In a future with significant use of shared autonomous vehicles, parking space need could fall as much as 83%. 50 Additionally, a 2019 study at the
University of Colorado found that ride-hailing is replacing driving trips and could reduce parking demand, particularly at land uses such as
airports, event venues, restaurants, and bars.51

Supply Chain Shortages During the Pandemic
The ongoing shortage of housing materials and housing units is rising, in part because of the COVID-19 pandemic. The Federal Home Loan
Mortgage Corporation (FHLMC or Freddie Mac) estimates that the shortage of total housing units has increased by 52% from 2018 to today, with
an even more pronounced shortage of entry-level homes that are affordable to first-time buyers. Even pre-pandemic, the share of entry-level
homes in construction declined from 40% in the early 1980s to around 7% in 2019 .
The U.S. is currently experiencing an increase in housing demand during the pandemic because people are spending more time at home. This
high demand has exacerbated the shortage and caused home prices to rise over 12% between 2020 and 2021. The combination of low supply
and high demand is causing entry-level prices to rise rapidly, which is triggering affordability issues for buyers of all income levels. 52

-100-

�■

1
Chapter 4: Housing and Residential Character
·
Kt•y Findings

Key Findings
Strengths &amp; Opportunities
Outdated Housing Redevelopment
Many neighborhoods in Southfield are comprised of small houses, typically less than 1,000 square feet and on smaller lots. These homes are
outdated and do not offer many of the amenities desired by today's home buyers. In particular, the residential houses along 12 Mile and
Greenfield Roads are ideal for redevelopment, as has already been happening to similar homes along Twelve Mile Road in the neighboring
municipalities of Berkeley and Huntington Woods. Through creative code and design guideline changes, the City could facilitate home
expansions in these neighborhoods, as well as encourage the gradual redevelopment of smaller aluminum/vinyl siding homes and homes on
slabs. Any redevelopment should be initiated by property owners and driven by the market, with the City's role as facilitating or assisting the
homeowners.

Residential Traffic Safety
The perception of "neighborhood livability" is strongly influenced by such factors as
traffic volumes and speeds. Traffic calming, street layout, and architectural
requirements can all enhance safety in a neighborhood. In 2022, the City launched its
pilot traffic calming program, which is being launched in neighborhoods that have
problems with cut-through traffic. If successful, this pilot program presents a key
opportunity for the City to
justify the launch of a full-scale
traffic calming program,
ultimately making
neighborhoods safer,
enco11raging neighbor
interactions, and increasing
overall awareness of the street.
For more on the pilot program,
see Chapter 8: Public
Infrastructure.

-101-

�Chapter 4: Housing and Residential Character
Key findings

Map 9. Pilot Speed Bump Locations
W 13 Mlle R d - - ~ - ~ -- -- - - - .

J\,o'l

~"'e.s:

le~

W12 Mile Rd

,,ly~

~
Ill

CD

'C

en

Ill

~

0

u

0

..J

~

~

Winchester

~,,+4

tJl

~

')1)()'

0

~

Label

II)

~

GI

ii:
Catalpa Or

;o
a.

W 11 Mlle Rd

1-696

---'---'

- .. -

-

·- -- •

Street

1

Greenview Rd

2

Midway Rd

3

Pierce St

4

Ranchwood Dr

5

Southwood Dr

~

[ill
'0

a::

'0

Civic Center Dr
'ti

~

·

-

Spn:d llump Locations

"ii
c;::
C

GI

e

a::
'ti

C)

'i
s:.

I&amp;:

W 10 Mile Rd

"0

~

c8

a::

...

GI

'lii

'0

~

a::

'0

.5

a::
s:.
u
II)

4i

a::

s:.

e
ea

Cl)

j

•
m

'C@

U)

e

•
ii:

Mount Vernon St

C
GI

'To

GI

~
W9 Mlle Rd
'ti

a::
s:.

a.

!!Cl)

s1,,a~

ct-,.,

GI

ee~&lt;:I

~

0)

"t
U)

~
1
'0

'iii

~---------~~
c;::

=
:::,

WBMlleRd

-- ---------•----~-~~

-102-

It

�1
Chapter 4: Housing and Rt•sidential Character
Key Findings

Reuse of School Sites
The City of Southfield has been working with the Southfield Public School administration to come up with appropriate and context sensitive
redevelopment plans, including housing options, for closed and vacant school buildings and sites. As mentioned under the adaptive reuse
section above, two current former school sites undergoing planning review utilizing the RUDD tool:
•
•

Former McKinley School
Former John Grace

Continuing these efforts presents a major opportunity for Southfield to make additional land available for development, which would continue
to alleviate the challenges of limited land supply. Additional school buildings may also be sold in the future as the population ages and
attendance declines, presenting more possibilities for redevelopment. Other school sites for potential future missing middle housing, depending
on the needs of the school district, may include :
•
•
•
•
•

19080 W Twelve Mile Road (9.216 acres)
20900 Independence Drive (10 acres)
18575 W Nine Mile Road (19.26 acres)
24500 Larkin Street (10.98 acres)
17050 Dorset Ave (1.164 acres)

Neighborhood and Information Center (NIC)
As part of the Community Relations Department the City's NIC provides a link between City government and Southfield residents. For visitors,
home seekers and homeowners, the NIC is a valuable source of information about the City and one of Southfield's main strengths heading into
the future. The Center provides relocation information, welcome packets, school information, as well as information about City services and
programs. More than just an information source, the NIC serves as a liaison to City government for residents and neighborhood associations,
refers complaints to City departments and monitors their resolution, strengthens existing neighborhood associations, and reactivates dormant
ones, arranges for neighborhood association block parties, meeting rooms and mailings, and arranges yearly training and workshops for
neighborhood leaders.

Buffering Protections for Residential Uses
Some areas, including residential areas adjacent to commercial properties, may become ripe for conversion to non-residential use. In some
cases, this is a reasonable change to provide greater lot size or depth needed for certain types of modern non-residential uses. When this type
of land use change is determined to be appropriate, the City requires site design to limit conflicts with the adjacent neighbors such as:
•

Screening with brick walls or residential-style fencing supplemented by landscaping.
-103-

�Chapter 4: Housing and Residential Character
Key Findingi,

•
•
•

•

Lighting with downward directed cut-off fixtures to prevent light from spilling onto residential properties.
Locating and screening waste receptacles and loading areas to minimize noise impacts and protect views from adjoining residential
properties.
Ensuring building design incorporates architecture that enhances the quality of the neighborhood, with mechanical equipment properly
screened and setback to not create noise issues with nearby residential. In some cases, the non-residential use should be designed to
have a residential appearance in terms of scale, height, materials, and overall design.
Providing accessible pedestrian, bike, and transit connections.

These design requirements are one of the Southfield's key strengths, as they help ensure the character of residential neighborhoods and the
stability of future development by preventing nuisances.

Active Use of Home Improvement Programs
Between 2015 and 2017, $1.5 million was distributed between the SHIP and CORE programs alone. Additionally, in 2017 the SNRI program had
97 active properties and had paid out a total of $1.1 million in delinquent back-taxes. To date, the Southfield Non-Profit Housing Board has
invested over $4.5 million in home renewal. In Michigan, nearly half of homeowners and one-third of those renting do not know where to go for
housing assistance. 53 Thanks to the Mayor's Office and City's aggressive efforts to revitalize neighborhoods, many more Southfield residents are
aware of the assistance available to them than the average Michigander.

Weaknesses &amp; Threats
Lack of Age-In-Place Housing and Support Programs
The CHORE program is the City of Southfield's primary method for alleviating the housing barrier that keep older adults from aging-in-place.
Many older adults live in established neighborhoods, and some find their financial resources strained over time, leaving them to struggle to
maintain their homes. The programs that currently provide major accessibility renovations - such as access ramps, grab bars, bathroom
remodels, and lifts - are limited in scope and do not reach all older adults that require such services.

Aging Infrastructure
Well-maintained infrastructure is very important to perceived neighborhood quality. Broken sidewalks, streets with potholes, and broken
curbing all portray images of neighborhood instability, declining property values, and negatively reflect on the community. Because Southfield is
a historic inner-ring suburb, it has older infrastructure than many other suburban communities in the further reaches of the Detroit metropolitan
area. Additionally, many residential areas have widely spaced and insufficient street lighting, as well as deteriorating or missing sidewalks, that
make travel hazardous for a variety of people. Although the Safe Routes to School program addressed some of these deficiencies, many
locations with insufficient pedestrian amenities and crossings remain throughout the city.

-104-

�haptcr 4: Housing and Residential Character
Goals, Objectives, and Strategies

Goals, Objectives, and Strategies
Goals
o
o
o
o
o
o
o

Make Southfield a more attractive place for younger families
Retain neighborhood character while improving the quality of homes, public facilities, and infrastructure
Support quality, safe, and affordable housing in a variety of types, sizes, locations, and costs to meet the needs of current and
future residents, regardless of age or income
Support a land use pattern and land use designations that provide for housing opportunities at varying densities and at
appropriate locations consistent with the Land use Plan
Make Southfield an age-friendly community where residents can age-in-place in their homes in comfort
Provide a diverse and stable housing stock providing for a range of housing opportunities for all income groups and a quality living
environment for all persons
Retain property values

Objectives and Strategies
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

Expand the allowable uses in the single-family zoning district to include more attached housing types by-right
Provide mixed-use and higher density residential options
Eliminate Euclidian zoning where feasible
Develop Accessory Dwelling Unit (ADU) regulations
Promote and provide incentives for green building and alternative energy techniques
Regulate short-term rentals (i.e., Airbnbs, VRBO, etc.)
Preserve historical and architectural character, especially our Mid-Century Modern architecture, and promote the rehabilitation
and re-use of existing structures, where feasible .
Provide affordable housing that is well maintained and meets the needs of the entire community
Seek partners and funding to increase the supply of housing for older adults, including developments that support aging in place
Promote new development that conveys a positive sense of place
Incorporate traditional, walkable, pedestrian-friendly design into new and existing residential neighborhoods through design
standards
Encourage and promote programs that help people maintain the quality and appearance of individual properties
Create pedestrian links that connect neighborhoods with each other, major community features, and regional assets
Review ordinances, codes, regulations, and permitting processes to eliminate or modify conflicting and excessive requirements
and to streamline the regulatory review process
Provide more infill housing options in the future land use plan and zoning ordinance

-105-

�vewpmen
er Family II

�Chapter 5: Economic DcYclopmcnt
Introduction

Chapter 5: Economic Development
Introduction
Southfield continues to play a vital role in supporting the State of Michigan's economy. With over 27,000,000 square feet of office space, second
in size only to Detroit's central business district, leaders from an array of industries have selected Southfield to house their global and north
American headquarters. Companies like, Veoneer, ThyssenKrupp, Marelli, Denso, Peterson Spring, Tenneco, Lear, S&amp;P Global, International
Automotive Components and Stefanini determined that Southfield offers a diverse and skilled workforce, low cost of doing business and access
to an innovate research university, Lawrence Technological University. Lawrence Tech's is known for "Theory and Practice" - taking abstract
ideas into the real world to solve tomorrow's problems. Automotive suppliers to software developers locate in Southfield to tap into the talent
found within the City Centre District.
As the "Center of It All" in Southeastern Ml, Southfield has a strategic advantage to draw companies to consolidate and expand. Our access to
highways, exceptional public services, strong fiber optic network and affordable cost of living creating a stable business environment. Our
business community is an integral part of the fabric of Southfield.
Supporting the reinvestment our people and property within the city is a necessity. As Southfield population, infrastructure, and commercial
and retail inventory age, we have experienced a steady loss of tax base and increase in vacancy. The COVID pandemic exacerbated the vacancy
of commercial and retail properties. During the on-set of the pandemic, the City of Southfield continued investing and supporting residents and
redeveloping property. We are beginning to see an uptick. The entrepreneurial spirit is thriving, and new developments and repositioning of
older properties is happening. This is signifying a positive economic shift.

-107-

�Chapter 5: Economic De\'clopmcnt
Entrepreneurial Support

Entrepreneurial Support
To invigorate the entrepreneurial spirit, the Southfield Business
Development (SBD) team (located in the Business Department) is
teaming up with proven area experts to reverse the losses seen
during the pandemic. Southfield has many components in place that
enable underserved entrepreneurs to emerge and is taking the steps
to bring back a "sense of community" for small businesses.
Education and human connection are critical components to aid the
growth of a small business. SBD is looking to create sustained,
collaborative efforts that will result in more participation and
economic prosperity for all.
The Southfield Evolution Lab, housed within the SBD Office, will
harness the passion and energy that is thriving in Southfield. The Lab
will be located at the Southfield Centrepolis Accelerator at Lawrence
Technological University (LTU), and it will offer co-working space,
networking tools, and other business amenities. Shared offices
promote networking and sharing and great places to develop new ideas, boost creativity, meet with experts, expand contacts, and foster
connections between entrepreneurs.
Target businesses for the Lab include Southfield's underserved entrepreneurs and non-Southfield underserved entrepreneurs that are willing to
relocate to Southfield. Business can receive 3 months of free rent at the Lab but must be in operation for at least 1 year, have 1-4 employees,
and have annual sales of $10,000- $100,000.
This new Lab would position the City of Southfield as a city for innovators and entrepreneurs. According to Babson College, 55% of Americans
believe they can start their own business in 2016. In Southeast Michigan, this number is even higher (57%) as there is a lower number of
entrepreneurs who are afraid of failing (21% in Detroit-metro compared to the national average of 33%). Due to the COVID-19 pandemic,
businesses faced major challenges, from access to patient capital, digital/tech resources and knowledge, and employee recruitment and
retention. There is a demand for resources, and The Southfield Entrepreneur Evolution will be the connector.

-108-

�Clrnptcr 5: Economic Development
Current Conditions

Current Conditions
Southfield
Major Industries
The City of Southfield is home to tier-one automotive suppliers, such as Tenneco, Denso, and Lear Corporation, and numerous companies
supporting the robust automotive industry in surrounding Southeast Michigan. Oakland County has some of the highest concentrations of
engineering and design workers in the nation, with skilled trades and engineering employment in the region reaching almost 200,000 in 2014.
The automotive and manufacturing industries continue to be a cornerstone of the city's local, regional, and statewide economy.
Oakland County and the City of Southfield also boast a competitive concentration of software and IT workers than that of the average US city.
Wages for IT workers in the City of Southfield are extremely competitive; starting rates average around $25 per hour for many top occupations,
with median rates over $40 per hour. The demand for software and IT talent continues to grow in the region, and is supported by the presence
of Microsoft, IBM, and Cisco Systems.
The City of Southfield is home to business support service centers for many of Southeast Michigan's major corporations, including Blue Care
Network, Michigan Mutual, and Credit Acceptance Corporation. In 2014, there were over 62,809 workers in administrative and business support
service positions in Oakland County alone. Occupation titles include analysts, administrative assistants, customer service representatives,
telephone call center, telephone answering service, telemarketing, and other contact center positions. Employment in the professional and
business support sectors for Southfield has increased by 26 per cent from 2010 to 2014, and call center workforce numbers has increased by
46.6 per cent in that same time period. Firms have clearly recognized that Southfield has the location, infrastructure, and talent needed for their
business support service centers
Both state equalized value and taxable value are expected to continue to increase in the future, albeit gradually. The Southeast Michigan Council
of Governments (SEMCOG) is optimistic stating, "This is a healthy outlook for the region and its communities." Ultimately, it's not strictly
income levels that determine an area's relative wealth-property values primarily contribute to a community's financial prosperity and are the
key to attracting profitable industries and businesses into the area. 54

Key Development Districts
The Michigan SmartZone network connects universities, industry, research organizations, government, and other community institutions to
stimulate the growth of technology-based businesses and jobs. In 2014, the Southfield SmartZone, along with Automation Alley regional
partners, was one of three local development finance authorities (LDFAs) in the State of Michigan to receive a 15-year extension from the
Michigan Economic Development Corporation (MEDC). The Southfield SmartZone is a 384-acre certified technology park bordered by Telegraph
Road to the east, Inkster Road to the west, and adjacent to 1-696 at the northwest corner of the City of Southfield. It is home to 413 business

-109-

�Chapter 5: Economic Development
Current Conditions

employing over 4,000 total employees. Notable companies located in the
Southfield SmartZone include Sun Communities, Veoneer, Tenneco, Citizens
Bank, Grant Thornton LLP, CBS TV, and Hantz Group.
In addition to the SmartZone, the Southfield City Centre, adjacently located
south of 1-696 and east of M-10, is Metro Detroit's premier business district
with a diverse set of companies and talent that supports the vibrancy of the
area. Approximately 45,000 employees working in the finance, insurance,
real estate, health care, IT and software industries work within a five-minute
drive of the City Centre district. The district's largest employers include Blue
Care Network, Eaton, Plante Moran, RI, Alix Partners, Clarience Technologies,
Marelli, among many more. The Southfield City Centre district is actively
being marketed as a vibrant hotspot for retail and recreation, with the
capacity to support 645,000 square feet of retail projected to generate up to
$252 million in gross sales revenue by 2016.
For more information on the City Center district, please see Chapter 7: SubArea Plans.

Tax Revenue and Taxable Value

Figure 21. Breakdown of Taxable Value (2021-2022)
Industrial, $54,292,
1%

Personal,
$651,508,
12%

ommercial,
,443,156, 451}0

Source: Southfield Assessor's Department

Figure 20. General Fund Revenues, 2021-2022

Based on the adopted 2021-2022 City of Southfield Municipal Budget
Executive Summary, property taxes represent 66% of General Fund
Revenues. Projected taxable value, excluding capture districts (LDFA, ODA,
SmartZone, Brownfield Redevelopment Authority, and Renaissance Zone), is
$2,606,715,860 which represents a 1.36% increase over the 2020-21
projection.

46th District
Court,

State
Revenue
$8,793,54~,

11%

The taxable value of Commercial, Residential, Personal, and Industrial
properties contributes to the City's revenue from property taxes. As seen in
the chart below, the taxable value of Commercial properties results in
generating the most revenue to the City at 45% with Residential properties
generating the second most at 41%.

I

$3,3:~5,22,

Fees,
reimburseme
other, $8,284,
10%

Investment
income,
$750,000,

\
•
Sanitation
$2,748,000,

3%
Building,
Engineering,
Planning,
$3,942,308, 51}0
Property
Taxes,
$54,292,348
I 66%

Source: Southfield Assessor's Department

-110-

�Chapter 5: Economic Development
Current Conditions

Oakland County
Oakland County's economy is critical to the state because it provides 20% of states GDP and 17% of state's payroll employment. Oakland's high
education levels, strong family incomes, and large share of managerial and professional jobs put the county in a strong position to rebound from
the economic hardship resulting from the COVID-19 pandemic.

Income
Average adjusted household income in Oakland County is significantly higher than in Michigan overall, reflecting Oakland's relative prosperity.
Average adjusted household income growth between 2012 and 2019 for Oakland County grew by 25%, from $113,000 to $142,000. In the state,
average adjusted incomes grew from $84,000 to $103,000. Only 18% of Oakland County residents live in lower-income households, compared to
28% of Michigan residents. Conversely, 32% of Oakland County residents lived in upper-income households, compared to only 19% of Michigan
residents.
However, the sharp economic disparities along racial and ethnic lines that exist at the state level are also present in Oakland County. Although
only 13% of Non-Hispanic Asian and 14% of Non-Hispanic White residents live in lower-income households, 27% of Hispanic and 33% of NonHispanic Black residents live in lower-income households.

Employment
During the Great Recession, the unemployment rate in
Michigan peaked at 13.8% in the third quarter of 2009, while in
Oakland the rate peaked one quarter later, at 13.3%. The
unemployment rate in the state and Oakland County will likely
continue to decline through the end of 2023, with the rate of
decline slightly faster in Oakland County. During Michigan's lost
decade culminating in the Great Recession, Oakland County lost
jobs at a faster rate than the state. The COVID-19 recession led
employment in the state of Michigan to decline by 846,700
{19.1%) in the second quarter of 2020, while Oakland County
lost 145,851 jobs {19.6%).
All of the net job gains in the county are forecast to occur in the
private sector. Government, which includes public K-12
education as well as Oakland University and Oakland
Community College, is forecast to lose 913 jobs between 2019
and 2023. Management of companies and enterprises lost only

-111-

�ChaJ&gt;lcr 5: Economic Den~lopmcnt
Current Conditions

303 jobs in 2020 as those companies successfully transitioned to working from home. Management employment is forecast to grow by 2,747
{14.5%) from 2019 to 2023.The finance and insurance industry gained jobs in 2020, and it is forecast to continue seeing steady job gains over the
next three years.
Employment in professional and technical services declined by 5,902 in 2020, but the county is expecting to recover all of those job losses and
more. Within the professional services industry, the county expects architectural and engineering services to see the largest job gains between
2019 and 2023 (3,704, or 9.2%). The construction industry gained 237 jobs in 2020, and the City expects it to be the fastest-growing major
industry in Oakland County over the next three years, adding 7,007 jobs between 2020 and 2023. A shortage of trained workers may limit those
gains, though.
The manufacturing sector outside of motor vehicle manufacturing is forecast to gain 1,127 jobs between 2019 and 2023, with the largest job
gains in miscellaneous manufacturing, which includes medical equipment (732), chemicals and pharmaceuticals (543) and plastics (464).
Transportation and warehousing is forecasted to grow by 1,977 jobs (15.3%) as e-commerce continues to grow.
The retail trade industry lost 9,277 jobs {11.8%) in 2020. We expect it will recover about one-third of those jobs in 2021 (3,179), but that
employment will then flatten out. We do not expect that retail trade will return to 2019 employment levels in the foreseeable future. Private
health and social services lost 9,427 jobs {8.8%) in 2020 as individuals deferred medical care. The county anticipates that almost all of these job
losses will be recovered over the next three years. Local hospitals, however, are expected to employ 1,800 fewer people in 2023 than they did in
2019.
Information services are expected to add only 399 jobs {3.0%) over the next three years, as job losses in newspapers and telecommunications
mostly offset job gains in software publishing and data processing. Employment in the local motor vehicle and parts manufacturing industry fell
by 2,842 jobs (13.1%) in 2020 but is expected to recover 46% of those job losses over the next three years {1,307). Like retail trade, the local
motor vehicle manufacturing industry may never return to 2019 employment levels.

Wages
The average real wage in Oakland County has consistently run about 15% higher than in the state of Michigan. Both Oakland County and
Michigan overall saw a large jump in average real wages during last year's pandemic recession; real wages grew by 6.2% in Oakland County and
by 5.8% statewide, the largest single-year increases in real wages on record. The jump in average wages last year represented the
disproportionate loss of lower-paying jobs relative to higher-paying jobs caused by the COVID-19 pandemic. Few individual workers experienced
wage increases of that magnitude. As the economy recovers from the pandemic, employment among lower-income workers is expected to
increase more quickly than among higher-income workers.
Real wages are forecast to average $67,600 in Oakland and $58,700 in Michigan by 2023. Thus, despite the near-term pull-back, Oakland
County's average real wage in 2023 will stand 4.8% above 2019 levels. Whether this increase will be outpaced by inflation has yet to be
determined. 55

-112-

�Chapter 5: Economic .Dcvelop1ncnt
Current f'ond.itions

Education Sector

Employment in Oakland County's higher-education services industries
declined by 11% in the second quarter of 2020. The recovery in the
higher-education services industries should be boosted by the
widespread return of full-time, in-person K-12 and higher education in
2022. The return of the healthcare industry to more normal operations
should also boost employment in the higher-education services
industries.
The impact of the 2020 pandemic recession has been the most severe
for Oakland County's lower education services industries. In the second
quarter of 2020, employment in these industries declined by 32 .8%, or
nearly one-third. The county estimates that the lower-education
services industries recovered just over half of those job losses by the
fourth quarter of the year.
Although healthy job growth is forecast in the lower-education services
industries through 2023, but the reality is that these industries are
currently still in a deep hole, from which recovery will be difficult. Many
businesses in these industries have closed during the pandemic. It will
take time for new businesses to open and for new patterns of
consumer behavior to be established. Additionally, the headwinds
facing the retail trade industry prior to the pandemic remain in place.
With those factors in mind, the county forecasts employment in these
industries to remain 3.1% short of its pre-pandemic level at the end of
the forecast period in the fourth quarter of 2023. 56

-113-

�Chapter 5: Economic l&gt;cYclopmcnt
Recent Programs and Initiative~

Recent Programs and Initiatives
Programs
History of Incentives in Southfield
The City's economic base, while still rich in economic assets and opportunities, faces stiff competition from
newer and nimbler regional communities. This base is restructuring because of corporate mergers and
acquisitions, manufacturing and service industry outsourcing, and the desire by most businesses today to
reduce operating costs and improve productivity.
The City of Southfield's Business Development (SBD) team aids micro businesses to Fortune 500 companies
with specialized concierge services. They partner with businesses through every phase of the development
process. Whether a business relocation, construction of a new facility, or the launch of an entrepreneur's
small business dream, they will walk you through the process from identifying a site to grand opening.
SBD also connects businesses to a variety of federal, state, and regional incentives and assistance. Southfield's
incentives, combined with an ideal location, business-friendly atmosphere, fast-track concierge service and
motivated workforce, are why so many Fortune 500 and international companies have already said "Yes!" to
Southfield, "The Center of It All."

Local Incentive Policy
The City of Southfield is truly "Open for Business" as attested by our favorable business climate, skilled
workforce, and redevelopment ready, business-friendly environment. The City of Southfield is a "Core
Community" as designated by the State of Michigan. Corporations and development projects will be eligible
for a wide range of incentives from the State, County, and other local agencies.
Southfield Administration is dedicated to fostering a partnership between its investors, developers, and the
regulatory authorities to fill office space and to return "brownfield properties" to active and appropriate
reuse. The City encourages looking to open a business or developing a historically impacted property in the
City to discuss these incentives with the SBD.
The City prefers providing incentives to projects that support:
•
•
•

Increase occupancy in office sector
Provide adaptive reuse of vacant/blighted buildings
Create additional research and development and/or high-tech manufacturing
-114-

�f'lrnJ&gt;tcr 5: Economic Development
Recent Programs and lnitialiYcs

•
•

Increase the diverse range of industry
Advance strategic goals for the City of Southfield, such as:
o Increase the supply of workforce housing
o Increase the walkable environment
o Increase the commercial occupancy rate
o Contribute to advancing action items in the adopted Master Plan

Available Incentives
There are several types of incentives that can be used to assist with real estate redevelopment and business attraction efforts. These include,
among others, tax abatements, tax increment financing, revolving loan funds, low interest loans and grants, expedite planning and building
permits and Oakland County Michigan Works Southfield talent assistance. The City will discuss the options with developers during an initial
consulting meeting.
The applicant will be required to show a financial need for assistance and provide verification that they are eligible for assistance according to
state law. Pursuant to this policy, potential developers and/or companies may identify a specific need and apply for local and state incentives.
The Southfield City Council sets parameters for when and how particular local incentives will be awarded and will consider each application on a
case-by-case basis, based on the merits of the particular project and intended future use of the property, if applicable.
PA 210 Commercial Rehabilitation Act

Encourages the rehabilitation of commercial property by abating the property taxes generated from new investment for a period up to 10 years.
Properties must meet eligibility requirements and be located in a Commercial Rehabilitation District as defined by the City of Southfield and by
Oakland County. The State Tax Commission is responsible for final approval and issuance of Commercial Rehabilitation certificates.
PA 198 Industrial Facilities Exemption

Property tax abatements were created by the State of Michigan to provide a stimulus in the form of significant tax incentives to industries that
renovate and expand aging plants, build new plants, and promote establishment of research and development laboratories. Property tax
abatement is an incentive provided primarily to build new plants in Michigan or renovate and expand aging assembly, manufacturing, and
research plants. The incentive comes in the form of abated property taxes. The value of the project added will produce 50% of the taxes for a set
period of time and then resume to the full tax value at the end of the abatement period. The State Tax Commission is responsible for final
approval and issuance of Industrial Facilities Tax Exemption certificates.

-115-

�Chapter 5: Economic nc,·clopment
Recent Programs and Initiatives
Public Act 328 New Personal Property Exemption

Allows eligible businesses to abate personal property taxes on new investments in the City of
Southfield. Eligible projects include manufacturing, mining, research and development, wholesale
trade, and office operations. The State Tax Commission is responsible for final approval and
issuance of Personal Property Tax Exemption certificates.
A developer or company cannot be eligible for incentives in the City if it meets any of the following
criteria:
•
•

There are outstanding back taxes owed on the property, or
The parcel on which development is proposed is not an eligible property as defined by the
applicable legislation.

In 2014, the legislature finalized revisions to the Michigan Personal Property Tax (PPT) reform.
Under this revised package, the small "essential services assessment" (ESA) that manufacturers pay
to cover their costs associated with local government police, fire, ambulance, and jail services will
now be a flat, statewide rate that is fixed and requires only one form and payment to be submitted
to the state.
Michigan Business Development Program

This program is available to eligible businesses that create qualified new jobs and/or make qualified
new investment in Michigan. This is a new incentive program available from the Michigan Strategic
Fund (MSF) in cooperation with the Michigan Economic Development Corporation (MEDC). The
program is designed to provide grants, loans, and other economic assistance to businesses for
highly competitive projects in Michigan that create jobs and/or provide investment.
Brownfield Tax Increment Financing

For brownfield tax increment financing, the cost of certain eligible activities may be reimbursed
through capture of taxes on the increased taxable value resulting from redevelopment. This tax
capture can apply to both local and state property taxes but will require approval of the MEDC
and/or MDEQ if state property taxes are captured. Eligible activities in the City include, not limited
to:
•

Environmental Assessments (ex. Phase I, Soil and Groundwater Investigations, Baseline
Environmental Assessments)

-116-

�.....
Chapter 5: Economic Development
Recent Programs and lnitiatin!s

•
•
•
•
•
•
•
•
•
•

Response Activities
Due Care Plans
Remediation and Engineered Controls
Asbestos and Lead Based Paint Abatement
Demolition
Pre-demolition asbestos abatement
Other actions necessary to protect the health, safety, welfare, environment, or natural resources
Public Infrastructure
Site Preparation
Site Improvements

Interest costs are not considered to be an eligible activity under this policy. Whether the Applicant successfully demonstrates such a need will be
determined at the sole discretion of the City. Applicants are encouraged to obtain approval for school tax capture as appropriate for the eligible
activities requested. The Applicant is responsible for keeping detailed records of all eligible expenses and investments, including purchase
orders, invoices, waiver of liens, contracts, and records of payment, and for providing these to the City when requesting the incentive, as
detailed by the City. Final reimbursement will be based on the records provided, and the City is not responsible for incomplete or inaccurate
records. All requests for eligible expense reimbursement must be received no later than one year after receipt of certificate of occupancy in
order to be considered eligible for reimbursement.
A construction, redevelopment, renovation, or reconstruction project can be eligible for incentives in the City if it meets all the following criteria:
• The property is in the City of Southfield
• The property is an eligible property as defined by applicable legislation
An eligible project can be considered for incentives in the City if it meets all the following criteria:
•
•

The project is consistent with the objectives of this guideline and the City Master Plan
The projects construction budget and operating proforma indicate that it requires incentives to be successful and would not occur
without the incentives
• The project will significantly contribute to revitalization of the City through increased property taxes, job creation or creation of place
• The development will ameliorate impediments to redevelopment through demolition, restoration, remediation, mitigation, or control
A project cannot be eligible for brownfield incentives in the City if it meets any of the following criteria:
•
•
•

The Applicant is responsible for hazardous substance contamination identified at the property
There are outstanding back taxes owed on the property
The Applicant is not an innocent landowner as defined by Act 381

-117-

�•
Chapter 5: Economic DcYclopmcnt
Recent Program~ and Initiatives

•

The parcel on which development is proposed is not an eligible property as defined by the applicable legislation

Projects will be evaluated based on, but not limited to, the following criteria :
• The amount of extraordinary costs for redevelopment
• Amount of property tax generated after construction
• Amount of investment on a square foot basis
• Job retention, creation, and quality
•
Location
•
Existence of abandoned, blighted or functionally obsolete buildings on property
•
Length of time for which incentives are being requested
• Amelioration of threats to public health or the environment
• Whether the project will provide additional beneficial effects on the surrounding area and the community as a whole
For more on how brownfield redevelopment ties in with the natural environment and health, please see Chapter 3: Healthy Living.

Pandemic Response
Federal Response

Created by the American Rescue Plan Act (ARPA) in 2021, the Coronavirus State and Local Fiscal Recovery Funds provide eligible governments
with a substantial infusion of resources to meet pandemic response needs and rebuild a stronger, more equitable economy as the country
recovers. Within the categories of eligible uses, recipients have broad flexibility to decide how best to use this funding to meet the needs of their
communities. From an infrastructure standpoint, governments may use Coronavirus State and Local Fiscal Recovery Funds to:
•

Support public health expenditures, by funding COVID-19 mitigation efforts, medical expenses, behavioral healthcare, and certain public
health and safety staff.

•

Address negative economic impacts caused by the public health emergency, including economic harms to workers, households, small
businesses, impacted industries, and the public sector. This can provide a wide range of assistance to individuals and households, small
businesses, and impacted industries, in addition to enabling governments to rehire public sector staff and rebuild capacity.

•

Replace lost public-sector revenue, using this funding to provide government services to the extent of the reduction in revenue
experienced due to the pandemic.

•

Provide premium pay for essential workers, offering additional support to those who have borne and will bear the greatest health risks
because of their service in critical infrastructure sectors. This can be used to offer premium pay directly, or through grants to private
employers, to a broad range of essential workers who must be physically present at their jobs

-118-

�Chapter 5: Economic ncvclopmcnt
Recent Program~ and Initiatives

•

Invest in water, sewer, and broadband infrastructure, making necessary investments to improve access to clean drinking water, support
vital wastewater and stormwater infrastructure, and to expand access to broadband internet. Cities may also use this funding to invest
in wastewater infrastructure projects, including constructing publicly owned treatment infrastructure, managing, and treating
stormwater or subsurface drainage water, facilitating water reuse, and securing publicly-owned treatment works. Cities may use funds
for maintenance of infrastructure or pay-go spending for building of new infrastructure as part of the general provision of government
services, to the extent of the estimated reduction in revenue due to the public health emergency.

ARPA also provides for transit agency grants, which can be used for transit agencies to prevent, prepare for, and respond to COVID-19. This
includes the reimbursement of payroll of public transportation employees, operating costs to maintain service due to lost revenue due because
of the COVID-19 public health emergency and paying the administrative leave of operations personnel due to reductions in service.
MEDC/State Response
Since a State of Emergency was declared in March of 2020 in response to COVID-19, the Michigan Economic Development Corporation (MEDC)
has launched 23 economic relief and recovery programs to provide vital economic support to businesses, entrepreneurs, workers, and
communities across all 83 Michigan counties to support the frontlines in the fight against COVID-19.
County Response
Oakland County is comprised of more than 1.2 million residents and 42,000 businesses that generate more than 20 percent of Michigan's gross
domestic product. Maintaining a healthy economy in Oakland County is not only a key goal, but also provides an essential contribution to the
fiscal well-being of the region and state. As of spring of 2021, Oakland County received more than $257 million in funding from the federal and
state governments to manage through the pandemic. The largest portion dedicated to communities and families; closely followed by funding for
businesses and workers; and, finally, to support county COVID-19 operations.
Oakland County leaned in to provide support to make certain residents had the resources they needed to survive. Through funding to local
municipalities, public schools, libraries, senior centers, veteran service organizations, and community centers, the county worked to ensure
services and support systems were accessible virtually and/or in person. Emergency funds for rent, mortgage, utilities, and food assistance also
were made available to veterans and their dependents, as well as citizens negatively impacted financially by COVID-19. Nearly $90 million in
support was directed to the business community for those seriously impacted by the pandemic through a variety of initiatives, including:
•

•
•

A series of five small business grant programs that provided direct financial support to small businesses, in the early days of the
pandemic through the winter of 2021, ranging from the retail and hospitality industries to manufacturing, business services, and
wholesale
Grant programs were developed to support manufacturing companies to retool and use advanced manufacturing processes to provide
PPE and improve the region's ability to respond to future supply chain disruptions
15,000 reopen kits were created to help small businesses access hard to find PPE and cleaning supplies needed to safely open to the
public

-119-

�Chapter 5: Economic Development
Recent Programs and Initiatives

Southfield Response
In response to the pandemic, the City of Southfield instituted the following measures to assist businesses:
•
•
•
•
•
•

Allowed restaurants to expand outdoor dining areas
Allowed providers of personal services to operate outside an established business
Reduced fees and expedited approvals
Provided businesses with free 'Open for Business1 and/or 'Open for Carryout1 lawn signs
Distributed over 400 free COVID-19 safety tool kits to help small businesses reopen safely
Offering grants for restaurant relief through the Restaurant Technology and PPE Reimbursement Program and the Restaurant
Weatherization Program

RRC Program
The Redevelopment Ready Communities (RRC) program was initially developed under the Michigan Suburbs Alliance in 2006. Southfield was one
of the first five communities to obtain certification in 2006 and was recertified in 2019. Southfield's RRC Certification is now valid through
December of 2024, but the process for updating begins December 9, 2022.
Throughout 2020, MEDC and the Michigan Municipal Executives (MME) worked together to solicit feedback on communities' experience in RRC
and how they could work to ensure RRC is built in a way that acknowledges the challenges and ever-changing needs local communities face.
Feedback included a widely distributed survey with over 200 responses as well as three live feedback sessions facilitated by customer service
professionals, allowing them to capture not only quantitative feedback but also hear the real-world stories and impacts RRC is having in
communities.
RRC 2.0 provides two options for communities to choose from, allowing communities to choose the
path that best fits local capacity and goals. While some new ones were included, the number of best
practice criteria decreased overall. In conjunction with RRC 2.0, the MEDC released updated guides,
Trello boards, RRC Library, training modules and more.
The City previously identified three redevelopment-ready sites under the RRC program, including: the
former Northland Center, the city owned vacant 8.14-acre parcel ("EverCentre 11 ) located at the
northwest corner of Evergreen Road and Civic Center Drive, and the former McKinley School.

-120-

�Chapter 5: Economic Development
Recent Programs and Jniliali\'CS

2018 SODA Reestablishment
The Southfield Downtown Development Authority (SODA) is the governmental
entity responsible for capturing local tax revenue and directly reinventing it in
local community amenities, particularly those that boost economic
development. The SODA was created by City Council in 1988 to stabilize the
area known as the SODA District. After the initial period of the SODA lapsed, it
was re-established on May 5, 2018, by City Council.
The SODA District's location astride the Lodge Freeway (M-10) and adjacent to
the Cities of Detroit and Oak Park is an important gateway into the City of
Southfield. The district is approximately one square mile, bounded by Mt.
Vernon to the north, Greenfield Road to the east, Eight Mile Road to the
south, and Southfield Road to the west. The SDDA's continued success and
vitality are important to maintain Southfield's positive community image in
the southeast Michigan region.
The largest land area in the District includes the former Northland Shopping
Center. Built in the 19SO's, Northland was one of America's first enclosed
shopping centers. The District is also home to the new Northland City Center
(under construction), Oakland Community College, St John Providence
Hospital (Southfield's largest employer), and Surgeons Choice Medical Center
along with a concentration of health services type office and commercial uses.
Since the inception of the SODA, the District has seen more that $160 million
in development and redevelopment construction. Some recent activities
include the Northland City Center redevelopment, Oakland Community
College campus expansion, which includes the acquisition of the adjacent
North Park Plaza property, and St John Providence emergency center
expansion.

SSDA MISSION
"Ensure a safe and prosperous environment that advances technology,
healthcare, retail, and higher education while supporting stakeholder
values that care, share, and grow the Community."

-121-

Map 10. Southfield DDA Boundary

�Chapter 5: Economic lle\'clopment
Recent Programs and Initiatives

Additionally, the SODA has partnered in public improvement projects including the
Nine Mile Road reconstruction, Northland Transit Center reconstruction, and the
Greenfield Road reconstruction. Also, the SODA has constructed sidewalks,
improved streetscape amenities along with bus stop improvements to enhance the
walkability of the district. The SODA provides maintenance of all the public space
and streetscape areas within the district.

Finance Mechanism
The SDDA's operations are funded through a 1.778 mill tax levy along with Tax
Increment Finance (TIF} revenues to achieve the objectives of the development
plan. Using TIF revenues, the SODA has contributed over $1 million in public
improvements to the roads, streetscapes, gateway features and landscape
improvements. Unfortunately, at present the Tax Increment Finance tool which the
SODA uses for projects is still under-funded, meaning there are no funds to
complete projects now. Once future projects come on-line, then additional
revenue may be available.
Today, the SODA maintains focus on attracting retailers, restaurants and medical
healthcare providers to the area and filling a demand by area residents and
employees for goods and services close to home and work. However, because of
the pandemic impacts to the local and national economy, the SODA is not
currently collecting enough tax revenue to finance all planned projects.

Governance
A twelve-member board, plus the Mayor, meet bi-monthly to carry out the
activities of the organization. The SODA uses committee structure to advise staff
and review specific projects and finances.

-122-

. SODA FOCUSED DEVELOPMENT PROJECTS
•
•
•
•
•
•
•
•

Enhance the District's physical layout.
Improve the District's public infrastructure and
aesthetics.
Provide development and redevelopment
assistance.
Encourage improvements on private properties.
Renovate and improve the District's facilities.
Continue maintenance and District operations.
Promote business development.
Conduct District-wide marketing, on-going
administration, and planning.

Map 11. Oakland Community College Campus Future
Expansion Map

�Chapter 5: Economic De, elopmcnt
Recent Prog1·ams an&lt;l lnitiath,cs

Map 12. Downtown Development Authority (DDA} Buildings in 3-D Classified by Use

d ing
Ace."t~ent

r.g

1-ieelth end Soc,e Servi ces
Trtr.sDo"tat;on erd lJt ': ,y

f'

Park;ng Gerege
De l vel} Se -vice:;

LbreCorr-..:ory Qua:-:er$

f'

Go11ern~erte
Le ,sur-= Act 111 t'

Menu':acti.:r:nc;

f' Re l:g o u~a!id C,v,c
f'
f'

Res dent a l Care Fae ·.;y

Y./ere~.ou,;e e:-,d Storage
\N hole~a•e Trade
O;her

-123-

�.Chapter 5: Economic l&gt;c,·elopmcnt
Recent Prog1·ams and Initiative!-t

Strategic Planning
The most recent strategic plan for the SDDA was adopted in 2013, prior
to the lapse and reestablishment of the authority. The purpose of the
2013 SDDA Strategic Plan is to reaffirm the overall direction for the
SDDA District with input provided by the SDDA Board, the City of
Southfield, and other partners. Considering the effects of changes in
the economy, population and housing trends is a vital piece to the
continued growth of the area .

,,,,_,,...-

\

Plan Goals and Objectives
~

1.

Infrastructure &amp; Aesthetics: Enhance the District's streetlight

2.

infrastructure and increase safety for pedestrians; Enhance the
District's road infrastructure; Improve the appearance of Eight
Mile, the Service Drive and Greenfield Roads; Improve the
District's walkability; Enhance the District's landscape and
fr•par&lt;fd by 1M City ol
aesthetics; Transit Improvements.
l'lanning
.....
Economic Vitality of the SODA: Prepare and adopt a real estate
property acquisition policy; Support streamlining of City's
approval process; Pursue funding from non-TIF sources.
Marketing &amp; Communications: Improve the public's perception so that the SDDA is considered a safe place to live, work and visit;
Strengthen code enforcement in the District; Improve communication between apartment owners in the District and the SDDA;
Continue public relations and marketing program and work with media to broadcast success.

-~

11G

3.

~

~

,..,,. .. , :IQ2l

Housing

The housing stock in the Southfield DDA is dominated by units in large buildings, as 48.6% of the district's housing units are in buildings
containing 20 or more units. 70% of the SDDA's housing units are rentals, which is substantially higher than the housing stock in the city.
Interestingly, home values for owner-occupied units in the SDDA are slightly higher than in the City of Southfield, perhaps because of recent
conversions of rental units into condominiums. However, rents in the SDDA are lower than the City's median value . Overall, this indicates that
the SDDA is a viable and competitive choice for persons seeking housing in the city, a positive indicator for the future success of the SDDA
District.

-124-

�-Chapter 5: Economic Development
Recent Prog1·ams imd Initiatives

Business and Employment

The SODA is an important business and employment center within the City, as the home to retail, healthcare, and education entities. Prepandemic, the SODA was home to roughly 11.05% of all businesses in the city and 8.02% of all employees in Southfield worked in the SODA. The
health services sector made up the highest concentration of employment at 37 .4%; followed by the retail trade sector at 17 .2% and professional,
scientific and technical services sector at 8.8% in the SODA district.

Other Projects and Developments
Non-Motorized Pathways
As of 2022, the City is working on linking the City Centre shared-use pathway to the future perimeter pathway to be constructed around the
Northland City Center and connecting the City Centre District to the DDA District and Lawrence Technological University (LTU) to Ascension
Providence Hospital - Southfield (a full-service hospital with 24/7 emergency care, a Level II Trauma Center, and a Primary Stroke Center) via
a non-motorized pathway. For more on the City Centre Trail, see Chapter 8: Public Infrastructure.
The Southfield Non-Motorized Pathway and Public Transit Plan (adopted 2013) is the basis for pedestrian, bicycle, and transit improvements on
a city-wide scale. At the time, the master plan recommended performing sub-area plans for the City Centre and SODA that would have specific
projects and priorities for implementation. These sub-areas plans would create the needed connections at a pedestrian scale.
These pathway sub-area plans began with a review of the previous planning efforts and on-going City sponsored projects. Public input included
an on-line survey, and interviews with City and SODA staff, SODA businesses, and transit stakeholders. The primary objectives resulting from the
effort are:
•

•
•

Pedestrian Connections: Mid-block pedestrian crossings with refuge islands and pedestrian signals; Aesthetics and amenity
improvements, including lighting, landscaping, and benches; Bridge improvements to facilitate pedestrian crossings of the Lodge
Freeway (M-10).
Bicyclists: Northwestern connector to Lawrence Tech, MOOT/Greyhound, and the City Centre district; On-street bike lanes on Mt
Vernon; Bicycle parking as part of new developments; Bicycle routes connecting east and west of the Lodge Freeway.
Transit: Creation of a transit center along Nine Mile Road near the Oakland Community College Southfield campus; Staged
improvements to the existing transit center at Northland Center; ADA compliance, including key-walk installations; Additional
installations of bus shelters, including benches, trash receptacles and bike racks where appropriate.

-125-

�Chapter 5: Economic nc,·clopmcnt
Recent Programs and Initiative~

Coasting The Baseline Project
The Coasting the Baseline Project is a series of commemorative markers
located on Eight Mile (Baseline) Road. Each marker is a ten-foot-tall obelisk
that describes the significance of surveying in the settlement of Michigan and
as the foundation for property ownership in the state. Michigan was the first
state in the nation to be fully surveyed using modern surveying practices.
Known as the Public Land Survey System (PLSS) or the rectangular survey
system, it is a mathematically designed and based method of measuring land.
The Baseline became known as Eight Mile Road and runs across Michigan
from Wayne County on the east to Van Buren County on the west. The prime
meridian was established at 84 degrees, 22 minutes, 24 seconds west
longitude, a line drawn straight north from Defiance, Ohio. All subsequent
land surveys in Michigan refer to these principal coordinates. The original
Southfield Township was designated as "Town No. 1 North, Range 10 East."
The Southfield Coasting the Baseline Obelisk is the fourth obelisk installed to
join those of other neighboring communities (Farmington Hills, Northville, and
Novi) along Eight Mile Road. It is envisioned that markers will stretch from Lake
St. Clair to Lake Michigan along the baseline. The markers, designed by Michigan
native and world-renowned sculptor David Barr (1939-2015), include engraved
references to early surveying tools, land ownership, and elements of each
community's local history (including Southfield) and are made from alternating
blocks of black and white granite . The obelisk shape was chosen because it was
commonly used by early surveyors to mark significant geographical points. The
site selected for Southfield's Coasting the Baseline marker is at Eight Mile and
Rutland on City-owned property, located in the SODA district.
The Southfield Coasting the Baseline Obelisk was erected in the fall of 2015
through private and corporate sponsors. The project includes a 24-foot by 24foot concrete plaza, divided into 36 equal squares to replicate the original 36
square mile sections of Southfield Township. Each section contains a survey
marker representing a numbered section 1-36. Additional features include
benches, brick piers and ornamental fencing, landscaping, and a "donation"
plaza . The plaza was dedicated on June 10, 2016.

-126-

�Clrnpter 5: Economic Development
Recent Programs and Initiatives

Northland Center Redevelopment
When the Northland Center first opened in 1954, it was the world's largest shopping center. Northland led the way for Southfield to become a
major commercial, business, and residential center in metropolitan Detroit. In addition to being a catalyst to population growth in Southfield,
the Center help foster enormous office expansion in the City.
The opening of Northland Center on March 22, 1954, was the springboard for the phenomenal growth of Southfield in the 1950's and 1960's.
The Northland Center was the Nation's first modern shopping mall opened in 1954. The anchor of more than 80 stores would be the world's
largest branch department store: the JL Hudson Company. Hudson's selected the site in Southfield because of its location near major roads and
the area's growing, migrating population. The architect, Victor Gruen's vision was to create an urban core in a suburban setting. He believed that
a shopping center encompassed the good qualities of the old marketplace and country fair.
However, after a sixty-year successful run and due to changing retail shopping habits of consumers and products, Northland center fell into
receivership and closed in April 2015. Over time, Northland became a victim of the economy, competition from other lifestyle shopping centers,
changing consumer tastes, and a shift in retail shopping including e-commerce. Ashkenazy Acquisition, which bought the Mall in 2008, defaulted
on a $31 million payment in 2014. In September 2014, Northland Mall entered into a court-appointed receivership under the direction of Simon
and Attorneys ("Simon"). Shortly after this both Target and Macy announced they would close their respective stores forcing the mall to close in
its entirety April of 2015.
In December 2015, the City of Southfield purchased the former Northland Center and its 114-acre site for $2.4 million. The purchase does not
include the closed Target store or the Triumph Church (former JC Penny Department store). The City estimates that it will spend approximately
$8-10 million in demolition and land clearance. The City of Southfield has identified two primary sources of funding: The Tax Base Initiative Fund
(TBIF) and the Local Improvement Revolving Fund (LIRF). In addition, there are several grants and low interest/no interest loan opportunities to
off-set part of the cost of the purchase, demolition, and site clean-up.
Former Northland Mall Redevelopment Study

In 2016, the City of Southfield hired a professional design development team, guided by a steering committee, to assist the City with the
development of an initial strategic plan for the redevelopment and repurposing of the former Northland Mall site (approximately 114 acres) to
include: acquisition, site assemblage, demolition, repurposing, public engagement, creation of mixed-use concept plans, g;-een infrastructure,
place making, branding campaign, marketing, and a phased development plan.

-127-

�,_
-Chapter 5: Economic Development
Recent Programs and Initiatives

Reinventing Former Northland Mall Site

As of August 2021, the City of Southfield successfully sold Northland Mall, for $11,093,000, to Contour Companies ("Contour") of Bloomfield
Hills, Michigan. Contour Companies (aka Northland Center, LLC) have proposed a dynamic mixed-use redevelopment including apartments at
various rental rates, retail and restaurants, office and green space that closely mirrors the City's original vision for the Northland Redevelopment
based upon residents' collective input. Contour plans to save the original five retail pads from the former mall as well as the underground
tunnels and former Hudson's building. The redevelopment will occur in two phases. Phase 1 will transform the property into a lively new urban
center that consists of approximately 1,339-unit mixed-use apartment community which will provide work-force housing. Six of these buildings
will have a commercial component on the ground floor. The former Hudson's store will be developed into the Hudson City Market, a vibrant
food-and-specialty home furnishings marketplace, occupied with dining and entertainment options. Phase 2, located on the western part of the
property, will both complement and complete the development's sense of community by incorporating townhouses and more mixed-useresidential. The landmark power plant is proposed to become a community clubhouse adjacent to the Northland water tower.

-128-

�Ch apter 5: Economic Dc,·clopmcnt
Recent Programs and Initiath·c8

Northland City Center

On January 19, 2021, the City Council approved and applied the Overlay Development District ODD (see Chapter 2: Key Recent Changes and
Trends for full explanation) for the re-envisioned " Northland City Center," mixed -use development on approximately 105 acres by Contour
Companies of Bloomfield Hills. Demolition began in the summer of 2021 and the first phase of development began, which includes a mixed-use
development consisting of up to 1292 apartment units, 218 loft reside nces, and 144,522 square feet of commercial space along Greenfield Road,
renovations to the former mall (approx. 750,000 sq . ft. i.e., Hudson Market Place, Health, Wellness and Fitness, Cinemas, etc.)
Phase II will have mixed-use commercial space; 84 townhouses and 192 apartments; health, wellness and fitness; recreational facilities; hotels;
senior living; medical and general office; water tower restoration; pump house renovation and related uses within the Northland Overlay
Development District.

LJ Phase 1-A

Buildings '/\ &amp; 'B'

Constructio11
05.08.2022 to 09.03,2023

LJ

Phase 1-B Buildings 'F' &amp; 'G'

D

Phase 1-C Buildings

Construction
03.15.2023 to 09. 15.2025

1' &amp; 'K'

Construction
10.15.2024 to 04.15.2026

LJ Phase 1-D

Buildings 'C' &amp; T

LJ Phase 1-E

Buildings 'D' &amp; 'E'

Construction
05.15.2025 to 0J.15.2027

- J LJ
D

Construction
05.15.2025 to 01.15 2027

Phase 1-F Buildings 'H' &amp; 'N'
ConstructioJJ
04.15.2027 to 02.15.2029

r!:c.se 1-G Buildings 'I: &amp; 'M'
Con~truction
04.15.2027 to 02.15.2029

LJ Pha se 1-H

Northland Center

Construction
11.15.2021 to 11.15.2025

Phase 1-1

Hudson's City Ctr.

Construction
07 15.2022 to 11 15. 2025

NORTHLAND
PHASING PLAN - Amended ODD for
NoitoScxii~ · ~ · - CITY
·- -CENTER
.. Costco
-

LJ

Phase 2-A Costco Bus. Ctr
Con ,truction
04.01.2023to11.04.2023

-129-

�ChaJ&gt;ter 5: Economic DeYelopmcnt
Recent Programs and Initiatives

The Middlepointe (formerly EverCentre)
In 2021, Middlepointe Investment Group,
LLC a Michigan limited liability company,
was approved for an Overlay Development
District for a mixed-use phase
development for the city owned vacant
8.14-acre parcel (formerly known as
"EverCentre") located at the northwest
corner of Evergreen Road and Civic Center
Drive. The multi-phased mixed-use
development may include retail,
restaurant, office, residential and pocket
parks.
The Middlepointe project consists of
construction of new workforce housing
and mixed-use development. This project
will complete the site demolition left
unfinished from the previous three
building office-complex and fill and repair
the grade issues left currently present
onsite. The new development project
consists of construction of a walkable,
high-density mixed-use development. A mix of 4 to 6 story residential and retail buildings will be constructed on the western side of the site
along Central Park Boulevard, with a multi-story parking deck, and integrated, high-density, ground level parking beneath one of the residential
structures. In total, the project includes 275 residential units (240,000 square feet), a 448-space multi-story parking deck, 20,000 square feet of
retail/commercial flex space with associated parking, and pocket-parks, public gathering, and green space. The apartments will include amenities
such as community areas, pool, fitness center, business center, pet spa, parking garage, keyless entry, package room, storage, bike share and
more. Residents will have direct access to City Centre shops and restaurants.
The project is mixed-use and fits into the City of Southfield's redevelopment ready community plans for a walkable community. The city has
made significant investments in improving walkability within the City Centre, especially along the Evergreen Road corridor, h together local
businesses, universities, residences, and parks. This project significantly increases the Southfield City Centre's mixed-use presence, while
providing amenities and services to residents and visitors all within walking distance. This project is a lynch-pin that will bind all the other efforts
to date.
-130-

�Chapter 5: Economic nc,·clopmcnt
Recent Program~ and lnitiatiYcs

Location

The project is located at the northwest corner of Evergreen Road and Civic Center Driver, Southfield's version of "Main St. and Main St." Located
in the commercial corridor of Evergreen Road, in the heart of Southfield's developing City Centre district, it is adjacent to the city's municipal
complex, library, golf course, ice rink, recreational and park center (east of the project), connected by a pedestrian crossing. New mixed-use
residential development is located directly west of the project location. The Southfield Town Center office complex and the 33-story, 216 unit,
5000 Town Center residential high-rise along with 250 Brownstone Town homes are to the south of the project. This development will
complement the numerous other mixed-use, retail, corporate offices and parks that have been developed in the City Centre over the past 5
years.
Workforce Housing

The project fits within the city's master plan and is part of the city's area-wide planning effort and integrated into its redevelopment ready
community plans. Workforce housing is in high demand, especially in the City Centre area. Southfield has a large corporate footprint, and the
current dated housing stock does not provide options which include modern design or amenities found in surrounding communities. This is
critical to ensure Southfield can attract and retain residents in the workforce. More now than ever the current workforce is seeking housing
options that are in close proximity of their jobs, including
everyday services and amenities within walking distance. The
Middlepointe Development checks all these boxes and will
serve the current demand for workforce housing. The
development also has space allocated for co-working space to
accommodate the trend of remote workspaces. The City of
Southfield has been actively supporting this development effort
in the City Centre with the following projects.
The Middlepointe development will provide a diverse mix of
tenants that will create jobs and provide both entry-level
positions and upper tier positions in the medical field.
Furthermore, the development of this key site will attract new
business and residents to the City, while spurring further
development of nearby properties. This development will also
act as a retention mechanism for companies who currently call
the Southfield City Centre home.

-131-

�,,,,,,.. .,,,.,.
Chapter 5: Uconomic Dt~,clopmcnt
Recent Programs and Initiatives

McKinley School Redevelopment

In the 1920s, the local school district was served by a one room schoolhouse-not exactly
the type of modern living that Baker was trying to sell to prospective homebuyers.
Therefore, in an unusual fashion for a home developer, Baker himself financed the
construction of a new school building to attract families to the area. The school, built in a
then-popular Collegiate Gothic Revival style, was named for U.S. President William
McKinley, and completed in 1929. McKinley School features architectural enhancements
such as terrazzo floors and custom tiled drinking fountains and fireplaces.
Southfield Township, and later as the City of Southfield after its incorporation,
experienced significant post-WWII suburban development. The district's enrollment
tripled in the 1950s alone. Due to overcrowding, in 1956 the school district constructed
an addition to the building in the modern International Style.
Just as in the 1920s, growth projections of the 1950s were overestimated and the
population boom slowed, and in time the school found itself underused and outdated .
McKinley School closed in 1971 but was given additional uses throughout the 1970s and
early 1980s via special education, Southfield Schools staff offices and as a community
-132-

�Ch.tJ&gt;tcr 5: Economic De, dopmcnt
Recent Programs and lnit.iath·e s

center. The school district leased and later sold the building in 1984 to the Academy of Detroit North, who at some point added portable
classrooms to the property. The Academy of Detroit North closed in 2015 and the site has been vacant since.
Phase I: 18 residential condominiums within school building and removal of temporary portable structures along with lawn restoration
•
•
•

9 one-bedroom units (943 -1,020 sq. ft.)
6 two-bedroom units (1,281-1,786 sq. ft.)
3 three-bedroom units (2,100 - 2,600 sq. ft.)

Phase II: Construction of 11 two-story, two-family side-by-side residential condominiums (22 total units)
•

22 three-bedroom units (1,811- 2,090 sq. ft.)

John Grace School Redevelopment
The former John Grace School and Community Center, located at 2130 Indian Street, is
being considered for adaptive re-use for affordable senior housing. The City, in
cooperation with the Planning Department and Planning Commission, is looking at the
feasibility of renovating the historic building, reconfiguring the site, and making public
improvements near the subject property.
In early 2022, the City began considering rezoning the property as a Residential Unit
Development District (RUDD). The RUDD option amendment to the zoning ordinance was
adopted on May 30, 2019, with the aim to spur innovative redevelopment of historic
buildings; the John Grace site is one of several that had been designated as possible future
RUDD sites within the city. John Grace Arms, a multifamily development proposal by
Lockwood Companies, is now in the preliminary review process and, if approved, would
provide 60 affordable housing units in addition
to a 0.62-acre public park and indoor
community space available for reservation.
Providing appropriate senior housing options is
increasingly important as the general
population ages. Fewer financial resources are
available to older residents, as such, they need
affordable options that are safe, attractive,
and stimulating. Many older adults live in
established neighborhoods, and some find
their financial resources strained over time,

-133-

�I

.-

Cha1&gt;tcr 5: Economic Dc\'elopmcnt
Recent Programs and Initiatives

leaving them to struggle to maintain their homes, or worse, to heat them or pay their mortgage at all. Seen as a transition from the single-family
neighborhoods to the north into the more intensely developed areas along Eight Mile Road and Grand River Avenue to the south, the
improvements are likely to activate continued investment from the City, businesses, and neighbors.
The Alcove and Arbor Lofts

The Alcove

I

I

Utilizing the Overlay Development District (ODD) zoning tool (see Chapter 2: Key
Recent Changes and Trends), the Alcove project, pictured left, was the
conversion of the former Hawthorn Suites into 144 total units of market-rate
multi-family style housing units in 18 buildings with community center, pool,
outdoor patios and dog park

Arbor Lofts
The Arbor Lofts project, pictured below, was a three-phase redevelopment
project that converted the former 114,000-square-foot, four-story Civic Plaza
office building into a new residential and retail community in 2013.
•

Phase 1: The top three floors were converted into 57 loft apartments with
a total of 171 rooms. The first floor has been converted into mixed-use
space, including a common gym, and lounge area, and other business and
personal service type uses.
• Phase 2: 16-24 two-bedroom micro-units (450-900 sf) within row-houses
along Civic Center Drive and existing carports converted to 6 additional
units.
• Phase 3: includes 24-72 two-bedroom micro-units (450-900 sf) of multifamily units located to the northern portion of the site with a new dog
park.

-134-

�Chapter 5: Economic D&lt;.·Yclopmcnt
Recent Programs and Initiatives

Centrepolis Accelerator (LTU)
Lawrence Technological University (LTU) is a private university
founded in 1932 that offers nearly 100 programs through the
doctoral level in its Colleges of Architecture and Design, Arts and
Sciences, Business and Information Technology, and Engineering.
PayScale lists Lawrence Tech among the nation's top 11 percent of
universities for the salaries of its graduates, and U.S. News and World
Report lists it in the top tier of best Midwestern universities. Students
benefit from small class sizes and a real-world, hands-on, "theory and
practice" education with an emphasis on leadership. Activities on
Lawrence Tech's 107-acre campus include more than 60 student
organizations and NAIA varsity sports.
The Centrepolis Accelerator is a business incubator on a mission to
accelerate the growth of Michigan's cleantech and advanced
manufacturing entrepreneurs by providing access to key business and
product development resources. Centrepolis is proud to announce
the launch of the nation's first Cleantech, Climatech, and Circular
Economy (C 3 ) Accelerator. First and foremost, the C3 Accelerator would not be possible if it wasn't for the funding partners at the Michigan
Department of Environment, Great Lakes, and Energy (EGLE), NEI, Wells Fargo IN2, the DoE, City of Southfield, and Lawrence Technological
University. As of 2021, the C3 Accelerator will utilize a $2S0K+ fund in grant, loans, and services to support the product development and scaling
efforts of Michigan and globally based technology companies with solutions that support a cleaner and circular economy.
Technologies:
Cleantech

Qualifications:
-- - - -·- - --Utilizing waste streams in the value chain to convert into value added products and efficiencies, via
recycling, upcycling, recovery, or reprocessing with other materials.

'
t

Circular Economy

Renewable energy/fuels or improve energy efficiency, electrification, and non-fossil cleaner fuels, organic
or natural materials that displace non-sustainable materials in products/processes, create or preserve
clean water, 14.0 technologies allowing energy utilities, co-ops, and transmission firms to operate more
efficiently.

Climatech

Reducing carbon dioxide, methane, and other harmful emissions, sequester CO2 into value added
products, provide adaption solutions to existing and expected impacts of climate change.

-135-

·

�Chapter 5: Economic Development
Recent Programs and Initiative~

The C3 Accelerator is a 6-12-month program providing a comprehensive set of support services to advance business and technical milestones. C3
is different from most accelerators, the program offers support with no formal cohort like most accelerators do. The Accelerator will be
organized each year and culminate in a business pitch showcase event to expose these promising companies to a large group of potential
customers, strategic partners, and investors to further support their growth specifically in the state of Michigan. Dedicated participation and
funding are in place to support underserved entrepreneurs including ventures led by women, minorities, veterans, and people with disabilities.
The goals laid out for the C3 Accelerator are simple:
1.

2.
3.
4.

To support Michigan-made products and Michigan supply chains to achieve a significant economic multiplier effect and sustain
Michigan's global competitiveness.
To be the most impactful, best-in-class hardware/physical product accelerator on the planet by generating meaningful and long lasting,
local economic development.
To develop hardware/physical products that advance sustainable renewable electricity, building energy efficiency, grid resiliency,
mobility/vehicle technologies, and other clean energy innovations.
To ensure the inclusion and success of all hardware/physical product entrepreneurs. We do this by partnering with community-based
organizations, universities, and professional/industry associations to continually identify and recruit promising underserved
entrepreneurs.

After careful consideration, the eligibility for the C3 Accelerator has been laid out as follows: Start-ups and established firms with unique
technology and/or business models. Michigan based firms, both start-ups and established firms with unique C3 technology and/or business
models. Companies from outside the state will have an opportunity to apply as the Evergreen Fund plans to globally crowdsource the best-inclass technology companies and use the Fund as a business attraction tool for the State of Michigan. Companies must demonstrate that their
technology can support the challenges and needs of Michigan partners, specifically State/County/City Departments, utilities, transmission firms,
manufacturing, and commercial companies. Companies from out of state will be required to set up Michigan operations to qualify for funding
including EGLE-derived grants.
C3 program service offerings include access to grants and loans to support business milestones, pilots and demos, Department of Energy (DOE)
Small Business Innovation Research (SBIR) and Small Business Technology Transfer (STIR) programs, connections to national labs, assistance
with the Michigan match assistance pilot program, product design, engineering, and prototyping, design for manufacturability, supply chain
support, supplier, customer, and strategic partner introductions, office and co-working space, free/discounted access to resource software,
free/discounted events and much more.

-136-

��--

~

...r
Chapter 5: Economic De\'clopmcnt
Key Trends &amp; Challenges

Key Trends &amp; Challenges

THE EVOLUTION OF THE EMPLOYEE

Continuing Pandemic Impacts

PAST

Remote Work

+-··---g

Work anytime

Wor1c9 ·S ~

The pandemic and Michigan State mandates changed the office work
environment overnight in March 2020. In May of 2021, employers are
now contemplating bringing employees back, albeit slowly, to the
workforce for in-person work because the State of Michigan and the CDC
will no longer need to require remote work for most employee's due to
higher levels of those getting the COVID-19 vaccines. Further, companies
are responding to employee concerns and comments regarding hybrid
"3-2-2" work schedules (in office and work from home options) that allow
for a greater work-life balance. The 3-2-2 schedule balance traditional
and remote work, where employees work for three days in office, two
days remote, and two days off. Employers are also embracing digital
nomads: a person who earns a living working online in various locations
of their choosing (rather than a fixed business location).
Some companies are considering a gradual return to work in 2022. Thus,
many companies are debating if they need more-or-less office space. As
a result, the uncertainty in the market is leading to lower rental rates.
Further, office developers are not building new speculative office
properties. Some of these changes were being contemplated before the
pandemic, but COVID-19 accelerated the future of work:
•

FUTURE

As companies get their employees back to the office, we are still
seeing a unsurety regarding the need for office space. Trends
include reduction ofoffice space by 25-30% due to live-work
home accommodations.

•

Office lease rates continue to decrease, and some predict we will
not see pre-pandemic rates return for 5 years.

•

Office development has slowed as owners try to fill newly vacant
space in their existing properties.
-138-

+-··
+-··

Work in a
corporate office ~

Use company
equipment

Work
anywhere

Use any
device

11'.:J

Focused on
inputs

Focused on
outputs

Climb the
corporate ladder

Create your
own ladder

Pre-defined

1~1

Customized
work

Hoards
information ~

Shares
information

+-··----+-··---work

"'--··---□
=
~
=□

+--·

----·· ➔

No
voice

Can become
a leader

+-··----

Relies on collaboration

Relies on

technologies

emailM

+-··---

@'

Focused on
knowledge

Focused on adaptive
learning

+-··---Corporate learning
and teaching

+-··--by Jacob Morgan

---- ·· ➔

tg:!

Democratized learning
and teaching

thefutureorganization.com

�Chapter 5: Economic Development
Key Findings

•

Employees are making life decisions based upon the "new normal,"
including decisions about child-care, home school, and other lifestyle
changes that fit with working from home. Much of the workforce indicated
a preference for some sort of hybrid work arrangement, working some
days in the office and others from home. 57

Nearly 6 in 10 American workers in an October [2021] survey by job search site
Linkedln said they had gone through a career awakening during the COVID-19
pandemic, whether it was a desire for better work-life balance, deciding to pursue
a promotion or redefining their means of success. 58

Changing Workforce Demographics
The United States population is growing older, and the nation's workforce is
reflecting these demographic changes. Today, people aged 65 and older represent
one of the highest U.S. labor force participation rates in the developed world. As a
result, some employers that typically depend on younger employees, such as retail
and restaurants, are projecting labor shortages. Many businesses are now
investing in older employee retention programs, such a better healthcare
packages, to keep a firm grasp on their knowledge base. Other businesses are
rethinking their model to make do with less employees overall. No matter the
approach a business is taking, it will be even more important to consider
demographics changes when planning for the economic future of Southfield.

-139-

�,-,.,r

J/lfllllF
Chapter 5: Economic Development
Key Finding~

Key Findings
Strengths and Opportunities
Adaptive Reuse Tools
The adoption and aggressive use of the RUDD, ODD, and MUCD tools puts Southfield in a strong position to facilitate and encourage more
adaptive reuse development projects across the city. Zoning always works best when it is proactive - having the appropriate tools ready
beforehand makes development simple and prevents the city from having to play catch-up to meet a project's needs. With the potential
emergence of more available school sites in the future, this is one of the city's greatest assets.

Weaknesses and Threats
Office Space Vacancies
Southfield has an overabundance of Class C Office Space that is vacant or underutilized. For more detail on the excess amount of Class C office
space in the city, please see the Key Findings section of Chapter 6.
DDA Finances
As mentioned above, the SODA is not currently generating enough revenue to pay for the projects it proposed and is currently what some
financial analysts call 11upside-down." This makes it difficult for the city to finance public placemaking projects and further improve the economic
conditions of the Northland area. Additionally, SODA funds are often needed to help incentivize large developments looking for local
infrastructure contributions. As such, the financial state of the SODA presents one of the greatest weaknesses going forward and great focus
must be put on helping it recover.

COVID-19
The pandemic has caused many companies to shift to an employee work from home or hybrid work from home and work in the office model
that is reducing the need for office space. Many start-up businesses and online retail businesses have reduced the need for traditional office
space and increased the need for storage use.

-140-

�Chapter 5: Economic DeYclopment
ioals. Objecth-cs, m1d Sb·atcgic~

Goals, Objectives, and Strategies
Goals
o
o
o
o
o
o
o
o
o
o

Retain, expand, and attract businesses
Remain business-friendly and continue to provide business incentives to maintain an equal playing field
Support a more diverse economy and tax base
Encourage innovation and the growth of emerging business sectors
Develop local talent in an inclusive, diverse, and comprehensive ~atter
Improve the learning-to-job pipeline for people at all levels of secondary and post-secondary education
Attract and retain young professional and skilled older professionals
Cultivate external businesses relationships to connect to the regional economy
Establish and maintain housing, transportation, communication, and utility systems which foster quality development
Encourage development that is environmentally sensitive and sustainable

Objectives and Strategies
o
o
o
o
o
o
o
o
o
o
o
o
o
o

Create programs and amenities that attract and retain young professionals
Investigate methods to support the increasingly remote workforce
Maintain Redevelopment Ready Communities (RRC) certification
Initiate sustainable urban (re)development strategies that foster green business growth and build reliance on local assets
Encourage the preservation of the city's historic assets, including historic neighborhoods, Mid-Century Modern buildings, and
the former Northland Center area
Provide start-up businesses with both financial and technical assistance
Recruit growing businesses that are suited to the region and are seeking a highly skilled work force or are willing to train an
entry-level work force
Continually upgrade technology infrastructure to meet future need
Provide information to local businesses about funding support and investment opportunities
Assist local firms in finding appropriate development sites for expansion
Facilitate the development of neighborhood business centers through land use and zoning
Cooperate with local educational institutions to coordinate training/skill requirements to meet the needs of local employers
Assist older adults in finding both paid and volunteer job opportunities
Identify the economic needs of the chronically unemployed and underemployed in the region and develop programming including education and retraining - to meet those needs

-141-

��Chapter&lt;&gt;: Existing and Future Land Use
Introduction

Chapter 6: Existing and Future Land Use
Introduction
The way we use our land determines our daily lives - whether we can walk to the grocery store, how far we must travel for work, and what it
looks like right outside our living room window. The placement and quantity of different land uses, such as retail and shops, medical offices and
outpatient clinics, parks, and more, affects how people experience Southfield every day. Examining where land uses are today and planning for
where they should be in the future is critical to shaping a city that supports the health, welling, prosperity, and happiness of all residents .

Background &amp; History
In the past 60 years, Southfield has grown from a rural farming community to one
of the leading business centers in Michigan and the Midwest. Few other
metropolitan areas can boast such a beautiful skyline, replete with golden
skyscrapers and high rises located just minutes away from quaint, tree-lined
neighborhoods. As we celebrate Southfield's history, we look fondly back on where
we have come as we look optimistically forward to where we are going.

Pre-1900s
Prior to settler arrival in Michigan, the land now containing Southfield was home
to several Indigenous villages of Neshnabek {Potawatomi). While much of the
Neshnabek land in southeast Michigan had been taken by the United States
government in the 1807 Treaty of Detroit, the Neshnabek had retained several
areas of land in Oakland County. These included two villages in Southfield
Township, the Seganchewan village in sections 8 and 9, and Tonquish's village in
sections 30 and 31, both in the western part of the township. A portion of the
Shiawassee Trail, an American Indian road running from just west of Detroit north
and west to the Saginaw River, ran through the southwest corner of the township
roughly along what is now Shiawassee Street. Both land reservations were taken
by the United States government in the 1827 Treaty of St. Joseph, in which this
land and other tracts were exchanged for consolidated land in Kalamazoo and St.
Joseph counties. For more information on the American Indian history of
Southfield, please see in the Indigenous History section of Chapter 1: Background .
-143-

�ChaJ&gt;lcr 6: Existing and Future Land Use
Rackground &amp; History

The first stable roads in the metropolitan area were Grand River and Woodward, and the first road to pass through the area now known as
Southfield was Shiawassee. These roads came to dictate trade throughout the area, and heavily influenced the largely agricultural development
of the area pre-1900s.

1900s to Present
Following the Depression and World War II, Southfield faced a period of potentially explosive growth when it developed as one of Detroit's first
inner-ring suburbs. Like many suburbs, this meant a rapid transformation from a largely agricultural area into an urbanized one, characterized by
detached single-family houses and low-density shopping centers. After incorporating in 1958, Southfield embarked on a series of planning
efforts to manage and encourage controlled growth.
On February 1, 1960, Southfield opened its own library in the former Brooks School building at 11 Mile and Lahser and soon after, in 1964, the
Southfield Civic Center opened, featuring a new Library, Parks and Recreation Building, Police Headquarters and City Hall. The Civic Center
Arena, with its swimming pool and indoor ice-skating facilities, was opened in 1970.
Beginning in 1978, the Civic Center facilities were expanded to include a new Public Safety Building, a Court Building and the Southfield Pavilion,
a multi-use facility with a capacity of 3,000 people. The Library, with a collection of over 150,000 books and other media, was also expanded to
include a separate non-fiction level and offices. A new state-of-the-art library opened in 2003 and offers extensive service to the residents of the
city.
Parks developed in the City include Cranbrook Park (1968), Optimist Park (1965), Lahser Woods Park (1970), Valley Woods Nature Preserve
(1972), Robbie Gage Memorial Park (1972), Evergreen Woods Nature Preserve (1975), Pebblecreek Park (1978), Catalpa Park (1978), Bedford
Woods Park (1978), and Inglenook Park (1981).

-144-

�Chapter 6: E.\.isting and Future I.and lTsc
Existing Land l s
T

0

Existing Land Use
About
The collection and analysis of existing land use and natural features information represents one of the most important steps in the
Comprehensive Plan update process. The analysis of such information not only identifies what and where particular uses exist, but also provides
insight as to where future development might occur, as well as where land use conflicts exist or may develop. Land use planning is the primary
tool communities use to correct or avoid land use conflicts and to create sustainable and supportive land use arrangements.
From September 28, 2020, through December 4, 2020, Planning Department Staff conducted a Land Use Survey of every property in the City of
Southfield to determine if the mapping from the previous Master Plan conducted in 2016 was still accurate. Due to the COVID-19 pandemic,
each Staff member was given 6 Sections of the City to review individually via a "Windshield Survey." Each staff member drove by each site in the
Sections they were given to confirm the land use indicated on the maps matched the actual land use character of the property based on the
Land Based Classification Standards (LBCS) system.
The result of the surveys found that, overall, the previous mapping was accurate though some properties did need to have their classifications
changed due to rezoning of properties that had occurred over the past 5 years, may have been mislabeled previously, the uses had changed, or
the structures on the sites may have been removed resulting in a "Vacant" classification. Any changes to property use were documented on the
current land use maps and updated with the help of the Engineering Department in the City's GIS (Geographic Information System) mapping
software for the City.
Land-Based Classification Standards provide a consistent model for classifying land uses based on their characteristics. The model extends the
notion of classifying land uses by refining traditional categories into multiple dimensions, such as activities, functions, building types, site
development character, and ownership constraints. Each dimension has its own set of categories and subcategories for classifying land uses. By
classifying every land-use across multiple dimensions, users can have precise control of land-use classifications.

QUICK DEFINITION - "ACTIVITY"
Activity refers to the actual use of land based on its observable characteristics. It describes what takes place in physical or observable terms (e.g., farming,
shopping, manufacturing, vehicular movement, etc.). An office activity, for example, refers only to the physical activity on the premises, which could apply
equally to a law firm, a nonprofit institution, a courthouse, a corporate office, or any other office use. Similarly, residential uses in single-family dwellings,
multifamily structures, manufactured houses, or any other type of building, would all be classified as residential activity.

-145-

�--- ,,,
Chapter 6: Existing and I•uture Land C.se
Existing Land Csc

The Existing Land Use Color Code
The Land Based Classification System classifies land use using a four-digit code and individual colors as follows:
Color ,

Code

Label

1000

Residential

1001

Multi-family
Residential
Hotels

2000

Business

3000

Industrial

4000

Public
Institutional

4500

Private
Institutional

5000

Roadways/
Travel and
Movement

Description

Example Activities

Includes activities that occur in single-family
residential uses or structures
Includes activities that occur in all types of residential
uses, structures, ownership characteristics, or the
character of the development

Single family and manufactured homes, hotels, tourist homes, and B &amp;
B's
Apartments, townhomes, triplexes, and other multi-family structures
such as dormitories or group homes
Hotels, motels, hostels

Includes all short-term stay uses
Includes all uses that are business related. Used as a
catch-all category for all retail, office, commercial, and
industrial activities
Includes all manufacturing, assembly, warehouse, and
waste management activities
Includes all publicly owned, institutional, or
infrastructure related activities

Retail shops, stores, restaurants, offices, and banks

Assembly plants, manufacturing facilities, industrial warehouses,
trucking, self-storage, solid waste, landfills, and recycling facilities
Educational facilities, schools, instructional and administrative
functions, public safety, utilities

Includes all privately owned, institutional, or
infrastructure related activities

Cemeteries, health care facilities, and military complexes

Includes all activities associated with all modes of
transportation. It includes rights-of-way and such
linear features associated with transportation,
including free standing parking lots.
Includes all activities associated with mass assembly of
people for either transportation, spectator sports,
entertainment, or other social and institutional
reasons

Pedestrian-only roads (such as open walking mall areas) that are in the
right-of-way, roads, parking areas, car washes, public transit yards and
stops, trains, and railroads

6000

Assembly

7000

Leisure

Includes all forms of leisure activities, both active and
passive

8000

Natural
Resources

Includes all agricultural activities for the production of
food and fiber products

9000

Vacant

No human or classifiable activity

-146-

Bus terminals, spectator sports stadiums and venues, movies, concert,
and entertainment venues, City Hall, religious institutions, museums,
libraries, and galleries
Bike paths, pathways, athletic tracks, playgrounds, trials, health clubs,
gymnasiums, indoor and outdoor recreational facilities, ice rinks, golf,
parks, pools, and other recreational venues
Farming, cultivating and harvesting crops, feeding and raising of
livestock, forestry, mining, quarrying, drilling, and dredging. Excludes
forest logging and timber- harvesting operations but includes sod
production, nurseries, orchards, and Christmas tree plantations
Vacant lot where a house was demolished

�Map 13. Existing Land Use Map

C=:] 1!!1 1,ll,1,

Ill
111 .

_"IK I
II, •

Uu

1111 1 ~
111

In

,,o;

Ill i'-011, II,·

Iii!"

►1r- ... ( &lt;tllllllt ll I

L(

I{

11\r

l1ulu,..1ul, . ,

I\\, ,1

11111 1 1

t~"'' l'11lt

I,

n·. &lt;",·m,1t 1k \1,1,w,

,· 1'.1tli.,. 1
1;,I

C:l•NI·\

H.

•'11H&gt;

Ill

[=:)•1~1): 'l,,I\. D,k- 11

11

.,-.1

...,:

.!t

c..
.:,t.
r:i

w

C

.2:·

G

0

0.5

I indt - 2.8 ;o tn-1

�Chapter&lt;,: E,dsting and Future Land l lse
Existing Land lTs 1 •

Note that Existing Land Use maps differ from the Zoning District Maps - the Existing Land Use Maps drill down further to literal use of a land,
such as a gas station, grocery store, or dental office, while the Zoning Map just refers to general categories like commercial or residential.

Takeaways on Existing Land Use
Southfield Existing Land Uses 2021

Oakland County Existing Land Uses 2021

~AND
Y

COU N

M I C" ►ll G"AN

Land Use

I
I

I

I

I

I

Agricultural
Single FamiJy Residential
Multiple Family
Mobile Home Park
Com merctal/Office
Industrial
PubllcJlnstitutional
Recreation/Conservation
Transp.lUtility/Comm.
Extractive
Vacant
Water
Railroad Right-of-Way
Road Right-of-Way

LJ Agrtcultural
6,550.7
1,381 .0

38.9%
8 .2%

16,978
167

87.6%
0.9%

. Single Family Residential
Multiple Family
Mobile Home Park
I Commercial/Office
Industrial
I Public/Institutional
Recreation/Conservation
Transp./Utility/Comm .
Extractive
Vacant

I

2,057.9
445.6
1,455.7
814.0
275.3

12.2%
2.6%
8.7%
4.8%
1.6%

905

35

4.7%
0.9%
0.8%
0.6%
0.2%

709.7

4.2%
0.6%

853

4.4%

106.4

181
155
112

I

I
I

' Water
Railroad R1ght-0f-Way
I Road Right-of-Way
1

I

3,022.8

18.0%

• r.uti

Area (ac.) Area %)
25,325.6
4.4%
232,359.5
40.0%
2.4%
13,931 .0
3,302.8
0.6%
3.2%
18,564 .8
3.2%
18,867.7
3.6%
21 ,074 .1
14.6%
84,902.4
1.1%
6.285.4
5,581 .2
1.0%
53,658.1
9.2%
6.1%
35,248 .3
1,009.9
0.2%
61 ,393.3
10.6%

Parcels Parcels % )

693
371 ,822
2,412
237
12,860
5,903
3,104
7,235
1,215
98
27,738

1.7,o
0.3%
0.0%
6.4%

-J;ll.1,H1W 1111it»'Wl'~-lit'. . . .l'1till,,:,

By far, the City of Southfield is a residential community - 88.5% of land use is in Single Family and Multiple Family parcels and is on par with
Oakland County as a whole . 5.6% of land use is in Commercial and Industrial uses situated along Eight Mile, Telegraph Road and Northwestern
Highway; about 2% more than Oakland County. Recreation/Conservation uses only make up 0.6% of the city's land which is below Oakland
County area which is 1.7%.
With such a large residential community, access to more recreational opportunities in the form of pocket parks, neighborhood parks, trails and
greenways, and other amenities throughout the city should be explored for underserved parts of the community.

-148-

�~

~

-

~

~

Chaptl"r 6: Existing and Future I.and l Tsc
Key Trends &amp; Challenges

Key Trends &amp; Challenges
Limited Land
The City of Southfield has limited inventory of vacant land available for development that is not encumbered by woodlands, wetlands, or steep
slopes.

Excessive Amount of Class C Office Space
The COVID-19 pandemic has drastically reduced the need for office space as many people are now working from home, either full- or part-time.
As a champion of office space over the last decade, Southfield now faces the threat of having too much vacant office space with no interested
tenants. The pandemic has exacerbated the negative cycle that comes from having empty buildings. Low occupancy rates lead to a loss of
revenue for landlords, who - in turn - can no longer afford to invest the money in upkeeping empty buildings. Over time, the buildings
deteriorate and lose value, which in turn lower the city's tax base. Repurposing this office space to meet the needs of the modern workforce and
the desires of developers is going to be one of the largest challenges as the city looks to the future and the coming decades.

-149-

�Chapter 6: Existing and Future Land t 1sc
Key Findings

Key Findings
Strengths and Opportunities
Adaptive Reuse: RUDD &amp; School Sites
The City of Southfield has been supporting the adaptive reuse of former school sites through the creation of the RUDD district. These sites
present a key opportunity for the city because they are some of the very few large, contiguous parcels available in the city. As such, they are
some of the few sites where comprehensive planned developments are possible and are the most ideal sites for large multi-family and mixeduse projects. The city is already capitalizing on this opportunity and turning it into a strength today and will continue to do so if more school sites
become available for adaptive reuse in the future.
Shallow Office Lots
Lot depth Limitations on major east-west corridors (Nine, Ten, and Twelve Mile Roads) present an opportunity to change conventional zoning
districts to mixed-use, higher density residential. Thus, the City will develop regulations to create a flexible Mixed -Use Corridor District (MUCD)
to encourage adaptive reuse and infill development.

Weaknesses and Threats
Planning Commission Powers
Southfield is one of many cities across Michigan that decided long ago to give some of the decision-making powers typically held by the Planning
Commission to City Council. By state law, governing bodies (city councils, township boards, etc.) are always involved in some types of
development projects, such as property rezonings, that may have wide-reaching impacts. However, some governing bodies want to be more
involved in the other development projects that are happening in the community, and pass resolutions that increase the scope of their influence
regarding planning and zoning. Today, the Southfield City Council is the final authority on all site plans, special land uses, and other development
projects, while the Planning Commission simply issues recommendations to Council. This process is unusual compared to other Michigan
communities and means that developers must wait twice as long to get anything approved because each project must go through twice as many
meetings. Additionally, the State's RRC program requires that Planning Commissions have final decision-making authority for a community to
receive state funds. As it stands, the legislative arrangement in Southfield is costing developers time and money and may prevent the City from
claiming the state funds available through RRC, making it one of the largest weaknesses as the community looks to the future .

-150-

�- - ---

-

Chapter 6: Existing and Future Land Use
Future Land L'se

Future Land Use
About
Future land use categories are used to describe how the community wants a particular neighborhood or geographic area to feel in the future the variety of houses, shops, and amenities people want to see while walking down the street and the overall density of the area. Future land
use categories are often confused with zoning district categories, which prescribe exactly what type of structure is legally allowed, the standards
to which it must be built, and the uses that are permitted on each individual property. The Future Land Use Map does not prescribe legal zoning
classifications, but rather describes the general character that the community wants to achieve in different parts of the city. Future zoning
changes will be compared against the map to make sure they align with the community's aspirations. Southfield's Future Land Use Map serves
as the primary policy guide for future land use decisions, investment in public improvements, and coordination of public improvements and
private development. The map presents an idealized future indicated by the growth patterns in the city. It is the intent of the map to assist in the
orderly development and redevelopment of the city, and to assist the community in enhancing its vision for the future.
The factors involved in determining future land use include:
•
•
•
•
•
•
•
•
•
•
•
•

Consistency with existing land use patterns.
Relationship to uses in surrounding communities to ensure compatibility at City
boundaries.
Reduction in incompatible land use relationships.
Creation of suitable land use transitions through intermediary uses like office between
single-family and larger scale commercial uses.
Suitability of the site for different land uses in terms of site size, features, and adjacent
uses.
Maintenance of aesthetic qualities that contribute to the community character and quality
of life.
Existing planning policies and zoning regulations.
Availability of infrastructure including utilities, roads, and community facilities.
Average daily traffic volumes on adjacent streets.
Preservation of natural features and consideration of the effects of development on the
environment.
Market conditions for various land uses.
Goals of the Plan that express the community character desired by residents.

-151-

QUICK DEFINITION - "DENSITY" VS
"BUILDING INTENSITY"
Density refers to the number of housing or
commercial units over a given area. For
example, an apartment building may have a
density of 12 housing units per acre, while a
detached single-family home may have a
density of 1 housing unit per acre. Density
always depends on the total size of a parcel.
Building intensity refers to how much built
area there is on the parcel and may be
expressed using a variety of measurements,
such as the building height, "bulk," or the
percentage of the parcel covered by a
building footprint. For example, a 30 -story
office building covering 90% of a parcel
would be considered high intensity, while a
2-story duplex covering 25% of a parcel
would be considered low-intensity.

.-.:

......

�Chapter 6: Existing and Future Land Use
Future Land ese

The Future Land Use Color Code
Complete description of the objective and general character associated with each color code, see the pages following the Future Land Use Map.
Color

!

Label

· Quick Description

Low Density Single-Family
Residential

Single-family homes on lots 20,000 sq. ft. or larger

Moderate Density Single-Family
Residential

Single-family homes on lots less than 20,000 sq. ft.

Low Density Multiple-Family
Residential
Moderate Density Multiple-Family
Residential
Local Mixed-Use
Regional Mixed-Use
Office/Research
Medical/ Educational Institutional
Light Industrial
Industrial
Private Parks and
Recreation/ Cemeteries
Public Parks and Recreation

Townhouses and multiple-family units, generally under two stories
Multiple-family units over two stories
Primarily business in nature, mixture of neighborhood commercial, service, and office with
accessory multiple-family uses
Entirely business in nature, mixture of large-scale commercial, service, and office
Corporate and medical offices, research facilities, TV stations
Regional college or hospital campuses
Wholesale, warehouse, and industrial operations with minimal external impacts
Wholesale, warehouse, and industrial operations
Privately owned or operated recreation facilities and open space
City-owned or operated recreation facilities and open space

,I

-152-

�Map 14. Future Land Use Map

--~~-

City f Lathrup \'ill.1

. . . . . EduatlClnlll

-

ltutle

. . . . lndu

o-

1

I

i11d1 - t.:Qo C('I

�ChaJ&gt;lcr &lt;&gt;: Existing and Future Land Us
Future Land Use

General Character Description

To protect the vitality and character of the existing Low Density Single-family Residential neighborhoods in the city, development in these areas
should continue to follow the traditional neighborhood design principles that currently prevail in these areas. Infill and redevelopment in
existing neighborhoods must be compatible with the surrounding environment, including massing, size, spacing and architectural styles that are
compatible with the surrounding established residential neighborhoods. Street design in new developments should include an interconnected
street system, sidewalks, street trees and adequate lighting. Green streets stormwater approaches incorporating bioretention and the use of
permeable surfacing in parking lanes or other low-volume areas should be considered and encouraged.
A unique low density single-family area is found on Farm brook Road, north of Twelve Mile Road between Franklin and Telegraph Roads. This
area has a distinct rural character and potential geological issues that need to be considered during any potential redevelopment. While the
density may be increased slightly, homes in this area should still fall within the low-density category and shall take advantage of the unique
water features. The design of Farmbrook Road shall retain its open and rural character.

-155-

�t.
Chapter 6: Existing and Future Land l ~sc
Future Land Use

Moderate Density Single-Family Residential
Single-family homes on lots less than 20,000 sq. ft.

Location

Most residential neighborhoods within Southfield fall into this
category.
Objective

Moderate Density Single-family Residential development contributes
to the goal of providing a larger variety of single-family housing types
and price ranges to accommodate residents in all stages of life. This
variety should include residential development designed to attract
young professionals from other areas to begin and grow their careers.
Furthermore, the higher density single-family residential development
allows for increased walkability and pedestrian connections to nearby
commercial, institutional, and civic uses.
Land Use

This designation is intended to accommodate single-family residential
development on lots that are smaller than half an acre. Lot sizes can
range from 7,500 sq. ft. up to 20,000 sq. ft and corresponds generally
with the R-A, R-T and R-1 through R-4 zoning districts. Accessory and
support uses such as small to moderate sized churches, parks and schools may be considered, provided they do not disrupt the character of
established neighborhoods. Such uses should be considered special land uses to ensure compatibility. Home occupations should also be
explored, as discussed in the Low Density Single-Family Residential category discussed on the previous page.
General Character Description

To protect the vitality of the existing Moderate Density Single-family Residential neighborhoods in the city, development in these areas should
continue to follow the traditional neighborhood design principles that currently prevail in these neighborhoods. Infill and redevelopment must
be compatible with the surrounding environment, including the massing, size, spacing and architectural styles that are compatible with the
surrounding established residential neighborhoods. Street design in new developments should include an interconnected street system,
sidewalks, street trees and adequate lighting. Green streets stormwater approaches incorporating bioretention and the use of permeable
surfacing in parking lanes or other low-volume areas should be considered and encouraged.
These neighborhoods face many challenges as the lots are often smaller than desired for modern home expansions or new development. Future
reinvestment in these neighborhoods will need to provide spacing between homes adequate for emergency service, while maintaining the
traditional neighborhood design principles that currently prevail.

-156-

�Chapter 6: E:\..isting and Future Land Use
Future Land Us

One unique area shown for moderate density single-family is along Nine Mile Road, just west of Telegraph Road which is a residential area
peppered with farm markets. Through the years, these markets have become part of the neighborhood ambiance. A special study for this area
by the City suggested the existing markets should be encouraged to remain, and that minor expansions to the uses would be considered with
corresponding improvements to the site to improve appearance and access. However, the markets are non-conforming, meaning the land is
zoned residential so no other business use is permitted. If the current uses cease, any redevelopment should be residential.
Another area that requires additional discussion is the eastern frontage on Evergreen Road between Nine Mile and Ten Mile Roads. Located
across the street from the Word of Faith Christian Center and accessed off a busy north-south arterial in the city, uses other than single-family
residential uses may be appropriate if well designed. Small scale office and multiple-family uses may be considered along this stretch if the
buildings are designed with a residential appearance and are well buffered from the established neighborhood to the east.

-157-

�...

-

_.-Chapter 6: Existing &lt;tnd Future Land Use
Future Land Use
Location

Low Density Multiple-Family Residential

Scattered throughout Southfield, Low Density Multiple-family
Residential uses are usually found on major roads and abutting nonresidential areas.

Townhouses and multiple-family units, generally under two stories

Objective

Low Density Multiple-family Residential is intended for residential
land uses at a higher intensity, or density, than the single-family
areas, with the objective to promote a mixture of housing
opportunities throughout the city. Multiple-family residential
development allows for increased walkability and pedestrian
connections to nearby commercial, institutional, and civic uses. The
Low Density Multiple-family Residential designation offers home
ownership possibilities not typical of higher density multiple-family
areas. This designation also works well as a transitional use by
buffering lower intensity single-family uses from higher intensity
commercial uses and roadways with higher traffic volumes.
Land Use

Intended land uses within Low Density Multiple-family Residential areas include attached single-family buildings, duplexes, or low density
multiple-family developments. This includes townhouses, attached condominiums, apartments, and senior housing developments under two
stories. The expected density range of this classification is up to 30 units per acre and corresponds with the R-T, RC, and RM zoning districts.
General Character Description

Low Density Multiple-family Residential development should include high-quality design that emphasizes pedestrian connections with
surrounding uses, provides alternative housing options, and act as a buffer between single-family neighborhoods and higher intensity uses.
Future development under this designation should be designed to maintain a neighborhood scale and character to limit potential adverse
impacts to adjacent single-family areas. New development should possess innovative design elements that are consistent with the residential
character of the City such as ranch-style units or stacked condominiums with individual entrances that are more common in owner-occupied
units. Some areas will be appropriate for cluster development to protect open space and preserve key natural features while still permitting
adequate density. The area on the east side of Berg Road north of Eight Mile Road is an example of a site that is suggested for cluster
development. Adhering to LID site design principles will be important to balance development with water quality and natural resource
protection.

-158-

�,_
Chapter 6: Existing and Future Land lJsc
Future ·1,and Use

Moderate Density Multiple-Family Residential
Multiple-family units over two stories

Location

Moderate Density Multiple-family Residential areas are generally
located on major roads such as along Telegraph and Greenfield
Roads, Northwestern Highway, or near activity nodes such as
Northland Mall and Providence Hospital. A residential market
analysis is recommended to determine the type and quantity of
various housing options needed and underserved in Southfield.
Objective

Moderate Density Multiple-family Residential development in
Southfield contributes to the goal of providing a wide variety of
housing types and price ranges to accommodate residents of all
lifestyles. Multiple-family development provides living options with
pedestrian connections to nearby commercial, institutional, and civic
uses. They provide both affordable housing in the City and homes for
those seeking low and no maintenance ownership opportunities.
These developments may also cater to the growing older age
segments of the population.
Land Use

Permitted land uses within Moderate Density Multiple-family
Residential areas include a variety of multiple-family developments, with a focus on apartment or loft complexes, senior housing over two
stories in height, and adaptive re-use of former school sites developed under the Residential Unit Development District (RUDD) provisions. The
expected density range of this classification is from 30 to 60 units per acre and corresponds with the RMM, RC, and RMU zoning districts.
General Character Description

Moderate Density Multiple-family Residential development should possess innovative design elements that are consistent with the character of
the City. Stormwater features suitable for higher-density settings and buildings, such as planter boxes, green roofs, and permeable surfacing are
encouraged. The design of the multiple-family buildings should complement adjacent single-family neighborhoods but may feature buildings
with first-floor communal entrances that emphasize pedestrian connections with nearby shopping and transportation opportunities.

-159-

�,,......

Chapter 6: Existing and Future Land Csc
Future Land Use

Local Mixed-Use
Primarily business in nature, mixture of neighborhood commercial,
service and office with accessory multiple-family uses

Location

Local Mixed-Use nodes are found strategically throughout the city. Primarily
located at intersections of the Mile Roads and corresponding north/south
arterials, Local Mixed-Use areas are also found along many of the Mile Roads,
Greenfield, Southfield, and Lahser Roads.
Objective

Local Mixed-Use areas provide convenient and easily accessible businesses
and services, along with alternative housing options in a concentrated area.
These nodes of activity are intended to include uses that support nearby
residential neighborhoods without adversely impacting the residents. The
localized, neighborhood configuration of these nodes promotes local trips and
walkability.
Land Use

Uses within Local Mixed-Use areas include a mixture of residential and nonresidential uses, both vertically and horizontally. This includes live/work units,
upper story residential units, attached townhouses, multiple-family buildings,
small-scale retail establishments of less than 20,000 square feet, personal service businesses, restaurants, and offices. Businesses considered
appropriate should conveniently serve the immediate neighborhoods, within a one-and-a-half-mile radius.
General Character Description

With a stronger focus on building form rather than land use, sites within the Local Mixed-Use designation should be integrated into surrounding
neighborhoods. This can be accomplished through traditional design elements that replicate the character of adjacent neighborhoods, promote
walkability within the area, and provide shared access whenever possible.
Redevelopment should focus on requiring consistent site upgrades as development occurs, including improved site design, stormwater
management, access management, building facades, streetscape elements, pedestrian access, public transit access and landscaping. Generally,
parking areas should be in the rear or side rather than in the front of the building. The scale and size of the developments in these areas should
be limited to promote a pedestrian scale environment, minimize traffic impacts and be compatible with adjacent neighborhoods. In addition,
adequate buffering shall be provided to minimize noise and light impacts on the residential neighborhoods. A couple of sites exist on Franklin
Road, just north of Telegraph that are currently used as single-family homes. Redevelopment of this area should consist of low intensity mixed
use residential and office, with the potential for some limited commercial uses. Any redevelopment of these sites will require deep buffers and
residential design to be consistent with the neighborhood to its west.
-160-

�Cha()tc.r 6: Existing and Fu lure Land l 1s•'
Future Land ( ·s

Location

Regional Mixed-Use centers are located around existing nodes of
activity at Northland Mall, certain sections of Eight Mile Road, along
Northwestern Highway and Telegraph north of 1-696. Many of these
areas are eligible for the Overlay Development District (ODD) tool.
See Chapter 5: Economic Development for more detail on ODDs.
Objective

Regional Mixed-Use uses tend to cater to automobile traffic from a
broader market area and provide a wide variety of businesses and
services to residents, employees, and visitors to the metro Detroit
region. These regional nodes of activity are intended to include uses
that support residential neighborhoods without adversely impacting
the residents.

land Use
Uses within Regional Mixed-Use areas promote a mixture of
residential and non-residential uses, both vertically and horizontally.
This includes live/work units, apartment complexes, adaptive reuse
of antiquated office buildings into loft apartments, senior housing, a
variety of large- and small-scale retail establishments, personal
service businesses, restaurants, and offices. These areas may contain hotels, movie theaters, drive-through restaurants, and dealerships as well.
The larger scale of these areas will require a large amount of floor space and parking, as they cater to a regional market.
General Character Description

Like the Local Mixed-Use designation, the focus in the Regional Mixed-Use designation is not particularly on use but on form and layout of the
site. Since much of these areas are already developed, the challenge will be in encouraging redevelopment and consistently requiring site
upgrades as development occurs. These upgrades include improved site design, access management strategies to liT.prove traffic circulation
both in the roadway and between businesses, pedestrian access, higher quality and diversified building facades, low impact design, storm water
management, sustainable landscaping, etc. New development should be of a unique design and architecture, with a mixture of uses to
strengthen these existing regional nodes.

-161-

�r' -

- -- --

_..

-- ....,... ....,....
Cha))ter 6: Existing and Future I.and l.lsc
Future Land llsc

Office/Research

Location

Corporate and medical offices, research facilities, TV stations

Office/Research uses are focused along the service drives to 1-696
and M -10 and within the American Commerce Center on Eleven Mile
Road .
Objective

Office/Research uses are important to the city as they diversify the
tax base, balance traffic flow associated with residential/commercial
uses, and provide employment opportunities.
Land Use

Representative uses include corporate headquarters, research
facilities and centers, technology or pilot testing facilities, microelectronic and biotechnology uses, and certain industrial research
operations that are compatible with others uses envisioned within
the designation along with a limited number of commercial uses.
General Character Description

While the definition of Office/Research is somewhat broad, the
intent is to concentrate certain compatible uses in a planned,
campus-like setting with more extensive landscaping, higher quality
architecture and more site amenities than typically found in general
industrial areas. Outdoor storage of materials and equipment is
limited, with screening required where it is to occur. Ancillary
commercial uses should only be permitted if the following criteria could be met:
•

The amount of commercial will not materially erode or diminish the property available for the Office/Research uses.

•
•

The commercial uses would include those to serve both nearby residents and employees and visitors to the Office/Research uses.
Traffic impacts could be addressed, as commercial uses tend to generate more traffic than Office/Research uses.

-162-

�haptcr 6: Existing and Future Land Use
Future Land l's

Location

Educational/Medical Institutions include the existing facilities and
planned expansion areas around larger medical institutions such as
Straith Hospital for Special Surgery, located on Lahser.
Objective

These institutions provide local choices for high quality medical and
educational opportunities located within the City of Southfield. In
addition, they serve as a regional draw for people to come to the city,
thereby enhancing the local economy.
Land Use

This category includes regional college and hospital campuses with a
complementary mixture of uses. Included in this category are Straith
Hospital and related offices, residences, and other ancillary uses.
General Character Description

These campuses are park-like settings with integrated site design and
access. Future expansion of these facilities should be consistent with
the existing campus, respect surrounding land uses, and provide a
balanced mixture of uses that minimizes off-site impacts.

-163-

�,.

-

__... _.....
Cha))tcr 6: Existing and Future Land l.Jsc
Future Land Csc

Light Industrial

Location

Wholesale, warehouse, and industrial operations with minimal external
impacts

Light Industrial areas are primarily situated in the southern portion of
the city, off Eight Mile Road (Bridge Industrial Park), off Lahser Road
(Southfield Business Park), and pockets on East Street,
Keefer/Hazelhurst area, and Mapleridge Ave .
Objective

Light Industrial is intended for a variety of lower intensity industrial
operations, such as light manufacturing, and assembly, research, and
technology and industrial offices. Light Industrial developments are
an important source of the employment and tax base and have
significantly less impact on surrounding areas than Industrial uses.
Land Use

Appropriate uses for the Light Industrial district include high-tech
industries, research laboratories, light assembly operations and
corporate offices. Commercial uses that support industrial activities
are encouraged in these areas. Heavy, smokestack industries and
large warehouse operations dependent on heavy trucking or rail are
not intended for this district.
General Character Description

Redevelopment of Light Industrial areas should include improved site design, access management tools, attractive building facades and
significant landscaping to establish a park-like setting. Similarly, new development should take the form of a design-controlled, industrial/
research park, with integrated site planning. The planned industrial centers provide an environment for a mix of office, commercial, light
industrial, and research uses within a controlled environment. External nuisances, such as noise and odors, should be minimized through design
and activity restrictions.

-164-

�,.
Chapter 6: Existing and Future Land Ps
Future Land llsc

Location

Industrial areas are limited to three distinct areas located off Eight
Mile Road .
Objective

Due to the city's access to major transportation routes, industrial uses
are anticipated to play an important role in the economy of the city.
While such uses are desirable in terms of tax base and job creation,
they must be located appropriately to limit adverse impacts to lower
intensity uses.
Land Use

This category is intended to accommodate higher intensity industrial
uses, such as manufacturing, major assembly of products, primary
metal industries, fuel or hazardous materials handling, truck terminals,
distribution facilities, and other similar uses, including auto-related
recycling facilities. Areas with facilities involved in chemical
production, heavy assembly, large warehousing, and trucking are
intended for this designation .
General Character Description

Areas with Industrial designations require special planning and site
design. The operation of these uses may involve heavy truck traffic,
outdoor storage, rail access, odors, and noise. As with the Light Industrial designation, site design, appearance and buffering are important to
ensure that such impacts are limited, especially where they abut residential land uses. Development and redevelopment of these areas should
concentrate on minimizing impacts by screening outdoor storage areas and facing overhead doors away from the street or neighboring
residential areas so that loading and unloading activities are not visible.

-165-

�,.,_....

...
Cha,p ter 6: Existing and Future Land Use
Future Land tTs 1 •
Location

Public Parks and Recreation uses are located throughout Southfield,
strategically located to best serve city residents.
Objective

...

Public Parks and Recreation facilities in the city are intended to provide
a wide variety of high quality passive and active park facilities in
locations that are convenient for residents and visitors alike. The City
has a separate Parks and Recreation Plan, which more specifically
discusses the existing and planned facilities and outlines goals and
objectives for maintaining the City's Parks system.
Land Use

Land uses included in the Public Parks and Recreation category are Cityowned or operated recreation facilities such as sports fields, golf
courses, playgrounds, pathways and nature trails, picnic areas, and open
space areas. A mixture of passive and active recreation is encouraged.
General Character Description

Preservation of open space and the availability of recreation facilities are
extremely important to city residents. This promotes a higher quality of
life and increases the desirability of the city. Parks should continue to
be integrated into the city's neighborhoods to create a unified system.
The sizes of the spaces should vary depending on their function.
Neighborhood parks and open space areas should be less than two acres
in size and areas serving the community should be upwards of five acres
in size. Parks and open spaces should offer opportunities for recreation,
picnicking and relaxing. Pedestrian accessibility should be accomplished through sidewalk connections to the neighborhoods and pathways
throughout the sites. Parks can also be co-designed to provide water quality and stormwater management benefits.
Vacant or underutilized sites and sites with significant natural features that are located next to existing parks should be explored by the city for
opportunities for park expansion and to develop a cohesive open space system.

-166-

�,.
hapter 6: EAisting and Future Land H~c
Future 1,and Us
1•

Location

Private Parks and Recreation uses include existing privately owned
facilities including the Plum Hollow Golf Club on the corner of Nine Mile
and Lahser Road and the Cranbrook Swim Club on Evergreen Road
south of Thirteen Mile Road. Holy Sepulchre Cemetery, located on Ten
Mile Road, west of Telegraph is an example of a large private cemetery
with significant open space.
Objective

Private Parks and Recreation facilities in the city provide recreation
opportunities that complement those provided by the Parks and
Recreation Department and provide residents with greater choices to
meet their recreation needs. Large cemeteries also provide wildlife
corridors and may contain large woodlots, wetlands and water
features, which should be protected and preserved.
Land Use

Land uses included in the Private Parks and Recreational category are
private recreation facilities such as golf courses, private clubs, athletic
fields, and indoor sports facilities.

-167-

�,._

...

- -Chapter 6: E~isting and Future Land Fsc
Goals, Objectives, and Strategic~

Goals, Objectives, and Strategies
Goals
o
o
o
o

Offer unified, well-organized, walkable residential neighborhoods that provide a variety of housing options, and recreational and
social opportunities, and community assets in a livable environment for the City's residents
Provide for an appropriate amount of mixed-use commercial, office, industrial, and recreational uses, located for convenience,
safety, and leisure, resulting in aesthetic business areas in the City
Provide for a mix of housing options for singles, families, and older adults with increased density, walkability, and mixed-use in
our neighborhoods and along major corridors in the City
Create a diversified and balanced mixture of land uses that will support the economic vitality, tax base, and livability of the City

Objectives and Strategies
o

o
o
o
o
o
o

Establish community engagement strategies to solicit ideas from our civic leaders, business community, and neighborhood
homeowner and condominium associations on creating economic vitality, walkability, and recreational opportunities throughout
the City
Regularly evaluate economic and market trends that will establish the land use policies and alternatives to be considered,
including demographic, socioeconomic, housing, and transportation trends
Identify economic sectors that have the potential to contribute to the type of economic development being sought by the City,
including addressing the needs of underserved populations and fostering growth in targeted industries
Identify the market prospects facing various real estate development and investment projects, particularly in locations that might
be targeted for growth and/or change
Create a procedure or practice to identify economic and fiscal implications of various policies or land use regulations
Align the Zoning Ordinance with the goals of the Master Plan
Streamline the approval process and work toward having site plans for permitted uses approved administratively or by the
Planning Commission

-168-

�Chapter 7: Sub-Area Plans
Art Title: Red Pole Park (background) by HED
&amp; Endeavor (foreground) by Signgraphix &amp; T.E.C. Jr.

�t,

Cha1&gt;ter 7: Sub-Area Plans
Introduction

Chapter 7: Sub-Area Plans
Introduction
The City of Southfield has several sub-area planning districts and corridors that warranted
detailed study by the Planning Department, Planning Commission and City Council because of
their uniqueness or changes in market conditions and land use. Each sub-area has its own plan
or development concept in place, many of which are currently underway.
Despite their free-standing nature, it is important to consider these sub-area plans within the
broader scope of the Master Plan. By looking at the plans together, the City can identify areas
of overlap, project opportunities, and get a better picture of the future of the community. It is
important that all the sub-area plans work together and to reflect their goals in the Master
Plan.
As shown in Map 15 on the following page, the City of Southfield has 10 sub-areas:
•

The Residential Unit Development District (RUDD) eligible areas

•

The Mixed-Use Corridor District (MUCD) eligible areas, which includes the 9-Mile
Corridor sub-area

•
•
•
•
•
•

The City Centre District (proposed)
The Northwestern Highway Corridor
The Smart Zone (aka Centrepolis) District
The Eight-Mile Boulevard Corridor
The Valley Woods Senior Campus
The Southfield Technology Corridor

•
•

The Southfield Downtown Development Area (DOA)
The North Southfield Road Corridor

Not all of these sub-area plans are discussed in the following chapter, but all have been
evaluated as a part of the Master Plan. The following chapter highlights the key findings from
the most pertinent sub-area plans, including the 2022 Parks and Recreation Master Plan,
which is considered a sub-area plan for the city since it covers select areas within the City
boundary.

-170-

�Chapter 6: Existing and Future Land l 1sc
Future I ,and Use

Future Land Use Category Descriptions

Low Density Single-Family Residential

Location

Single-family homes on lots 20,000 sq. ft. or larger

Primarily located in the southwest portion of the city, west of
Telegraph Road, south of Eleven Mile Road. Pockets also exist
between Nine Mile and Ten Mile just east of Telegraph, south of
Thirteen Mile Road between Southfield and Greenfield Roads, and in
the neighborhoods surrounding the Twelve Mile and Telegraph
intersection.
Objective

Low Density Single-Family Residential in Southfield should protect
the vitality of existing, high-quality neighborhoods. Areas located on
naturally constrained lands should promote use of an open space
clustered design to allow a reasonable number of homes while
preserving the area's natural resources and creating high-quality
neighborhoods.
Land Use

This designation is intended to accommodate single-family homes
on lots that are half an acre or larger and roughly corresponds with
the R-E zoning district. Where natural features constrain the buildable area of a development, clustered development with permanently
dedicated open space should be encouraged to preserve Southfield's natural resources. Accessory and support uses, such as small to moderate
sized churches, parks, and schools, may be considered, provided they do not disrupt the character of the neighborhoods. Such uses should be
considered special land uses within the single-family districts to ensure compatibility.
Home occupations in neighborhoods have been an item of discussion in the city. Southfield currently does not allow home occupations (except
for Group Child Care homes), a profession carried on by an occupant of a dwelling as a secondary use which is subservient to the main
residential use. Today's business climate lends itself to people working out of their homes, and most communities accommodate it, with some
parameters to ensure the residential nature of the neighborhood is protected. Regulations should be developed that permit small scale home
occupations provided they do not physically alter the appearance of the dwelling, do not increase traffic volumes, and do not require additional
parking.

-154-

�Map 15. Map of Sub-Areas in Southfield
"
Village

f

Bingham farms

:.--,

:.,

32
"'"
~

0

~-

;M

•t:!

•

~

City of Lathrup 'ill.a

or
.::.ti.

~

:..
.::.ti.

RI ·nn Eli!;ibk . 1t

,;

0

•.

lulu, Gr.tu· Rni1.i.liat1u11 Pl 11
.\fi.\l&lt;l-l "". Corri&lt;l11r- l&gt;i,tru t~IITDI ~:ii.'
C

[Z::J Pr-01 cd Cil\ CL11trc l) ln(I
[Z::J :\'t,r;h,,l·skm Ili!;ill, ,. Cor ' lur

t
C

E
!:::
:.:

~ • mart 'I.J. 11&lt;· Di trier
□ ~ .\lik Bhd Ct,1-rid r

GlnDr

D
D

\ 'illi:y " ·u,d .

·1u

r Canipns(omnmmt} Rnit..}jiniriun PlaJ1

&gt;111hfi ·Id T«lmolv~· Co

.

. uthfidd DU.\

□

't,nh • uuthflt.' Id Rd Coni It

1ile.
&gt;ii •_ Si.Mntn.11,1 . Dnlll02

~

t

i 3?0ZZ/

0

0.5

I
2

1 ind1 ,.. '2.

·o It: ·r

�~

...

Cha ptcr 7: Sub-Arca Plans
Current Suh-Arca Plans

Current Sub-Area Plans
Parks and Recreation Master Plan
The 2022 Parks and Recreation Master Plan is a road map for the Parks and Recreation Department's decisions (including facilities and
programming) over next five years, as well as projected future needs. The Plan gives the City a better understanding of the needs and wants for
parks, recreation, historic and cultural facilities, and programming going into the future. As Southfield experiences moderate growth, it is
important to know how many people will use recreational amenities, which programs they will participate in, and what type of facilities they
want and need. All Southfield parks are free and open to the public. Certain facilities {Evergreen Hills Golf Course, Beech Woods Recreational
Center, Southfield Sports Arena and Pool) are fully staffed and require an admission fee . While some facilities are available on a "per-use" basis,
other facilities are available as rentals by reservation (rooms and spaces at the Parks and Recreation Building and the Beech Woods Recreation
Center).
Overall, the Parks and Recreation Master Plan found that the city has a surplus of medium-size neighborhood parks but a deficiency of miniparks (aka pocket parks) and large community parks. Because of the city's large population and lack of large, contiguous open parcels that could
be developed, it is unlikely that new community parks will be built anytime soon. However, the city will continue making progress on acquiring
more mini-parks and general parkland in the future, to help correct the overall deficiency in open space. The Plan also evaluated which parts of
the city are currently lacking open space/parkland {shown below), which will be priority locations for new parks in the future.
The Plan also included an evaluation of all the recreation facilities managed by the city and the collection of extensive public input through
several online surveys. This information, combined with the analysis of the parklands, yielded the following five-year goals:
Pursue the parks and recreation priorities set forth in the city's significant planning and policy documents
Plan and implement improvements to enhance utilization of undeveloped or underdeveloped parks
Provide unique opportunities and diverse experiences
Protect and preserve the environment
Establish partnerships with organizations and neighboring communities
Continue best business practices for the management of all parks and facilities in Southfield
Create and maintain accessibility at all parks and facilities in Southfield
Focus on economic development principles that will continue to contribute to the development rind maintenance of city parks,
facilities, and special events
9.
Market and promote Southfield's parks and facilities to attract visitors of all ages
10. Encourage the preservation of historic resources in the city
11. Encourage methods and practices that will improve residents' overall quality of life

1.
2.
3.
4.
S.
6.
7.
8.

-172-

�Map 16. Parks and Recreation Assets Map

(=:J 1L

.,
:.,

••

::::c
~

..

C:J
1111 \\ ,dt1i,. .t..

..,
21

..ra.t l•nM

~

0

...,;

.;,&amp;.

Cit; of Lathrup Villa"

c..
.x
,,:

0

W 101111

I

d

i

r

r

r

r

r

w

I-

Le
1J

11

1

Redford

·""

:'

Tc

hip
l/l:ia22

it

()

i

I

o.l lllr:h

2.

·o l

,,

:!

�,..
Chapter 7: Suh-Arca Plans
Current Sub-Arcn Plans

Beech Woods Master Plan
The Beech Woods Master Plan is a specific park plan for Beech Woods, contained in a separate document but under the Parks and Recreation
planning scope. Beech Woods Park is an 83-acre community park located in the Southwest corner of Southfield and majority of the park is
occupied by a 9-hole golf course. Due to its size, Beech Woods is a unique asset for the city and has much more opportunity for flexible planning
than other parks. In May of 2021, public engagement began for the future of Beech Woods and project team members presented residents with
several different possible designs for the park. The final design is included below.
.T.S

Driving R.ln

10' Width Paved Trail

I ' Wldth Paved Tl
• . Width Adventure Trail
Pav.d Co-nn.ctlw Walks

Capitalizing on Beech Woods Park's active uses to the north and landscape to the south, the master plan design seeks harmony between these
two characters by weaving them together throughout the park. This will create a multi-generational destination whirh attracts daily community
use as well as regional users who visit for key programs and facilities.
Some key elements of the plan include:
•
•
•

Sustainable parking lot landscaping that captures stormwater
A 500+ person amphitheater
A food-service clubhouse with indoor and outdoor gathering spaces

-174-

�r--

...---

..-,-

...-,--.-

.,_--

.--,-

Chapter 7: Sub-Area Plans
Current Suh-Arca Plans

•
•
•
•

A splash pad and universally-accessible playground
Nature trails, complete with native plants to support wildlife habitat, and educational signage
A restored and enhanced stormwater management system composed of ponds, wetlands, and swales
Outdoor dining pods

Simms and Miller Parks Plans
Although smaller than Beech Woods, Simms and Miller Parks were two under-used neighborhood parks that were identified as needing their
own special plans. As such, in 2021, the Planning Department undertook creating plans to enhance these parks and turn t hem into desirable and
interesting amenities, rather than underused sport fields with no connecting paths. This effort focused on creating walkways throughout the
parks that connect the existing amenities (ballfields, pickleball and basketball courts, and playgrounds) and make it possible for people of all ages
and abilities to use the space. It also included the addition of amenities like trash cans, bike racks, and handicap parking spaces, plus the repair of
existing paved courts. In total, the redevelopment of Simms and Miller parks is expected to greatly enhance the lives of immediate neighbors
and increase their appeal to residents across the city.

,---~----1

I
I
I

-175-

�Chapter 7: Sub-Arca Plans
Current Sub-Arca Plans

City Centre Development Plan
Adopted in November of 2016, the Southfield City Centre Vision Plan is the guide for creating a pedestrianfriendly, mixed-use development in the site at the heart of the Southfield City Centre district to help attract and
retain professionals, to create and maintain a "sense of place," and to spur economic development. The City
Centre site is located directly across Evergreen Road from the municipal campus, just south of the Upper
Evergreen neighborhood. The plan is intended to set the vision for the development of the site by identifying
market potential, providing a set of design guidelines and imperatives for development, and offering an
illustrative vision of the site's full potential.

Sing!e-Farr. iy f-:ous ·r.g
,

~ac'led Corido 3c1 'd ing

;...oartment
f-(ote l enci Mot,e

The 2016 retail market analysis conducted by Gibbs Planning Group determined the amount of supportable
retail, the type of retail uses that should be encouraged, and the sales voiumes that development can achieve
in the Southfield City Centre study area . The analysis found that the eight-acre site can presently support up to
183,700 square feet of additional retail and restaurant development, generating as much as $52.7 million in
new sales, potentially growing to $58.5 million in consumer expenditure by 2021. The demand could partially
be absorbed by existing businesses and/or with the opening of 35 to 50 new restaurants and stores.
The 2016 residential market analysis conducted by Zimmerman/Volk Associates found that, from the market
perspective, up to 250 rental and for-sale, multi-family housing units can be supported within mixed use
redevelopment this site. Based on market preferences, the 250 units would include 203 rental apartments and
47 condominiums in four- or five-story buildings, with retail uses located on the ground floor. The analysis also
determined where the households with the potential to move to new housing units in the City Centre District
currently live (the "draw area"). Approximately 25% of the market potential are currently living in Southfield,
suggesting these residents prefer multi-family housing in a walkable, mixed-use environment but have settled

0:f.ce B-.; .d ~r-g

E,n•ng and Dr ~.•:,ig

r.ealth enc Social Serv-ce:;
Trensportar:on and

,

v, . •

Farkrng Gerege
De liver," Senrces
L•brery

Dor~.:ory Quer.ers
,

Go11ernmer.tc

Le 1;.ure Ac."v ty

Manufacturing

Rel"g ou~ a:.d Civic

Res dental Care Fee ; :·
,

V{arehou:;e er-,d Storage

Wholesa'e Trace
Other

-176-

�- · ---

--

_......
Chapter 7: Suh-Arca Plans
Current Suh-Arca Plans

for something else in the short term. Ultimately, the City Centre Development Plan yielded the following concept plan, expressed graphically. By
interweaving all of these elements, this concept is consistent with the market demand for retail and residential in a mixed -use environment in
four to five story buildings. Furthermore, this concept aligns with the City of Southfield's master plan which envisions the City Centre area as the
"business hub" of the city by fostering a dense, walkable, mixed-use district that will continue to attract and retain businesses and employees.
Map 17. City Centre Trail Map
MAP LEGEND
The nunwncAI keys for locations of highlighted works
of Public Art (PA) and Cultural SltH (CS) are noted In
the map legend and locations are marked on the map

For a descriptive 11st of all works of Public Art and 1111
Cultural Sites located along Southfield City centre Trail,
download the PocketSlghts app to your mobile device
and search "Southfield, Michigan" Two guided tours are
1,1allabIe

FREE-STANDING RESTAURANTS
S·l TGI Frldm
26299 E,ergrolQn Road

s-2· Ketby'.s KOl)('y Island
25050 N-)rthwwSlQm HIghwily
S-3: Wendy's
24999 N&lt;:-rth,•,estern H1gh'hi&gt;y

SHOPPING DISTRICTS
S◄ ·

ShoPPff at Par. Place
'.15203 to 25309 E, ..,grNn Road for corr.pie~ ~sting
vI~It grandsakwa com/property/shoppes-at-park-place
s-S: City C.ntrc. IJlaza
25100 EvergrHn Road
S,6 : City Centre II
25200 E, ..-grHn Road
S-7 Evergrffn Atrium Mark1&gt;tptac•

2G221 Evvrgrrin Road
S-8 Travoters Terrnce Retail Center
26555 E... e,green Road

HOTELS
H-1 Detro,t Mamon Southfield
27033 Northwestern Highway I 248 . 356 .7400
H 2. Courtyard By Marriott Detroit Southfl(&gt;ld
27027 Norlhwvstern Highway I 248 358 1222
H•J Comfort suites Southfield
24977 Northw,&gt;•tern Highway I 248 JS 7 9990
H•4 ' Holiday I1\n Express &amp; Suites - Southftold
25100 North.-.&lt;&gt;st11rn H;ghway I 248 3S0 2400

A
W

PUBLIC ART
PA·l Hlt&gt;
PA•2 " MODY 010'.
PA-3 I Al'f.SlAY or A COMMUNITY
PA•4 IIOV ANO SCAR
Pl-..ti• RED POLE PARK
PA·6 : PION[fR 1-'HILV II
PA•7 Pl.:OPHET
PA8PEACOCK
PA 9 l&gt;IV[USITY

Parking
Re:;trooms

G

CULTURAL SITES
CS •t SOUIHflUD h'Ef-01/MEO PRESBYTERIAN

H•5 Westin southfield Oetro,t
1500 Town Center I 248 827 4000

CHURCH
CS·:l SOUTHl'IUO CITY HALL
CS·!J MARV TH•: •Ml-'SON F_.RM
CS · ◄ l.AWRENCl' TECHNOLOC,ICAL UNIVER&lt;;ITY
CS !&gt; YEIC'RAN\ M[MORIAL GARDEN &amp;

H-6 sonesta sunp1y Suites Detroit• S(,uthflf!!d
1 Corporate Dm&lt;t I 248 945 0010

MONUMENI
CS-Ii soumnuo TOWN~HtP CEMCTERY
C!&gt;-7 llURC.H H1~TOFIICAl PAP

H•l Stavb11dge Suites &amp; H-ampton Inn
26060 ,'I. 26080 Nc.rtnwe6t$t'n H1ghwa;1

Trait Head

°' End Point

PA· tO Gh'AIITUl&gt;E
PA 11: YIN YAN(;
PA- 12: CITY OF SOUTHFICLO
PA-IS: SOUTllflCI C&gt; l&gt;fACE POLI.S
PA· t4 · THE AR I OFIJNITY
PA•IS (NUEAVOll
PA-16 STRIV•NG

-

e,~eRepau
!'.tat10n

- - - ,_
Propes~ Sri.red
• U,e Peth

·------·
Completl:ld
Bak&lt;&gt; lane

EV Charging
Station

CITY CENTRE TRAI L
• Completed Trail Leng th: 8.75 Milos

CS 8 CODC!HOU!»E
CS·ll POl:ICE MEMORIAL

• Trail Surface : Asphalt and Concr&lt;&gt;t,.

-177-

�Chapter 7: Sub-Area Plans
C'urrcnt Suh-Arca Plans

EverCentre

Currently, there is an 8.14-acre site located across from the Municipal Campus at the northwest corner of Evergreen Road and Civic Center
Drive. The following schematics were developed to encourage higher density mixed-use development at the subject site. Public Input survey
comments indicated interest in pedestrian and festive lighting and pop-up food vendors/kiosks for this property. Additionally, respondents felt
that the top three types of development pertinent for inclusion into the future development included restaurants, mixed-use development, and
entertainment venues.
Restaurant

Active Ground-Floor Retail
Restaurant

Throughout the site, the mixed-use buildings illustrate a total of 145,000 square
feet of ground-floor retail, helping to create contiguous areas of walkab:lity and
street life within the district. Retail is proposed in a mix of formats including
anchor retail (10,000-25,000 SF per space), in-line retail (1,500-5,000 SF per
space), and restaurants (2,000-7,000 SF per space) to support the demand and
needs of both residents and visitors. The selected location of anchor retailers
maximizes visibility from Evergreen Road and includes a small-format grocery
store.

Multi-Family Housing

• 1 .,..r~

I

Restaurant

I

In-Line Ret.ailers

-178-

,

I

....

,{

Upper Level Flats

The proposed concept offers upper level flats (apartments, condos) in a mixeduse environment, offering attractive living options to a diverse market audience,
consistent with the residential market analysis conducted as part of this plan. In
total, the concept averages 20 residential units per acre, helping create a critical
mass within the district that will be able to support and be supported by the
proposed mix of retail, commercial, and restaurant tenants

In-Line Retailers
Grocery Anchor

Upper Level Flats

Potential
Rooftop Deck
~

�·-----

-

-

,. . . - -·

I~

Chapter 7: Sub-Area Plans
Current Suh-Arca Plans
Hotel

Ground Floor Lobby/ Cafe
Shared BOH

I

A boutique hotel would be one of the region's few hospitality locations within a
walkable mixed-use environment. The illustrated design introduces a unique
architectural component intended to frame the public park, reinforce view
corridors and pedestrian connections, and offer a year-round galleria to be
activated with retail and public programming. Four upper levels provide+/- 125
rooms over a ground-floor lobby and retail, offering excellent views of the park
and the convenience of places to eat, shop, and relax within walking distance
during visitors' stay

Multi-Purpose Rooms

Flex Space
.....

"Flex space" is provided in response to the City's desire to offer a flexible
community-oriented component. This+/- 30,000 SF space is designed in concept
to include multi-purpose rooms, pre-function space, and utilize a shared back-ofhouse with the hotel to serve a multi-purpose role in the overall development.
Potential uses include special event space, performance venue, small business
incubator, professional meeting space, and/or classrooms.

-179-

Gard
Pati

.

.

Shared BOH

.

...

n Space

t

Hotel

�Chapter 7: Suh-Arca Plans
Current Sub-Arca Plans
Public Park

Open Space

The public park is a town square concept that acts as a central gathering place for
the new development and the district as a whole, seamlessly integrating
architecture and public life. The park provides+/- 28,300 SF of public open space,
activated by ground-floor retail and regular programming. Opportunities for
additional open space within the development include plazas for outdoor seating
and dining along the wide sidewalks. Several covered parking areas also provide
the potential for rooftop amenity space for residents and vegetated green roofs,
screening parking from residents' view and utilizing sustainable design practices

Garden
Patio

" 1 1 Potential
\ ~ ~oof!_op Deck

►

...-

•

Parking Deck

Parking

+/- 1,050 spaces for vehicular parking are provided in multiple formats, including
a five-level parking deck (850 spaces), covered garage parking for dedicated
grocery (55 spaces) and residential (65 spaces) use, and on-street parallel parking
{80 spaces).
Building upon the recent streetscape improvements led by the City of Southfield
in the district, this concept further connects streets and assets within the district
to establish a highly connected and attractive street network. The streets are
designed to enhance their function beyond their use for transportation, allowing
them to serve as vibrant public spaces with outdoor dining, movable seating, bike
parking, street trees and green stormwater infrastructure, and an intersection of
commerce and social activity

-180-

•

,,.

.._

►

.

Potenti
RooftoJ

On-Street Parki1
[all internal stre
Covered ,
[dedicat
grocery L

�----- ~
Chapter 7: Suh-Arca Plans
Current Suh-Area Plans

Centrepolis SmartZone Action Plan
Adopted in 2017, the Centrepolis SmartZone Action Plan provides a realistic road map of land use
planning, redevelopment, infill development, and specialized areas of development focused on
encouraging quality places, entrepreneurial networks, talent and creative business attraction, and
positive branding narratives. These components are essential to realizing the goals of new
development and local economic growth that supports the growth of the Southfield SmartZone.
The Southfield Centrepolis SmartZone is a 368-acre certified technology park. The original portion
of the park is located east of Telegraph Road, west of Inkster Road, and directly adjacent to 1-696 in
the northwest. The amended and expanded park now includes the 107-acre campus of Lawrence
Technological University. As of 2014, the area is primarily zoned RC Regional Center, with some B-2
Planned Business, B-3 General Business, TV-R Television-Radio Office-Studio, OS Office Service, NS
Neighborhood Business, and ERO Education Research - Office.
The analysis conducted as a port of the Action Plan found several strengths and weaknesses of the
SmartZone district, displayed graphically on Map 18.
Figure 22. land Use Breakdown within Centrepolis SmartZone

-

Multiple Family (5.4%)
Office (25 .8%)

•

Loca'I/Community Commercial (3.3%)

•

Regional Commercia l {12.4%)

•

Public/lnstitut1onal (6.4%}

•

Recreation/Conservation (4.1%)
Right-of-way (6.2%)

•

Transportation/Utilities/Communication (16.9%)
Vacant (19.5%)

-181-

QUICK DEFINITION - "CENTREPOLIS"
AND "SMARTZONE"
The Centrepolis Accelerator is a business
incubator, housed in Lawrence Tech
University, that is on a mission to
accelerate the growth of Michigan's
cleantech and advanced manufacturing
entrepreneurs by providing access to key
business and product development
resources.
SmartZones are State designated areas
that target the attraction of technology
based businesses. SmartZones support
high tech ventures such as biotech,
information technology and advanced
manufacturing. The Southfield Centrepolis
SmartZone is developed as integral
component of Automation Alley by
locating strategic employers, cooperative
programs, and initiatives within the zone in
order to design a center for jobs and
wealth creation. The City received approval
from the State of Michigan to amend and
extend the term of Centrepolis SmartZone.
The amended Development and Tax
Increment Financing Plan expands the
SmartZone to include the campus of
Lawrence Technological University and an
additional 234 acres of land contiguous
with the original SmartZone. The approval
of the Amended Plan also extends the term
of the SmartZone for 15 years until Fiscal
Year 2033/34.

�Chapter 7: Suh-Arca Plans
Current Suh-Area Plans

Map 18. Centrepolis Smartlone Concept Plan

*
-

GATEWAYS
•
•
•

Franklin and Eleven Mile
Eleven Mile and Inkster
Franklin and Northwestern

ASSETS
1. Pebble Creek
2. Natural wetlands and boardwal
3. Business headquarters
4. Hotels
5. Access from eastbound 1-696
Access to westbound 1-696

4t

OPPORTUNITIES
Wayfinding signage in SmartZone

8. Pebble Creek and Park
9.

Key redevelopment site

10. Reuse and infill opportunities
11. Interconnected parking
12. Streetscapes
on
American,
ranklin,

and Centre

CHALLENGES
13. Lack of connection/visibility tor
Pebble Creek Par

14. Lack cf amenities and services
15. Physical and visual barrier created
by 1-696
16. Army Reserve
17. Large surface parking lots

-182-

�-

__.,

......-

~

~

Chapter 7: Suh-Area Plans
Current Sub-Arca Plans

-

fl

_,,
, ...

...~~--..,,,,.,

~~
...___

OfTice B·.nld _rig
ding

Retail 3u1lo ng

~

, ,r.g
Ecucat ona l
f-:ea ith and Sx1al Se rvices

., ...

~

Aoartment

.. I

B

....

..
-

1111--..._
~

.,,
~

Trar.spo:tat,on a,.d U~11::

II

7
j,_.,

■

s

. .1

_...~
~ ,,,.., ~
.

-~r i

-&gt;

t

~

-'

,1

'~

-

,_

--..
,,
,.

\\

3-D View of Centrepolis SmartZone Buildings
Classified According to Use

Parking Ga rage
Del very Se n,, ces

Ultimately, the effort yielded the following action items, which are the joint responsibility of the City and
several other agencies, such as LTU:

L•bra

Dorm.:orv Q1.:ar:ers
,

Go ve m rnema
Le:sure Ac:Iv

Msnufactur;ng
Rel;g :ou;; ar-,d

2)
3)
4)

uv ,c

Res dent!a l Care Fae I :

,

1)

Ware house ar.d Storage

5)
6)
7)

Design and implement SmartZone streetscape and gateways at critical locations: Eleven Mile and
Inkster, Eleven Mile and Franklin, Franklin and 1-696, and American Drive at 1-696 exit. Incorporate
Centrepolis SmartZone branding into streetscape and gateways
Enact Zoning Ordinance amendments that support infill and redevelopment
Design and implement improved pedestrian access to and identification of Pebble Creek Park
Establish a SmartZone Wireless Access Zone. Use SmartZone Wireless Access Zone as a branding and
marketing opportunity
Implement SmartZone streetscape along American Drive, Franklin Road, and Centre Drive
Create an area-wide storm-water management system
Increase existing sidewalk on Eleven Mile Road to a 10-foot wide safety path

•/ hotesa le Trade

-183-

�C'hapkr 7: Suh-Arca Plans
Current Suh-Arca Plans

Mixed Use Corridor District (MUCD)
Many of Southfield's "Mile" roads (i.e., Nine, Ten, and Twelve Mile Roads}, especially in the eastern portion of the City, contain antiquated office
uses on shallow-depth lots. It is the intent of the city to create an innovative and flexible zoning overlay district to encourage adaptive reuse and
higher mixed-use redevelopment on these underutilized properties.
The intent of this district is to create a Mixed Use Corridor District (MUCD} regulations for the purposes of: encouraging the use of land in
accordance with its character and adaptability; to act as a buffer between adjoining non-residential and residential areas, and to ensure that
new development is compatible in use, scale, and design with the transitional function of the District; permit moderate-density, multiple-family
residential uses, along with small-scale commercial uses and mixed-use developments that will primarily serve the day-to-day needs of residents
in nearby neighborhoods and residential complexes; and encourages innovation in land use planning; providing enhanced housing, employment,
walkability, traffic circulation and recreational opportunities for the residents of Southfield; ensuring compatibility of design and use between
neighboring properties; and, encouraging development that is consistent with Sustainable Southfield 2.0J as amended.

-184-

�s:
0

'tl

....
~

s:C:

8
I

!:?!
'5'
0:

-

I

~

~

00

l:.
~

V,
I

0

VI

5·
V,

0

...
t:

~
tb'

ti:

D

�Chapter 7: Suh-Arca Plans
Current Suh-Arca Plans

Nine Mile Corridor
The Nine Mile Corridor Plan is a year-long project that began in the summer of 2022 and is intended to identify a preferred non-motorized
treatment for Nine Mile Road, stretching from 1-75 in Hazel Park to 1-275 in Farmington Hills. The project came about through a series of
meetings with the City Managers from each of the six cities along the corridor, Hazel Park, Ferndale, Oak Park, Southfield, Farmington, and
Farmington Hills, to discuss the opportunity for shared recreation assets within Southern Oakland County. Nine Mile Road connects each of
these communities with each other, is a locally owned roadway, and is nearby to a number of parks, recreation facilities, neighborhoods, and
business districts, making it a perfect corridor to enhance from a non-motorized transportation standpoint.
Map 20. Nine Mile Corridor Plan Study Area

~~~--~~~~c~~-~-~

"-.-.
~J·
· L----.~-- . 7L_ - ~~~~-~~~~-~-~~ -- ~~~~~o~~-•~w~--~o~~
i

..
Commur.!~Y L". undary

Study area

Comdorc,ttmt

N

A
-186-

0_ _. __

___.
2 _ _ _ _ _4 Mil9s

�- -Chapter 7: Suh-Arca Plans
Current Suh-Arca Plans

A community survey for the Nine Mile Corridor was conducted from October 17, 2022, to November 28, 2022, that included 727 total responses.
92.45% of users visit destinations along Nine Mile by car, but 32.3% of respondents also travel by bike, 7.4% walk, and 2.1% use public transport.
57.1% of respondents stated that they would use the corridor without car if non-motorized pathways were provided. When asked "what
improvements would encourage you to walk and bike more?" the top five responses included: "Places to sit and rest with shade" (48.8%);
"Protected Bike Lanes" (47%); "Landscaping and street trees" (46.2%); "Wider sidewalks" (42.6%) and "More public parks and public spaces"
(42.5%).
Table 3. Responses to Nine Mile Corridor Survey "What Improvements Would Encourage You to Walk and Bike More?"
Res~onse

Percentage

Places to sit and rest with-shade.

-

- _l_ - -- -

48.8%

-~

46.2%

Protected bike lanes
Landscapil)Q ~nd str_,eet

47.0%

tr~~

Wider sidewalks

-

Total Reseonses
-

. --

342

-

336

....

42 .6%

-

355

310

More public parks and public space~

42.5%

Separated pedestrian and bike paths

40.3%

293

36.0%

262

32 .6%

237

31.2%
---

227

Bike repair stations, including air pumps

17.3%

126

Road- diets
---- - Other

13.1%

95

13.3%

97

$triped, high_-viajQiJity crQ§,§W~lks __
Public art

- - .. --- -

-----

--

..,._

-

Lighting and emergency call boxes

- -

---

.

-

-

__ ---

1'---

•·- -

--- - - -~-- -

-

-

- -

-

~-

309

The Nine Mile Corridor Plan will explore the feasibility of a connected non-motorized pathway that will allow residents along the corridor to walk
and bike from end to end in a safe and comfortable way. It is also intended to serve as the backbone to a larger non-motorized network that
connects each community's parks, business districts, and other assets together. The outcome of the plan will include a recommended route for
the pathway, a preferred facility type, placemaking opportunities, and options to catalyze economic development. Additionally, the plan will
include funding opportunities and implementation strategies to assist each community in implementing the shared vision for the Nine Mile
Corridor.
Special emphasis will be given to the Nine Mile Corridor (aka Nine Mile Connectivity, Placemaking, and Recreation Corridor Project) for
placemaking, art, signage, pedestrian amenities, street facades, landscaping, and shared-use pathway development. Southfield is working with
many adjacent communities to develop a regional "Greenway Corridor" along Nine Mile Road linking the 1-75 and 1-275 freeways.
In February 2022, the City Council authorized approximately $319,000 for construction of a½ mile segment of shared-use (8-10 ft. wide)
pathway on the south side of 9 Mile, adjacent to Bauervic Woods Park, from Evergreen Road to Prescott, which was completed in November
2022.
-187-

�haptcr 7: Suh-Arca Plan~
Current Sub-Area Plans

Map 21. Existing Conditions on Nine Mile Road

s

?
~
~

ib1

lb'"

r-

-..!.~

~

~

(0

s

&lt;1)

~
g.

IQ

'O

-::,-

"'~

jg::,

i£

~

Q.

lJ

~

a,
::,-

iil

[

C:

~

::?,

Ill

a:

~

~

~

-

-

SOUTHFIELD
Exlstll!Q.£11cllltles

No lllk• Lan..

Slulnow Lane

llk•L-

l uffered Ilk• Lane

S hared UH Peth

Sidewalk

Map 22. Areas of Concern on Nine Mile Road
s

"'~

~

~

;;:.

[
i£

~
iil
-g.
~

f

~

~~

l

g,

i::,g

~

:;:,

~

i£

~

co

3-

[

0:

a:

C:

9

SOUTH Fl E LO
~re111 of.Conc;trn

H'9....,.vcrou•fl9

D-• tntenectton
-188-

�-

~

Chapter 7: Suh-Arca Plans
Current Suh-Area Plans

Map 23. Recommended Improvements on Nine Mile Road
~

:

~
~

~

~

~

Q)

a

,-

,,,

~

~

~

ca

~

~

~

~

~

10~

~

j

:)

g

~

s

::?I

i

~

~

!

~

111111111111111111111111111111 I

~
SOUTH Fl
!l!ICOm!!l•nd,d

strt,t"Sldt

lxl,Unv Sh•red

u.. ,-Hh

1111111111111111111111
AKOfflffl•nc:tR
P•111wa, Sid•

Sk:Mwalk lnllU

Map 24. Existing and Proposed Improvements on Nine Mile Road Between Lohse, and Greenfield Roads
1Ju;111n S1)1tm11

' 11,, l'.u,,·I

HIJ:l,1 uf\\-11\

e
• •

-

•

Tr.,11mS11)1
Tnuml """'"' \\/ Br11d1

Sliii11--c l•11'\(i l'ath

- - - 1-.11110),•cl Sl,:u."11•1··~•· 1',,11,

- - - S1drw.ill lfo111,~(;i fi ~1,k1

- - ,.,,'IM•ml rl\p,.• T l\l &gt;

,\ tl 'Cll
lt111&lt;

•

Eluol

,\11 l1151:11Jatiu11
G:ih"\1,l) h~IIIH'

-189-

�C'haJJtcr 7: Sub-Arca Plans
Goal~, Ohjeclfrcs, and Strategic~

Goals, Objectives, and Strategies
Goals
o
o
o
o
o
o

Establish viable and high-quality commercial, residential, and office districts that promote transit and pedestrian-friendly
development to connect those districts with each other and the surrounding community
Provide for high quality, integrated communities providing a diverse range of uses and development to sustain a diverse
economy, including offices, retail, entertainment, institutions, services, recreation and leisure, and restaurants
Respond to a growing market demand for walkable, vibrant communities with convenient transit linkages, proximity to jobs, and
access to nearby public services and spaces and activity-orient~d destinations
Continue to implement the individual goals and objectives of each Sub-Area Plan and their key redevelopment areas
Provide an environment conductive to and support of living, working, shopping, and entertainment
Strengthen the physical and social connections within and between communities

Objectives and Strategies
o
o
o
o
o
o
o
o
o
o

Implement the Nine Mile Corridor connectivity objectives in coordination with adjacent communities (1-75 to 1-275)
Support the Oakland Community College redevelopment project
Provide for both vertical mixed-use ( lower floors of commercial and upper floors residential or office) and horizontal mixed use
on an entire block that allows residents to live, work, and play in the same general location
Improve the public realm through creation of context-sensitive built environment
Promote development strategies for the rehabilitation and re-purposing of existing structures, conservation, and
sustainable/green building design
Provide for a mixture of land uses, including retail and residential, that help to generate positive pedestrian activity in an area
Provide for a variety of housing options, including higher density mixed-use developments along our major corridors, where
development has been challenging due to shallow lots and obsolete buildings
Develop shared-use pathways throughout the City to connect users with public transit to key destinatiCl!'lS in the City and beyond
Identify and market opportunities sites for infill to take advantage of existing infrastructure and reduce the need for new facilities
Target development opportunities to nearby, compatible land uses to shorten trips and facilitate alternative modes of
transportation, such as walking, bicycling, and public transit

-190-

�I

1-1.
I.O
1-1.
I

I

��,.....-

~

Chapter 8: Public Infrastructure
Introduction

Chapter 8: Public Infrastructure
Introduction
Non-Motorized and Motorized Infrastructure
Southfield is a first-ring midwestern suburb, designed in mid-century to reflect the prosperity of a vehicle-centric world. Its land use patterns
ignored the needs of pedestrians, providing, at best, a fragmented system with sidewalks too narrow to accommodate both foot traffic and
cyclists. And, in areas not serviced by sidewalks, "goat paths" appeared from persistent trudging feet and bicycle wheels. In its modern design,
with 75 ft. building setbacks, sea of asphalt parking and fragmented pedestrian system, the city left behind those who couldn't drive or didn't
own a vehicle. What's worse, inadequate sidewalks make the city and many neighborhood services inaccessible for pedestrians, individuals with
disabilities, wheelchairs, and older adults. 65 years later, the city is still trying to overcome this very auto-dominated land-use pattern.
The City, in cooperation with the Southfield City Centre, has focused on making the City Centre district much more walkable through sidewalkgap infill, widening of pathways, and building non-motorized connected trails with pedestrian and bicycle amenities. The City Council and
residents have recognized this concerted effort and are now applying this formula to other parts of the city. As part of this Master Plan Update, a
critical review of land use and zoning regulations are needed to provide more opportunities for basic services within walking distance and
adjacent to our neighborhoods.

What Are Complete Streets?
According to Smart Growth America, "Complete Streets are streets for everyone." They are designed and operated to prioritize safety, comfort,
and access to destinations for all people who use the street, especially older adults, people living with disabilities, people who cannot afford or
do not have access to a car, and historically underrepresented communities. Complete Streets make it easy to cross the street, walk to shops,
jobs, and schools, bicycle to work, and move actively with assistive devices. There is no one design for a Complete Street because each one is
unique and responds to community context. A complete street may include sidewalks, bike lanes (or wide paved shoulders), special bus lanes,
comfortable and accessible public transportation stops, frequent and safe crossing opportunities, median islands, accessible pedestrian signals,
curb extensions, narrower travel lanes, roundabouts, and more. 59 Although Southfield does not have a formal Complete Streets policy, Planning
and Engineering staff use complete street tenants in roadway projects to make sure the city is progressing on its path toward equity for all
residents.

-193-

�Chapter 8: Public Infrastructure
lntrodt1ction

Stormwater and Green Infrastructure
Stormwater infrastructure, which includes green infrastructure, is
a form of public infrastructure that often goes unnoticed on a dry
day. However, these systems play a vital role in every community,
including Southfield, because Michigan is one of the most waterrich and rainy states in the country and getting wetter every year,
as shown in Figure 23. Stormwater infrastructure in legacy
communities, like Southfield, has traditionally consisted of solely
storm drains and pipes, which directly dispose of the water into
the Rouge River. However, impervious (vegetated) surfaces that
capture stormwater are now broadly considered to be a part of
Southfield's stormwater infrastructure system, because they help
control floods and naturally cleanse dirty runoff. These features,
such as rain gardens, wetlands, and swales, both improve water
quality and make the community more attractive by preserving
valuable recreation land and wildlife habitat, as well as lowering
air temperatures.

Figure 23. Historic Rainfa/12010 vs 2020
8
7
6
V')

(l)

-5
C

5
4
3

2

1

0
JAN

FEB MAR APR MAY JUN

2010
27.72in

JUL AUG

SEP

OCT NOV DEC

-a- 2020
39.29 in

Sources: Oakland Water Authority

The City of Southfield's Storm Water Master Plan exists to guide
the management of storm water throughout the City. The first Storm Water Master Plan, developed in 1969, identified areas of the City that
could be drained by a system of proposed storm drains. By the late 1990s, much of the original plan had been implemented or was no longer
relevant. As storm water management priorities shifted from managing peak flows and controlling flooding, the City updated the Storm Water
Master Plan in 2001 and committed to regular updates of the plan every ten years. Over the past ten years, the topic of storm water
management has continued to evolve. The link between increased runoff volume (despite managing discharge rate and water quality) and
degradation of downstream surface water bodies has become a key issue in managing storm water runoff. Low-impact practices (managing
storm water at its source rather than on a site or regional-wide basis) have become a preferred method for managing storm water.
SEMCOG's Green Infrastructure Vision for Southeast Michigan is a framework that guides the preservation and future implementation of green
infrastructure in Southeast Michigan. The vision benchmarks the amount of green infrastructure in the region, identifies future green
infrastructure opportunities, and recommends strategic implementation approaches. The Vision details the various benefits of green
infrastructure, including economic value, water quality, air quality and recreation. 60 In 2012, Southfield used the Vision to create local Low
Impact Development {LID} Guidelines handbook, which promotes building policies designed to improve the health of both the residents and the
environment. LID uses the preservation of existing features, landscape-based techniques, and the construction of stormwater treatment best
management practices to protect natural functions and water quality. 61 These two documents, as well as Southfield's ordinances, master plan,
and internal technical Stormwater Management Plan, guide the future of stormwater infrastructure throughout the city.
-194-

�-

_,....-.r-

Chapter 8: Public Infrastructure
Introduction

RAI IN GARDENS
catch wat

pts

orates
. _infaH

S catc

nd

0

ba

SPAVter t

IN
s

SOIL BUILDING

tot

mulch and compos

115

holds 1m o1istu

-195-

�Chapter 8: Pub1ic Infrastructure
Introduction

Definitions
Green infrastructure is defined in two broad categories in Southeast Michigan. First, it includes
ecosystems that are present in the natural, undisturbed environment such as wetlands, woodlands,
prairies, and parks. The second category includes constructed or built green infrastructure such as
rain gardens, bioswales, community gardens, and agricultural lands. Both approaches to green
infrastructure are involved in the LID approach to site design. 62
Table 4. Low-Impact Design Terminology

LID Term
Community Garden
Conservation Easement
Critical Habitat or
Regionnlly Significant
Fenture

Ruin Gardens or
Bioswale
Green Roof

Riparian Corridor
lt\'etland
Floodplain
Urban Forest

Permeable Pavemen

Definition
. . .. land
. . and/or
. . residential
.. used. . to grow food but can also provide
Urban

.

ecological services. Example: Mary Thompson Farm
Public and private land designated for conservation in perpetuity.
Areas unique to Southeast Michigan that are critical to protect and
enhance, such as the Detroit River International Wildlife Refuge and the
Rouge River corridor.
An attractive, sunken landscape filter planted with plants. Rain gardens
are designed to absorb storm water run-off from impervious surfaces such
as roofs and parking lots
Green roofs are roofs planted with vegetation that absorbs stormwater.
Green roofs provide a 50%-90% annual runoff reduction and reduce
energy for heating and cooling
Land that exists between water bodies (lakes, rivers, streams, and
wetlands) and higher dry upland areas (forests, fields, cities and suburban
property).
Michigan-designated wetlands, and constructed wetlands or other natural
features that provide similar functions
The area of low-lying ground adjacent to a river which flood during storms
or after the snow melts
Areas of tree canopy cover that exist in multiple forms throughout the
city, such as woodlots, private landscapes, street trees, and park trees
Paving surfaces that are made of either a porous material that enables
stormwater to flow through it, or nonporous blocks spaced so that water
can flow between the gaQS

-196-

�Chapter 8: Public Infrastructure
Introduction

Table S. Benefits of Green Infrastructure

What are the benefits of Green Infrastructure?
Water
Quality
Flooding
Water
Supply

1::1-

Green infrastructure reduces the amount of polluted stormwater runoff entering our rivers and lakes. In cities
with combined sewer systems, green infrastructure is being used to reduce sewer overflows during storms.

Green infrastructure can reduce flood risk by slowing and reducing stormwater runoff into waterways.

r.

Harvesting rainwater is good for outdoor irrigation and some indoor uses. Water infiltrated into the soil
~ recharges groundwater and increases flow into rivers.

I

Quality of
Life
Recreation
I

Economic
Growth

II
•

Green infrastructure provides aesthetic benefits to the area by increasing the amount of a community's green
space.

~ Green infrastructure can provide recreational and tourism opportunities including increased access to hiking,
. . hunting, fishing, and bird watching.

1B Green infrastructure can increase residential property values located near trails, parks, and waterways. In
-

addition, green infrastructure is one way to attract and retain the knowledge-based workforce in our region.

II
LJIII

Green infrastructure techniques along roads can also be used to slow traffic and provide a buffer between the
roadway and pedestrians.

I

Traffic
Calming

Habitat
~ Green infrastructure can provide needed links in habitat corridors to strengthen and support rare and important
Connections
plant and animal areas in the community.
-

- ---

-

Air Quality

Increased vegetation positively impacts air quality through carbon sequestration, the capture of fugitive dust,
and removal of air pollutants.

Individual
Health

Green infrastructure encourages outdoor physical activity, which can have a positive impact in fighting obesity
and chronic diseases.

Public
Finances

Green infrastructure can reduce a community's infrastructure costs by using natural systems rather than built
systems, and by avoiding building lengthy new stormwater pipes.

-

0

{,

11111

-- -

-

-

--

-

-

-

I

Energy and
Climate

Implementing techniques such as green roofs, increased tree plantings around buildings, converting turfgrass to
no-mow areas, and reclaiming stormwater for use onsite can reduce energy consumption and save money.

-197-

�Chapter 8: J&gt;uhlic Jnfrasl'ructurc
Introduction

Suitable Locations for Different Types of Green Infrastructure
Within the integrated network of green infrastructure are constructed green infrastructure techniques, sometimes referred to as low impact
development techniques. This category of green infrastructure includes constructed practices such as rain gardens, bioswales, native plant grow
zones, permeable pavement, green roofs and even community gardens.
These constructed practices play an important role within the green infrastructure network providing ecological, environmental, economic, and
social benefits. For example, these techniques primarily work to improve water quality by reducing stormwater runoff entering our water
resources. However, their characteristics and designs also lead to greater economic value of adjacent properties and improved recreational
opportunities with demonstrated habitat enhancements.
The recommended quantity of green infrastructure techniques is linked to the percentage of impervious surfaces in urban areas and subwatersheds. According to SEMCOG's 2010 data, Southfield's land cover consists of 42 .9% of impervious surfaces. High impervious areas result in
increased quantities of stormwater runoff pollutants, volume, and flow rates. Regional priorities for constructing these types of green
infrastructure techniques include areas with impervious cover greater than 10 percent.
The connection between constructed green infrastructure techniques to improved water quality, higher economic value, reduced infrastructure
costs, enhanced recreational opportunities, and advanced social benefits is demonstrated through numerous comparisons. The overarching
theme for achieving these benefits starts with incrementally implementing green infrastructure in highly impervious areas. Priority areas for
constructed green infrastructure techniques include:
•

•

•

•

Institutional properties include publicly-owned property such as municipal facilities and complexes, libraries, parks, schools, and

universities. The focus within these properties is to further assess opportunities to manage roof runoff and runoff from paved surfaces.
Additionally, large open space areas managed as turf may present options for constructing native plant grow zones in areas not
generally accessed by the public.
Major roadways are identified by their respective functional classification, but are generally represented by the major arterial roadways,
including local, county, and state. Local residential streets are not defined as a primary area of opportunity. Within major roadways,
constructing green infrastructure within the rights-of-way, either in existing open space or, where traffic data supports it, implementing
road diets with green infrastructure are some of the opportunities.
Parking lots, both publicly-owned and privately-owned, represent a major category of green infrastructure implementation
opportunities. Publicly-owned parking lots are included as part of the impervious cover within the institutional properties. Privatelyowned parking lots represent the larger commercial areas in the region. Constructing bioretention areas, bioswales, and porous
pavement are techniques that can significantly reduce stormwater runoff. From a planning perspective, inverted parking lot islands can
double as bioretention areas when coordinated with engineering design.
Riparian corridors are a consistent focus of opportunity throughout this vision . Expanding the forest and vegetated buffer adjacent to
local streams improves the local stream corridor, leading to higher quality stream habitat and aquatic diversity {SEMCOG, 2014) .

-198-

�- Chapter 8: Public Infrastructure
Introduction

Drinking Water and Sanitary Sewer Infrastructure
The City of Southfield purchases water from the Southeastern Oakland County Water Authority (SOCWA) at eleven locations. SOCWA provides
Great lakes Water Authority (GLWA) water through its member distribution systems to a population of 210,000 within a 56 square mile area.
Current members are Berkley, Beverly Hills, Bingham Farms, Birmingham, Clawson, Huntington Woods, Lathrup Village, Pleasant Ridge, Royal
Oak, and Southfield.
Southfield's source water comes from the Detroit River, situated within the Lake St. Clair, Clinton River, Detroit River, Rouge River, Ecorse River,
watersheds in the U.S. and parts of the Thames River, Little River, Turkey Creek and Sydenham watersheds in Canada. The sources of drinking
water (both tap water and bottled water) include rivers, lakes, streams, ponds, reservoirs, springs, and wells. As water travels over the surface of
the land or through the ground, it dissolves naturally occurring minerals and, in some cases, radioactive material, and can pick up substances
resulting from the presence of animals or from human activity. Contaminants that may be present in source water include:
•
•
•
•
•

Microbial contaminants, such as viruses and bacteria, which may come from sewage treatment plants, septic systems, agricultural

livestock operations, and wildlife.
Inorganic contaminants, such as salts and metals, which can be naturally occurring or result from urban storm water runoff, industrial or
domestic wastewater discharges, oil and gas production, mining, or farming.
Pesticides and herbicides, which may come from a variety of sources such as agriculture, urban storm water runoff, and residential uses.
Organic chemical contaminants, including synthetic and volatile organics, which are by-products of industrial processes and petroleum
production, and can also come from gas stations, urban storm water runoff and septic systems.
Radioactive contaminants, which can be naturally occurring or be the result of oil and gas production and mining activities.

In order to ensure that tap water is safe to drink, EPA prescribes regulations, which limit the number of certain contaminants in water provided
by public water systems. The Food and Drug Administration (FDA) regulations establish limits for contaminants in bottled water, which must
provide the same protection for public health. EGLE, in partnership with the U.S. Geological Survey, the Detroit Water and Sewerage
Department, and the Michigan Public Health Institute, performed a source water assessment in 2004 to determine the susceptibility of GLWA' s
Detroit River source water for potential contamination. The susceptibility rating is based on a seven-tiered scale and ranges from very low to
very high determined primarily using geologic sensitivity, water chemistry, and potential contaminant sources. The report described GLWA's
Detroit River intakes as highly susceptible to potential contamination . However, all four GLWA water treatment plants that service the city of
Detroit and draw water from the Detroit River have historically provided satisfactory treatment and meet drinking water standards.

-199-

-

�f'haJllcr 8: Puhlic Infrastructure
Current Condit.ions

Current Conditions
Non-Motorized and Motorized Infrastructure
As conduits for pedestrians and connections to vital services, non-motorized assets are some of the
most important resources in any community. The cost of building and maintaining these facilities,
their importance to society, and the investment made by the community all place a high level of
responsibility to plan, build, and maintain these assets efficiently and effectively.

Non-Motorized
Bike facilities include bike-share stations, bike repair stations and bike racks. The Southfield City
Centre District currently supports 9 bike stations, 27 bikes, 3 bike repair stations, and dozens of
bike racks throughout the district and City. Further, the Zoning Ordinance requires that all new
development and major redevelopment install one bike rack that can accommodate at least four
bicycles. Schools and Universities are required to install more based upon their student population.
City of Southfield 2019 Non-Motorized Asset Management Plan

At the request of City Administration and the City Engineer, OHM prepared a plan in 2019-20
describing the City of Southfield's non-motorized assets, conditions, and Capital Improvements.
Overall, the City's non-motorized network consists of approximately 34 miles of non-motorized
facilities, of which 17 miles are on-street and 16 miles are off-street. It should be noted that there
are also approximately 170 miles of sidewalks within Southfield's subdivisions. However, these
assets are considered part of the City's pedestrian facilities, and as such, are to be maintained by
the adjacent property owner, per the City's sidewalk repair ordinance.
The condition of Southfield's on-street and off-street facilities break down as follows:
•

•

Approximately 50% of Southfield's on-street non-motorized facilities are in poor condition.
Of the remaining paths, most are in good condition (38%) and a small percentage (6%) are
in fair condition.
Approximately 60% of the City of Southfield's off-street non-motorized facilities are in
good condition, while 25% are rated fair, while 14% are rated in poor condition.

-200-

STUDY: BIKE SHARE SAVES THE U.S.
436 MILLION PUBLIC HEALTH DOLLARS
EVERY VEAR
BY KEA WILSON
"The long-term health benefits of using bike
share vastly outweigh the short-term risks,
even in the most polluted and cardominated U.S. cities, a new study finds and cities who invest in reducing those risks
by loosening car dominance can save even
more lives and millions in precious public
health dollars.
Riders themselves were saved a collective
total of 737 "disability adjusted life years,"
or years spent living with debilitating health
conditions such as cancer, dementia, and
ischemic heart disease, thanks to the
preventative power of active
transportation.
Famously, zero American residents died on
bike share vehicles from 2007 through
2014, and deaths on the mode are still rare.
"The more [bike share] users we attract,
and the more we improve the street
environment, the more we increase the
public health benefits."
(Source: STREETSBLOG USA, July 23, 2021)

�I
Map 22. New Pedestrian and Bike Pathways Since 2011
,.

♦

~

-;

.
Village of
Bingham Farms

franklin

.......
! ..

I

-

°""'

1.:

..

I

H

0

!

~

~

l'r,

~

::,
~

.
j
'

if l

C
D
D

f

&gt;.

-

~

11 lr.ul II I
llilidl ( u (' Hin:

. Ul&gt;I&gt;.\
n
\\'

/1:4 lk-inct
r

.:.c
,_

•

~

i

.
--- ':
..- .........
-..:: t----:-

!='
I

-

~

.-::·

l~l,1111.)

u

........... 1

...

.Jt

-

~

11Jli(B.613fL Li

011.)

..:,I.

8
b.31 nu.

••••---•-

o.;· nuJ

.

I.Otmi.)

I

1. i nu.)

lnu,I

I!

....

-

·......·-

i

I

I

1'

·----

:I

'.l I nu.I

'

.. _
·-.
----

--

:

Uetroit

I

.!I.'

iI

1111.

0

.

!

;ity of

• nu.I

iI ·
=

-&gt;

0

,,

I
! I

~ile

I
0

2

�I
Map 23. Existing and Proposed Non-Motorized Transportation Plan

1f1ekl 'Iran port. iou
&gt;

of

Villag of
Bingham Farm

rrank.Jin

C1.:1tll'I

i

f

;

t

......

-

-L..=.~

·-;

-..::-!

..

C

.-

•

c

:

Route

--

I ouldl'I U1kc

~U1l·

I . 10 mi.I

i.
I
){ 111c

i

(0.1 nu.I

!

l 111 \l'd Irail W.

-·
I

- j•

nu.I

Educatiot Fa ili1ic
• 011 1fidd P11Wil

!I

~
I,.,

f..

.

1

-

E.;u t

-

( 'oll • l'11i1 · ·,

-

Pm. e. hool (harm
Pub

(1

ii, \&lt;l111u1i!llrt11i1L· Ct•11k1

Uiood lk·w~1p111L·111

hod

~(lu

K dford

·1own- hip

fil
City of

troit

2

0

I inch. l.'tlO r

I

�Chapter 8: Public Jnfrastructur
Current Cond.i tions

Motorized

Road Quality
Southfield completes a pavement condition evaluation every two years using the Pavement Surface Evaluation and Rating (PASER) system, a 1 to
10 scale with 10 being a newly constructed surface and 1 being a completely failed surface. Southfield groups PASER scores into categories of
good (6-10), fair (4-5), and poor (1-3) when prioritizing road projects. The most recent evaluation was completed in 2020. The current estimated
spring 2022 conditions for Southfield's overall Road Network is 51% good, 27% fair, and 22% poor. This is consistent with the projections
assumed in 2014, when the Southfield Road Bond was passed by voters. The Road Bond dollars are expected to be fully expended after the
completion of 2022 road projects. A continued investment level of $GM - $7M annually is needed to slightly improve Southfield's Road Network
while preventing "failed" roads from staying in that category for more than 10 years.

Safe Streets for All
The U.S. Department of Transportation administers the Safe Streets and Roads for All (SS4A) discretionary program. Established by the Bipartisan
Infrastructure Law (BIL), the program will provide $5-6 billion in grant monies over 5 years to qualifying entities (including cities) in order to
prevent roadway deaths and serious injuries. Development of a "Comprehensive Safety Action Plan" is required to receive planning, design, or
development support, and implementing projects identified within the Action Plan are eligible for funding. To access these funds, the city must:
•
•
•

Develop a Comprehensive Safety Action Plan
Conduct planning, design, and development activities in support of the Action Plan
Carry out projects and strategies identified in the Action Plan :
o Implementing improvements along an expanded multimodal network of reconfigured roads with separated bicycle lanes and
improved safety features for pedestrian crossings.
o Applying low-cost safety treatments such as rumble strips, wider edge lines, flashing beacons, and better signage along high-crash
rural corridors.
o Conducting speed management projects such as implementing traffic calming road design changes and setting appropriate speed
limits for all road users.
o Installing safety enhancements such as safer pedestrian crossings, sidewalks, and additional lighting for people walking, rolling, or
using mobility assistive devices.
o Addressing alcohol-impaired driving along key corridors through education, outreach, and publicized sobriety checkpoints on
weekends and holidays.
o Making street design changes informed by culturally competent education and community outreach.
o Creating safe routes to school and public transit services through multiple activities that lead to people safely walking, biking, and
rolling in underserved communities.

-203-

�,--

~

,...

,...... ....- ,-,,r
Chapter 8: Public Infrastructure
Current Conditions

SEMCOG City of Southfield Traffic Crash Data
Within the city limits there are a total of 6,152 miles of
public road (including boundary roads). SEMCOG
utilizes crash data from the Michigan State Police
Criminal Justice Information Center, Michigan
Geographic Framework, and ACS and U.S. Census 2020.
Between 2017 to 2020, there was an overall
decreasing trend in the number of crashes within
Southfield, with an increase in 2021; however, this
trend was impacted by the effects of COVID-19 and the
subsequent closure of schools and businesses. This
trend was experienced by the SEMCOG region and
Oakland County as well. Similarly, the different
categories within crash severity, crash type, and crash
involvement have also generally experienced the same
trend.

Figure 24. City of Southfield Traffic Crashes, 2017-2021

.:

Sources : SEMCOG Crash and Road Data Dashboard

The highest percentage crash type within Southfield is Rear-End crashes {41.4%) which was 7% higher than the region {34.4%), followed by
Sideswipe crashes (19.7%) which was slightly higher than the region {18.3%) and Angle or Head-on/Left-turn {19.4%) which was lower than the
region (20% ). Young drivers {16 - 24) were involved in 31.1 % of the crashes that appeared in Southfield which was basically the same
percentage compared to the regional level {31.5%), intersections involvement accounted for 23.5%, which was much lower than the region
{33 .6%), and older drivers (65 and older) were involved in 19.6% of crashes which was also lower than the regional number {16.6%).
The intersection with the highest crash frequency is located at Southfield Road and Ten Mile Road. This location is ranked No. 4 in the county
and No. 9 in the region for the highest frequency intersections. From the data between 2017 and 2021, 49.2% of the crashes happened at this
location are Read End crashes, and the most significant factors continue to the crashes ( excluding Intersection) are Young Driver 16-24 {31.6%)
and Older Driver 65 and older {21. 7%). Even though the intersection had high number of crashes, 79 .5% of those crashes result in property
damages only, and the rest were listed in the Other Injury category, which indicates that no fatal or serious injury occurred at the location
between 2017-2021. It is likely that the increase in crashes in between 2020 and 2021 was caused by the pandemic. However, it is unknown
whether the increasing trend will continue or if we have reached a state of equilibrium and 2021 crash data represents the "new normal." The
top 10 highest crash intersections and road segments located in Southfield are mainly comprised of the Mile Roads, Telegraph Road (US-24),
Southfield Road, and Greenfield Road. These roads typically have high speed limits and are all classified as Arterial roadways, representing the
major roads with some of the highest volumes in the city boundaries.
-204-

�Chapter 8: Public Infrast.ructm·e
Current Conditions

Table 6. High Frequency Intersection Crash Rankings

Local Rank

1
2
3

County Rank

4

-·- --.-· 113
--- - - - - · - -

21

.
Intersection

Regional (SEMCOG) Rank

-

~

-

·-

48.8

l Twelve Mile &amp; Telegraph

~

23
-

.

-

--------

116

5

53

' 138

42.2

Twelve Mile &amp; Southfield
I

46

. ·-·

-

47

4

2017 2021

Southfield &amp; Ten Mile

9
- - - --

Annual Average
(
_
)

· - - -1

Twelve Mile &amp; Telegraph

36
--

-- ·- --

Southfield &amp; Thirteen Mile

28.4
-- -

73

6

---

- -- -

Twelve Mile &amp; Greenfield

191

29.4

25.4
----

77

7

78

8
- - - - ----

10

218
·-

87

9

-

- -

-

-- -

- - --

Lasher &amp; Eleven Mile

··----

24.6
-

- ·- --· -

24.2

-

244

----

91

Southfield &amp; Mount Vernon

208
·-------

251

- -- - - - - - - -

Twelve Mile &amp; Lasher

23 .. 4

Greenfield &amp; Eleven Mile

23.2

Intersections are ranked by number of traffic crashes and rankings do not account for traffic volume.

-205-

�1

l
1

•

•

l

•

(f)

~

CD

&lt;

CD
-,

;::::;:

"&lt;

•

V)

0

•

.,
C:

("')

ro

..

©

~
~

•

Q

"0
N

:-,...

•

N

s

~

V)

I

N
0

O"'I
I

m
~

ij

n

1--1

•

0

G)

.,QJn

....~

Q

Q

~

:::s

:,-

0..
VI

&lt;
,r
:E

.,ro

fb

•

~
o·

3

•

•

c::

Ill

Q
Q
Ill

•

::,-

•

fb

Ill

•

•

�...

....
-~c
:.

Q.,

•

oc
r..
c:.,

...

~

..c

~

•

•

•

•
•

L.

Q)

~

•

Q)

&gt;

.c
V)

ro

L.

u

(.!)

•
•

0

u

~

UJ
V)
Q)

u

L.

::,
0

0

•

V)

I

"
0

N

I

�I

~

-

Chapter 8: PuhJic Infrastructure
Current Conditions

Map 29. 2017-2021 Pedestrian Crashes

•
•

•

"fl

•
®

•

•

•
•
11

•

Severity

••
Source : SEMCOG Crash Viewer

-208-

®

�Chapter 8: Public Infrastructure
Current Conditions

Vision Zero
Vision Zero is a strategy to eliminate all traffic fatalities and severe injuries, while increasing safe, healthy, equitable mobility for all. For too long,
we've considered traffic deaths and severe injuries to be inevitable side effects of modern life. While often referred to as "accidents," the reality
is that we can prevent these tragedies by taking a proactive, preventative approach that prioritizes traffic safety as a public health issue.
Vision Zero recognizes that people will sometimes make mistakes, so the road system and related policies should be designed to ensure those
inevitable mistakes do not result in severe injuries or fatalities. This means that system designers and policymakers are expected to improve the
roadway environment, policies (such as speed management), and other related systems to lessen the severity of crashes. Vision Zero is a
multidisciplinary approach, bringing together diverse and necessary stakeholders to address this complex problem. Vision Zero acknowledges
that many factors contribute to safe mobility - including roadway design, speeds, behaviors, technology, and policies - and sets clear goals to
achieve the shared goal of zero fatalities and severe injuries.

Stormwater and Green Infrastructure
Southfield has both a traditional stormwater system and several locations with new green infrastructure projects. The stormwater system is
partially combined with the sanitary sewer system, which means that excess stormwater flows into the sanitary sewer during heavy rain events
and the combined stream is dumped into the Rouge River. Combined systems were very popular to build in the early 19 th century, and many
Michigan communities still have them, despite the pollution they dump into shared waterways during storms. As such, the City of Southfield is
pursuing incremental system separations, which detach the sanitary sewer pipes from storm sewer pipes, reducing both pollution in the river
and the risk of basement back-ups due to overflows during large rain events. For more detail on recent separation projects, please see the
Current Projects and Initiatives section below.
Currently, the City of Southfield has 8 locations with municipally constructed green infrastructure, which all help capture and absorb rainwater
before it has a chance to become polluted and run directly into the Rouge River. These projects are:
•
•
•
•
•
•
•
•
•

Carpenter Lake Nature Preserve : Permeable Pavers, Bioswale, and Wet Meadow
Valley Woods: Wetland and Step Pools
Inglenook: Permeable Parking Lot and Bioswale
Beech Woods: Greening Project
Evergreen Road : Permeable Pavers and Rain Garden
City Hall: South Parking Lot Permeable Pavement and Bioswale
Pebble Creek: Rain Garden
Tarr,arack Creek: Wetland Restoration Project
Lawrence Technological Un1vers1ty: Green Roof, Rain Gardens, Bioswale, Stormwater Harvesting, Permeable Pavement, and Riparian
Buffer Zones

-209-

�---

--

.-.r
Chapter 8: Public Infrastructure
Current Conditions

Additionally, the Southfield Public Schools has its own stormwater management program, which focuses on containing stormwater at
educational campuses .63 As of 2015, Adler Elementary School, Eisenhower Elementary School, and Southfield -Lathrup High School all had on-site
rain gardens as a part of the district' s stormwater management efforts.64
Map 30. Green Infrastructure Projects
W 13 Mt!. Rd - - -

v~

~&lt;&gt;f_P..l!_\~lyl-!fils

(

ot Franl:lm

4

r

I

City of Lathrup \'"illage

I

ii

ui

•;

ii:
Green lnfra~tructur e Projecu

Rd

City P.11lu

1111 Rlve~. L:ill.~. Pondi, and Slrl!.lm_i.
Lincoln Dr
~

«

:

a,

., .

',()A.

W 10 Mile Rd

as

I"0

a:

Is
.

II)

•

-

Mount Vernon St

Project Locations
'0

«

ID
1

...
,:,

C:

i

NAME

2
3

I!

0

4
5

;;

~-

(j

~,~
Redfard TownsJup

E!

9

10
Crty of

DetrCllt

-210-

EverRreen Rd Pave rs/Rain Garden
Citv Hall South ParkinR Lot and Bioswale
Pebble Creek Rain Garden
Tamarack Stream Restoration

�Chapter 8: Public lnfra~tructnrc
urrent Conditions

Drinking Water and Sanitary Sewer Infrastructure
Southfield, as a recipient of water from the Great Lakes Water Authority (GLWA}, is a part of source-water protection activities that include
chemical containment, spill response, and mercury reduction. GLWA participates in a National Pollutant Discharge Elimination System permit
discharge program and has an emergency response management plan. In 2016, EGLE approved the GLWA Surface Water Intake Protection
Program plan. The programs include seven elements: roles and duties of government units and water supply agencies, delineation of a source
water protection areas, identification of potential of sources of contamination, management approaches for protection, contingency plans,
siting of new water sources, public participation, and public education activities. The City of Southfield works through the department of public
works to support these activities and advance the goals of the regional plan.
As of 2022, there are still select homes and neighborhoods (insert map) throughout the City that are not attached to the municipal drinking
water and sanitary sewer systems. These properties are under the jurisdiction of the Oakland County Health Division and undergo inspections
every three years. When one of these properties has a septic or well failure, they must either replace the failed system or have new pipes are
constructed to the property to bring them onto the City water and sewer system.
For all new construction projects or residential connections (after a system failure), the engineering company must follow the Southfield
Engineering Department's "Standards Details," which are standardized engineering specifications for water and sewer. The Standard Details
encompass most of the elements common to most construction projects. The City's Standard Details were developed to satisfy or exceed the
requirements of other agencies such as the Michigan Department of Transportation, the Road Commission for Oakland County, and the Oakland
County Drain Commission. These details are included, either by direct use or reference, as a requirement for all infrastructure improvement
projects constructed in the City of Southfield.
In 2021, The City of Southfield applied for and received a C2R2 (Consolidation and Contamination Risk Reduction) Grant through the Michigan
Department of Environment, Great Lakes and Energy (EGLE} to install new water services in homes not connected to the City's water system in
the San Marino Subdivision. The C2R2 Grant will award approximately $1.22 million to facilitate the connection of new water lead service lines
to the remaining 99 homes (of 122 homes) within the San Marino subdivision to the City's water system and also disconnect the remaining 99
homes from the San Marino wellhead currently used for potable water.

-211-

�r ·-:,-

--

_____

_....
Chapter 8: Public Infrastructure
Current Conditions

Public Art
In 2014, the City Council established a 9-member Southfield Public Arts Commission (the Commission has since expanded to 11 members). This
Commission's purpose is "to serve the public interest, convenience, and enjoyment through the promotion of the arts." The ordinance
defined "works of art" as:
• Sculpture - in any material or combination of materials
• Painting - all media, including portable and permanently affixed works such as murals and frescoes
• Photography
• Mosaics
• Mixed media - any combination of forms or media including collage
• Water features and fountains
• Streetscape and landscape features and elements, including signage, lighting, benches, clocks, kiosks, and planters.
In 2016, City Council established a public art requirement for all new real estate projects. Under this ordinance, developers are required to pay
0.5% of the total project cost (minimum $5,000) up to $12,500 for projects between $1 million and $2.5 million and 1% of the total project cost
up to $25,000 for projects in excess of $2.5 million, to be committed to the procurement and display of public art on the site.
Five exceptions were written into the ordinance:
•
•
•
•
•

Projects with a total cost less than $1 million
Renovations of less than $1 million
Residential projects containing fewer than four units
Instances when a developer donates a work of art that is approved by the Public Arts Commission
Instances when the requirement would be "contrary to law" as determined by the Director of Planning

-212-

�Chapter 8: Puhlic lnfrastructm·c
Current Programs and Initiative~

Current Programs and Initiatives
Pedestrian Enhancements
Art Installations
The following art installations have been installed in the Public Realm since 2016:
(A) Boulders at Carpenter Lake
(B) Boy and Bear
(C) C's (Centrpolis)
(D) City of Southfield
(E) Coasting the Baseline
(F) Diversity
(G) Endeavor
(H) Fins

(I) Gratitude
(J) Great Lakes Watering Hole
(K) LTU Barrier-Wall Murals
(L) Moby-Dick
(M) Motown Mural
(N) Peace Poles
(O) Peacock
(P) Pioneer Family II

(Q) Prophet
(R) Red Pole Park
(S) SFLD
(T) Striving
(U) Tapestry of Community (in progress)
(V) The Crowd
(W) Untitled (Seated Female Figure)
(X) Yin Yang

-213-

■

�.,
1

1

1

l

�Chapter 8: Puh1ic Infrastructure
Current Programs and Initiatives

Recently constructed along the City Centre Trail adjacent to LTU is a multi-panel mosaic art installation by an acclaimed African American artist,
Dr. Hubert Massey, who engaged the community in a paint-by-numbers style collaborative art mural. A 14 ft tall obelisk titled "The Art of Unity"
by the same artist is also planned for installation on Eleven Mile Road, east of Lahser.

Dr. Massey, native of Flint, resident of Detroit, chronicled the story of the City of Southfield - past, present, and future - through the Tapestry of
A Community installation (for more information, please see the Introduction). To do this, he created three triptychs or massive works of public
art, each made up of three large panels for a total of nine panels. The visual narrative is located adjacent to Lawrence Technological University's
portion of the Southfield City Centre Trail. Seven of the panels have been completed.
"My main objective is to celebrate the community at its highest level," explains Dr. Massey. "To get people excited about wanting to come to
Southfield ... To get people curious as they drive on the expressway .... 'What's that color up there? What's happening up there?"' Dr. Massey
gathered what he calls "data" for his creation from residents at two virtual community forums. His goal is to have residents see themselves and
their history in his work of art. "I want to convey to people who are not from Southfield the story of the residents. That's my main thing."

-215-

�.--

.......

----

--

Chapter 8: Public Infrastructure
Current Programs and Initiatives

During the community forum, Dr. Massey didn't take notes. Instead, he sketched what the residents were describing: Southfield's downtown, a
man holding a giant gear, hands representing the city's diversity, the Rouge River. He is a storyteller, and unity is a theme in "Tapestry of a
Community." "I try to create a piece with multiple stories," he says, "but, it's one story when you look at it."

-216-

�Chapter 8: Pu'b lic Infrastructure
Current Programs and Initiatives

Placemaking
The public realm is defined as the publicly owned places and spaces that belong to and are accessible by everyone. These can include municipal
streets and rights-of-way (ROW), lanes, squares, plazas, sidewalks, trails, parks, open spaces, waterfronts, public transit systems, conservation
areas, and civic buildings and institutions.
Since 2016, the City of Southfield, in partnership with the Southfield City Centre District Board, has made a concerted effort to improve
placemaking in the public realm, especially in the Southfield City Centre. Placemaking improvements include, but are not limited to: wider
sidewalks and pathways (6 to 10 ft wide); pedestrian respite stations (benches and trash receptacles); art installations; wayfinding and
interpretive signage; bike-share and bike repair stations, bird and bat houses; improved transit stops (including bus stop pads, key-walks,
benches, trash receptacles, bike racks and bus shelters), dog stations (dog waste and dog treats) ; etc. To take a virtual tour of public art located
in the Southfield City Centre : https.//pocketsights.com/tours/tour/Southf1eld Southfield CttY_ Centre~Walking~rratl ~5207
The new Northland City Center will also incorporate many of the following place making examples into their development plans.

City Center Improvements
The Southfield City Centre Trail is a new urban greenway that brings community-desired walkability to a suburb once hostile to any form of
transportation other than the car. Situated along a major urban freeway, the trail is now a welcoming venue for heart-healthy activity and
provides opportunities for human-to-human and human-to-nature interactions. Forming the backbone for additional trail development, the
Southfield City Centre Trail has spurred economic development and promotes civic
,Na\\~
engagement through community-building events in a space where people feel safe
Map
Satellite
and welcome. Carved away from years of suburban indifference toward the needs
of pedestrians, this 7.75-mile trail and shared-use pathway provides space and
access for diverse individuals to connect and collaborate.

C Cel\101 Of

!i'

5"
Ii'
IOM,~Rd

...,
Southfield C1tv Centr

-217-

�r-

~

..,._.-

--· - · --

~

_.,,.
Chapter 8: Public Infrastructure
Current Programs and lnitiati\'es

Since the City Centre Trail was established, the Crohn's &amp; Colitis
Foundation has made the district home for their annual Take Steps
sponsored walk, bringing as many as 1,800 participants on a summer
Saturday each year. Additional organizations and community walks that
took place in 2020 and 2021 include:
•
•
•
•
•
•
•
•

MLK Peace Walk Celebration (MLK holiday Mondays)
Prayer March (6/6/20)
Kneel to Heal (6/14/21)
Black Lives Matter: Black Men Unite (6/28/20)
Mayor's Juneteenth Freedom Walk (6/20/2020 and 6/19/2021)
Michigan Association of Planning Conference City Centre Trail
Tour (10/1/21)
Walk To Raise Awareness of Domestic Violence (10/3/ 21)
AOL's Walk Against Hate (10/10/21)

The City also installed many respite stations, urban plazas, and gathering
spaces to encourage "community collisions." When you see a neighbor as
you pass in a car, you may only be able to nod your head or wave hello.
But when you're out walking, you can engage with each other and stop
and chat. The lending library, kiosk, and directional signs also encourage
community engagement.
Apart from organized activities, the trail is available every day year-round
for strolling, running, cycling, dog walking, and nature observing. For
modern individuals who spend most of their lives in artificial
environments and office spaces, the Southfield City Centre Trail
encourages health and vitality through fresh air and nature for every one
of every age in the community, just steps away from the front door.
By taking a 10-minute walk, individuals in 10 million square feet of office
and high-density mixed-use space can reap the physical and mental health
benefits of nature: reduced stress, increased attention, and enhanced
creativity. The greenway trail provides more than 30,000 office workers,
residents, students, and visitors the chance to engage with nature yearround on accessible half-mile looped paths that wind through outdoor

-218-

�Chapter 8: Public Infrastructure
Current Programs and Initiutivcs

"rooms." In the past 2 years (2020-2021), we have seen a renewed interest in walking in a safe and socially distant environment due to COVID19.
Users of the trail can educate themselves about the value of urban wildlife and plant amenities and environmental sustainability through
interpretive panels placed along the route, a resource that enhances knowledge, and therefore stewardship, of outdoor resources. It is within
the public realm that we can have the greatest impact on daily lives where people of all abilities, incomes, and backgrounds can meet, gather,
and enjoy the outdoors.
The trail system addresses the legacy of inequality by promoting walkability and equal access for non-motorized movement. In addition, the City
Centre Trail fundamentally provides for social equity and inclusion by giving lower income populations and persons with disabilities the ability to
safely travel to nearby work centers, educational opportunities, and health facilities.
Finally, the City Centre trail system, with its wide shared-use pathways, coordinated benches and trash receptacles, attractive and accessible
wayfinding, bicycle fix-it stations, art, whimsical bird houses, interpretive panels, and numerous other pedestrian amenities, has transformed a
largely vehicle-centric corridor into a safe and welcoming place for non-motorized traffic.
Front Lawn Redevelopment

As a part of the trail network, the front lawn of the municipal campus was redeveloped as a fitness loop. The 8 ft-wide walkway encourages
more pedestrian activity from members of the community and was a step towards achieving the vision of City Centre as a walkable environment.
3.33 circuits of the loop add up approximately to one mile or 20-minutes of heart healthy activity. The new walkway makes the front lawn
Americans with Disabilities Act (ADA) accessible for visitors, employees, and residents. It also allows more families with children in strollers
access to events on the lawn. The loop now includes trash receptacles,
benches, and public art as well, to support healthy living and
enjoyment on the Civic Center lawn. For more information on
recreation offerings in Southfield, see Chapter 3: Healthy Living.
As a way to revitalize the front lawn, the City is working on pursuing
grant funding through the Michigan Economic Development
Corporation (MEDC) in order to provide better access to the municipal
campus, promote social events, and resolve some of the ongoing
flooding issues. In conjunction with remodeling portions of the
Southfield Public Library, the proposed Civic Center Lawn
Improvement project has the potential to be a landmark event space
in the City. The proposed project is anticipated to be constructed in
several phases with an estimated total of $8,000,000.

-219-

�-

.--

-- ---~.......

~

Chapter 8: Public Infrastructure
CUJ-rcnt. Programs and Initiatives

Proposed City Centre Lawn Improvements

South Lawn

North Lawn

-220-

�Chapter 8: Pub]ic Infrastructure
Current Programs and .I nitiatives

DESCRIPTION
Phase 1

The Promenade + Utilities

$1,700,000

Phase 2A

The Commons

$800,000

Phase 2B

North Lawn + Library

$1,800,000

Phase 3

South Lawn

$1,500,000

SUBTOTAL
Phase 4

Permanent Stage

GRAND TOTAL

-221-

$5,800,000

$2,200,000
$8,000,000

�l
l

l
l

l

l
1
I

N
N
N
I

�Chapter 8: Puhlic Infrastructure
Current Programs and Initiatives

Red Pole Park
Once the first phase of the Southfield City Centre Trail was developed, the city
needed something to draw people's attention to this new pathway segment and
to make a bold statement. The concept of Red Pole Park came out of the need to
create a gateway feature, starting point, and landmark destination to heighten
the pedestrian experience and driver awareness. Much like a lighthouse signals
landfall to traveling vessels, Red Pole Park serves as a modern beacon along the
trail. Blue solar powered marine navigation lights were added to the tops of
several poles, which come on every night and blink like fireflies.
The first set of telephone poles were surplus and recycled poles abandoned after
a large ice storm in the area that were donated by DTE Energy utility company.
Initial fundraising for the project came through a 2017 Patronicity crowd-funding
campaign and a matching grant through the Michigan Economic Development
Corporation's (MEDC) Public Spaces Community Places initiative that raised over
$100,000. The City had six weeks to raise $50,000 to receive the "all or nothing"
$50,000 match. Ultimately, the City raised over $55,000 from donations from
individuals and corporate sponsors representing 3,665 individuals. Corporate
sponsors were capped at $10,000 each .
The various heights of the poles, stumps, and dots along the pathway represent a
conscious choice to embrace civic values in the community. To foster
sustainability, stewardship and education, the park represents past histories,
present goals and future growth of Southfield that will be nurtured by future
generations.
Red was a primary color selected not only for being highly visible, but
representing vibrancy, strength, love, and passion that inspires citizens to action.
The grouping of the poles represents an abstract grove of trees as one walks
through a forest trail.
The 140-linear foot section of pathway containing Red Pole Park, has 65 used
telephone poles measuring 35 ft above ground laid out in a diagonal grid. Due to
many underground utilities in the area, bench high stumps and red dots were
applied across the asphalt path to strengthen the grid where poles could not be
installed.
-223-

�....--

,__..

............... ........ ...,...
Chapter 8: Puhlic Infrastructure
Current Programs and Initiatives

Bat and Bird Houses
Within the City Centre and along its pathways, architecturally styled birdhouses provide shelter for wildlife and serve as natural conversation
starters. In addition, purple martin birdhouses and 5 new bat houses help to control mosquitos and other insects; bats can eat up to 1,000
mosquitos per hour. Moreover, Michigan bats feed on a variety of moths, flies, beetles, and other insects. Without a healthy bat population,
plants are placed at risk from invasive insects and humans are at risk of disease as the number of mosquitoes rise. By providing dry, safe houses
for bats to sleep, we can help our ecosystem .

-224-

�Chapter 8: Puhlic Infrastructure
Current Programs and Initiatives

Dog Stations

COVID-19 lead to an explosion of pet adoptions, especially with dogs and encourage people to lead more
active lifestyles. As many people started walking their dogs more while working from home, the City
realized more dog-related infrastructure was necessary along public trails. As such, the Planning
Department is recently installed 2 free dog treat stations along the City Centre trail. If successful, more
stations may be installed in other locations.
You Can Signs

Most parks and public spaces have signs with a long list of "No's," i.e. No ball playing, No skate boarding,
No Fun, etc. To encourage fun, community, and healthy living, Southfield added two "You Can Signs"
along the Civic Centre Trail.

~.~•==Ti

T- , .
·om~nc

ascaBoarJ

~O~:VI~

f--_

r

ll*

;E~I

l

I

-225-

�.---

..--

,...., ....- ,...,,..
Chapter 8: Public Infrastructure
Current Programs and Initiatives

Non-Motorized and Motorized Infrastructure
Wayfinding and Interpretive Signage
The City has recently installed updated wayfinding signage in the City Centre district to make recreation, tourism, and being outside simple and
enjoyable for both residents and visitors.

w.yfinding/Dire&lt;.lional

Blki. &amp; Pl!destt1•n Poth

Pedestrian Path

al

a.

Gatewoy Sign

G;ite~y Sign • Conden~d

Ped!Ktrlan Path Econo

S.kP

w

B
P11destrian Gat"WilY Sign

Interpretive Ponti

ThreeSldfd Kto!okw/Rod

-226-

Interior Information Oi,pl•y

,(/&gt;
Two Sid..,j K,c~k w / R

'You can·s19n,

Trdll Marker•

&lt;I&gt;

lw, c;,,dwd K, ~k

�J

Chapter 8: Public Infrastructure.'
urrent Programs and Initiatives

Pedestrian Respite Stations
Pedestrian respite stations include benches, accessible pads for wheelchairs and trash
receptacles placed approximately 1/8 of a mile apart. Strategically placed benches signal a
welcoming atmosphere, and, according to a 2017 survey by Center for Active Design, can even
help build public trust, increase public satisfaction, and encourage public participation. 65

-227-

�~

~

.--

,--.

,....,

............. ....-

~

ChaJ&gt;lcr 8: Public Infrastructure
Current Programs and Iniliati\'cs

Upcoming Road Projects
Map 31. Current and Upcoming Transportation Projects

r-------------W 1l llllie ltd
;;

1

10

7

,
Jti

1

W12111;lelld

•
J
C011strnc:tio11 Year
W 11 lllile Rd

y

19

20

...

a:

- - - 2022

I
...a:

=

1

- - - 202·1

!'

j

~ (

202:~

ii

Future
WtOIIIJlelld
'!I

30

...

a:

J

29

2

8
...a:

~

I

~

\\
~

c::::,(

82

3
~hie

··--..~....

ll

U"'

J'&lt;J.l!..'!J,.

-228-

�Chapter 8: Public Infrastructure
Current Progrmns and Initiatives

Traffic Calming
Traffic calming uses physical design and other measures to
improve safety for motorists, pedestrians, and cyclists. It
has become a tool to combat speeding and other unsafe
behaviors of drivers in the neighborhoods. It aims to
encourage safer, more responsible driving and potentially
reduce traffic flow. Traffic calming measures are grouped
within four categories: horizontal deflection, vertical
deflection, street width reduction, and routing restriction.
The category descriptions and the measures they include
are presented below.
A horizontal deflection hinders the ability of a motorist to
drive in a straight line by creating a horizontal shift in the
roadway. This shift forces a motorist to slow the vehicle to
comfortably navigate the measure :

•
•
•
•
•
•

Lateral shift
Chicane
Realigned intersection
Traffic circle
Small modern roundabout and mini
roundabout
Roundabout

A vertical deflection creates a change in the height of the
roadway that forces a motorist to slow down to maintain
an acceptable level of comfort:

•
•
•
•
•
•

Speed hump
Speed cushion
Speed table
Offset speed table
Raised crosswalk
Raised intersection

-229-

�,-

~

~

....

....-· ........ ....-

.....- .....Chapter 8: Puhlic Infrastructure
Cm·rcnt Programs and Initiatives

A street width reduction narrows the width of a
vehicle travel lane. As a result, a motorist slows
the vehicle to maintain an acceptable level of
comfort and safety. The measure can also
reduce the distance that a pedestrian travels to
cross a street, reducing exposure to
pedestrian/vehicle conflicts:
•
•
•
•
•

Corner extension (i.e., a curb extension
at an intersection)
Choker (i.e., a midblock curb extension)
Median island
On-street parking
Road diet

A routing restriction deters cut-through traffic
at intersections:

•
•

•
•
•

Diagonal diverter
Full closure
Half closure
Median barrier
Forced turn island

Southfield traffic calming examples include:
•

•
•

•

Mid-block chokes, bump-ins, and mini-roundabouts: On Winchester, traffic calming was completed with a scheduled water main

replacement and road improvement project in 2018. This included midblock chokers, intersection bump-ins and a mini-roundabout.
Speed studies confirmed a decrease in speeds after the measures were installed.
Roundabouts: These were installed along Bell Road in 2016 to remedy speeding and a stop-controlled intersection that was frequently
violated. Two previous round-a-bouts were installed on Evergreen Road in 2016.
Speed humps: This option was discussed with Neighborhood Services Committee in July 2021. As a result, a demonstration project for
speed humps along 5 local streets proposed: 2 roads will have asphalt speed humps and 3 other roads will each have different style
manufactured speed humps. Installation to be complete in spring 2022.
Speed Table: A speed table was installed in at the now vacated portion of Jeanette to limit traffic into the Evershire neighborhood from
the City Centre commercial district but has been removed to allow emergency vehicles and public works quick access.
-230-

�Chapter 8: Puhlic Infrastructure
Current Programs and Initiath'cs

Bus Stop Improvements
In 2019, the Planning Department completed a comprehensive review of 402 bus stops throughout the City evaluating each for transit
propensity utilizing 7 variables:
•
•
•
•
•
•
•

Density within¼ mile on each side of transit stops
% of population of older adults located within walking distance of transit routes
% of population of persons with disabilities located within walking distance of transit routes
% of population of low income located within walking distance of transit routes
Households with one or no vehicles
Ridership data provided by SMART and DDOT
Transfer locations

As a result, the City Council authorized Metro-Act funds to make improvements City-wide base upon priorities established in the study. Map 32
demonstrates the study's findings across the city.

-231-

�-

..... ----

.......-

~

.....,.

~

~

'111111'7
Chapter 8: Public Infrastructure
Current Programs and lnitiati\'cs

Map 32. Priority Bus Stop Improvements

~

· Id

"

Miks

\\

I

,u-·

...,f

·1

- ~·t..,n,
-. ,,.,

I

•...~~

I

• , L ;·

J ,'.~ -: ,,_

•

0

I

• ,.

•·...r~ J
' ,.

,

..

. .j

:H :

........
... -.:r

\ ··::_-· l

o..;11.•-----·-

•

fl•

'.: 1~ -t
t -'• -

,,

...

•, _,.,

....
ffj

Priority

'\

! \ l ......

;1114

Bus Stops

us

0.25

~.

. !:

....

r,
.,-

~rt•

•• ::- !&gt;.~ .....

., . .. ,.
iu

.,,

-

Ml

~

V '.1

!

-- .. ···• •

•
•
•
•
•
•
•

2
3
4

5
6

: l

Associated Amenities

.

'" .

•

•f

,: : i,

....... l

......
~

i

)

\ \

~

:..,

~,,.

j

J

\.

'

T

'

1.

1'

,.,

"

.

i

.....

";•• ...r

_' , ... ,:

I

~

.....

•,-s

~

~.,
""
•
""

,.._

·- e

~

'·..

' ,~:~f_j•'
··:1

~i

Medium 3-5
Keywalk, pad, bench,
trash
High 6-7

...•

G

..,,i

-

Low 0-2
Keywalk

l "• •

- -~ !'!

'-.

.~ !

\

3

I

: '

~

t -. ~"I•

it

I · ··

1

\

,,¥

.. .f

t
t

Keywalk, pad, bench,
trash, shelter

l

'

-232-

�Chapter 8: J&gt;uhJic Infrastructure
Current Pro~rams and Initiatives

Bus Stop Priority Plan (5-Vear - 2019)
Year1

Year2

•

•

Begin high priority
•
•
•
•
•

6 keywalks:
18pads:
15 benches:
13 trash receptacles:
14 shelters:

Total:

$8,700
S18,000
S26,400
520,400
S238,000

•

Year3

Complete high priority
• 4 benches:
• 4 trash receptacles:
• 4 shelters:

•
•
•
•

39 keywalks:
39 pads:
39 benches:
39 trash receptacles:

Total:

•

Total:

•
•
•
•

$56,550
$39,000
$85,800
$66,300

50 keywalks:
50 pads:
50 benches:
50 trash receptacles:

Total:

S72,500
S50,000
S110,000
S85,000
$317,500

$331,250

Year 5

Continue medium priority
•
•
•
•

Continue medium priority

Begin medium priority

$311,500

Year4

•
$8,800
$6,800
$68,000

34 keywalks:
55 pads:
55 benches:
55 trash receptacles:

•

Complete medium priority

$49,300
$55,000
$121 ,000
$93,500

•
•
•

$318,800 •

44 pads:
51 benches:
51 trash receptacles:

$44,000
$112,200
$86,700

Begin and complete low priority
•

59 keywalks:

Grand Total:
$85,550

Total:

$328,450

-233-

• Low:
• Medium:
• High:

$85,550
$1,126,850
$395,100
$1,607,500

�- - - - - - - - - - -- -- - - - - Chapter 8: Public Infrastructure
Current Programs and Initiatives

Stormwater and Green Infrastructure
Green Infrastructure Ordinance
In 2017, Southfield amended the Zoning Ordinance to include, encourage, and accommodate green infrastructure. The amendment created
regulations for green infrastructure and low impact development methods, as well as revised storm water management, landscape, and parking
standards, conditions, and general requirements. The update included definitions for a wide variety of green infrastructure features and
required additional detail for development projects, including the production of a stormwater management plan and landscaping plan for
developments that meet certain criteria for level of intensity. 66

Tree City USA Program
As a Tree City USA, the City's tree planting programs help to
reduce urban temperatures, lower air pollution, and slow
stormwater flows into waterways. City planners make every
effort to save (or replant) as many trees as possible with every
proposed site plan. Over 1,000 new trees have been planted
along streets and highways in Southfield. Southfield residents
may also take advantage of the Trees for Southfield program
where shade, flowering, or evergreen trees may be purchased
at-cost by Southfield residents and delivered right to their
home. Southfield landscape maintenance programs are also
"Earth-Friendly" to minimize surface water pollution, including
mowing high, recycling turf grass clippings, using integrated pest
management, and low phosphorus and slow-release nitrogen
fertilizers. The City has also developed standard tree planting
guidelines for developers, to make improving the urban forest
simple and easy. 67

Public Education on Riparian Corridors
The City has partnered with Beverly Hills, Birmingham, Oakland County, SOCWA, and non-profits to develop both a public education program
and a conservation management plan for the main Branch of the Rouge River. The effort is intended to preserve and protect the resource for
water quality and public enjoyment.

-234-

�Chapter 8: Puhlic Infrastructure
Current Pro~ram~ and lnitiatin~s

Drinking Water and Sanitary Sewer Infrastructure
Infrastructure Asset Management Program
In 2020, SEMCOG worked with local communities and agencies to collect data on underground water infrastructure: drinking water, sanitary
sewer, and stormwater systems. The agency is currently in the process of analyzing the data to develop regional metrics of overall water
infrastructure condition and investment needs. The goal of this study was to quantify the investment gap in the region's water infrastructure
systems in the region and to begin identifying funding opportunities for asset owners. 68

Construction Projects
At the time of this Master Plan, Southfield has five ongoing/recent water and sanitary sewer infrastructure projects. These projects, as well as a
description of each, are explained below.
Table 7. Priority Water Construction Projects

Project
Lctkc Ravines Subdivision
Section 24 Area 4: Soutlt/ield
Village Estates and Sherfield
Place
Section 25 Arca 10: Addison,
New Hampshire, George
Washington, Fairfax, Harden,
and Arbor
Section 25Areas 7&amp; 8: 1~en
Mile Road/Pierce Avenue
Intersection
Section 35: Melrose, Avcdon,
Stahelin, and Greenview

Scope of Improvements
Water Main replacement
Asphalt road rehabilitation
Improvements to stormwater outfalls
Sewer separation
Water main replacement
Road reconstruction
$13.2M investment
Water main replacement
Combined sewers will be separated and sanitary flow will be directed to pump station at Ten Mile and
Pierce
Storm leads will be made available for each home to connect sump pump lines
Water main replacement
Separating sanitary flow from storm water flow plus new sanitary pipe installation on some streets
Reconstruction of streets in concrete, including approaches
Water main replacement including upgrading 6" mains to 8" mains
Small amounts of storm sewer installations
Rehabilitation of asphalt streets by pulverizing existing asphalt and topping with 4" of a new asphalt road

-235-

�-

- - --- -- --- ..,..,.

~
Chapter 8: Public Infrastructure
Current Programs and Initiath·cs

GLWA Water Residential Assistance Program {WRAP)
The WRAP program provides direct assistance to low-income Southfield homeowners who have aging plumbing infrastructure, water bills, or
other general water needs. The program offers clients services such as a home water audit, plumbing repairs, water saving kits, and bill payment
assistance. This is supplemented by the City of Southfield Water Department, which offers free energy audits, rebates, and equipment that can
lower water bills.
Connection Assistance
The City provides two forms of assistance four properties that need or want to connect to City water and sanitary sewer. The first is a lowinterest loan for all Southfield residents, which allows for an interest only payment of 3% for the first three years with the remaining balance to
be financed at 3% amortized over 15 years for a total of 18 years. The average septic to sewer loan in Southfield is $9,448.57 with an annual
payment of $791.47 (again dependent upon other factors). The second is a zero-interest loan for income eligible residents through the
Southfield Home Improvement Program Well and Septic Program (SHIP-WAS Program). The SHIP-WAS Program will cover the cost of tap fees,
installation of sanitary and water lines, elimination of septic tanks and minimal/limited restoration of areas disturbed by construction.

-236-

�Chapter 8: Puh1ic .Infrastructure
Key Trends &amp; Challenges

Key Trends &amp; Challenges
Electric Vehicles
As electric passenger vehicles (or EVs) become more popular, Southfield is readying itself for the changes in infrastructure that will come along
with the national shift. Michigan currently offers 480 publicly accessible charging stations featuring nearly 1,400 charging outlets, in addition to
146 private charging stations throughout the state. Michigan continues to build out this infrastructure to encourage further EV adoption, putting
the state within the top 25% of states for electric vehicle registrations. Recently, Southfield installed two EV stations right at the Civic Building
(pictured right) and is continuing planning for more EV spaces in the future.
Although electric vehicles are an environmentally-conscious alternative to a standard vehicle, the City of Southfield is cognizant of the various
challenges regarding the use of electric vehicles. The Fire Department is concerned about safety hazards related to fires caused by the highvoltage, lithium-ion batteries. Electric vehicle fires are rare but pose a threat when they do occur. The cost of owning an electric vehicle is
discouraging, especially in low-income households. The lack of charging stations may also hinder residents from purchasing an electric vehicle.
As the City continues to support the use of electric vehicles, the City will continue to explore other sustainable transportation options.
Resources, data, funding opportunities, case studies, and best practices for electric vehicles and infrastructure planning can be found on the
Southeast Michigan Council of Government's website.
Table 8. EV Charging Stations

Existing
Lawrence Technological University
Southfield Municipal Campus*
Eaton Corporation (2)
1-800-LAW-FIRM/Karmanos
Tamaroff Nissan
Avis Ford
Onyx Office Building

21000 W Ten Mile Rd
26000 Evergreen Road
26201 Northwestern Hwy
26700 Lahser Rd
28585 Telegraph Rd
29200 Telegraph Rd
29777 Telegraph Rd
Proposed

Denso (3)
Mapletree Apartments
Proposed Gas Station

* Public
-237-

24777 Denso Dr
28509 Franklin Rd
28681 Northwestern Hwy

�,-

- ---

-

..... ....-· ......

...- ...Chapter 8: Puhlic Infrastructure
Key Trends &amp; Challenges

Autonomous Vehicles and Car Sharing
Automated and connected vehicles (ACV) and autonomous vehicles have captured the interest of the public, industry, and transportation
authorities. ACVs can significantly reduce accidents, fuel consumption, pollution, and the costs of congestion which in turn will offer a
fundamental change to the future U.S. transportation network. 69
Further, connected vehicles will drive the transformation of global wireless data networks, make it unnecessary for many to own a car at all, and
radically alter transportation. Electric vehicles or EV's are the future, and each year automakers add more EVs to their lineup. Everyone is
working on electric vehicles, from well-established existing manufacturers to new names. 70
Who needs a parking spot close to work if your car can drive you there, park itself miles away, only to pick you up later? Indeed, one of Google's
goals is to facilitate car-sharing. That means fewer cars on the road. Fewer cars, period. Who needs to own a car when you can just order a
shared one and it'll drive up minutes later, ready to take you wherever you want?
"This [has the potential to] dramatically reduce the number of cars on the street, 80% of which have
people driving alone in them, and also a household's cost of transportation, which is 18% of their
income-around $9,000 a year-for an asset that they use only 5% of the time," said Robin Chase, the
founder and CEO of Buzzcar. 71
One impact that will need to be addressed is the residential power grid and supply through electric
charging stations. Drop off and pick-up areas will need to be designated for autonomous vehicles.
Reduced parking stalls and parking areas, which means reduced impervious surfaces, may also be a
benefit from more autonomous vehicles.

Autonomous Delivery
Rapid growth in electronic commerce, or e-commerce, and consumers' demands for faster provisioning
of goods and services requires transportation companies to improve logistical approaches and delivery
technologies. Among other strategies to meet growing reliance on ecommerce and consumer demands,
transportation companies have developed automated delivery devices to provide safe and efficient lastmile delivery, which is the movement of a product from the transportation hub to its final destination,
often in a residential location. Automated delivery devices are autonomous robots that have safety and
navigation features and are designed to travel on sidewalks or along the shoulder of roadways. Some
people believe that retailers and consumers in Michigan would benefit from the safe and uniform
deployment of automated delivery devices. Accordingly, it has been suggested that the Michigan
Legislature enact legislation to govern the use of automated delivery devices.

-238-

�Chapter 8: Public Infrastructure
Key Trends &amp; Challenges

Nature-Conscious Building
As mentioned above, low-impact development (LID) uses manmade and natural landscape features to handle storm water as close as possible to
where rain and snow fall, and to manage this water as a resource rather than a waste product. Beyond the typical LID methods like rain gardens
and green roofs, additional methods of nature-conscious building have emerged over the last five years, including using bio-conscious
construction mat erials and incorporating habitat into building design . Beyond green roofs they use vegetation to capture stormwater, some
engineers are now considering roof ponds, which can capture water and provide habitat for waterfowl in areas that otherwise lack open water.
Initial research has found that roof ponds are about equally effective in maintaining indoor thermal comfort as other passive heating and cooling
strategies. 72 Additionally, some companies are finding ways to change t he composition of construction materials themselves to reduce carbon
emissions and make it easier to grow plants on the surface of buildings - the London School of Architecture has been experimenting with a bioconcrete that lets moss grow on the surface, step toward incorporating green infrastructure into previously unexplored aspects of
development. 73

COVID-19 Pandemic-Driven Recreation
Following the onset of the COVID-19 pandemic, the demand for urban greenspace has grown across the nation as people recreate closer to
home, rather than traveling far distances to major attractions or national parks. In March of 2020, researchers saw a nearly 100% increase in
Google users including "go for a walk" in their search terms online. 74 Increasingly, green infrastructure is being recognized as a way to add
greenspace into the small pockets of cities that are currently lacking. For example, adding a rain garden along a busy street makes getting out
and walking during more enjoyable and gives people a mental respite from the pandemic, while also capturing roadway runoff. As a largely builtup city, Southfield is in a unique position to benefit from these green infrastructure additions in areas where large greenspaces cannot be
constructed.

Smart Infrastructure Monitoring
Leveraging recent advances in technologies, "smart" water systems are poised to transform water resources management by enabling real-time
sensing and control. To reduce flooding and improve water quality, University of Michigan Professor Branko Kerkez and his team are using
autonomous sensors and valves to create "smart" stormwater systems. In collaboration with social scientists, engineers, and local officials and
residents, the research team is working to discover adaptive, real-time ways to reduce flooding forecasting, and improve water quality. Sensors
measure the quality of the water, as well as how much of it is flowing through the system at any given time, and other variables. These sensors
have been deployed in both Detroit, through the GLWA, and Ann Arbor, and may be the future of water management in midwestern cities. 75

Trees as a Utility
Communities around the US are increasingly starting to think of trees as a key part of the stormwater infrastructure system . Trees act as a "living
utility" by intercepting stormwater and absorbing it before it becomes a burden on municipal pipes and waterways. For example, the City of Ann
-239-

�,__

r-

·--

,_., 1...- ,....,- l. ..,-

~

7

1111111•" l
"

ChaJ&gt;ter 8: Public Infrastructure
Key Trends &amp; Challenges

Arbor maintains an extensive street tree network that captures 65 million gallons of stormwater each year, amounting to approximately
$4.million in infrastructure savings for the City. As cities trend toward more invocative definitions for "utilities," it may be time for Southfield to
consider the inclusion of natural features, beyond green infrastructure, as a formal infrastructure asset. 76

Materials Management

,

The City of Southfield has maintained an ongoing partnership with the
Resource Recovery and Recycling Authority of Southwest Oakland County
(RRRASOC) for the City's recycling needs. The City encourages all residents to
participate in recycling efforts and offers information on the City's website
regarding how to obtain recycling carts and bins. RRRASOC's data indicates that
the City of Southfield is a high performer with recycling participation. However,
the City falls short from the national average and is underperforming when
compared to neighboring cities. There is much room for improvement with
recycling participation and the City acknowledges the following challenges:

CITY OF SOUTHFIELD

2021 Souo WASTE AND RECYCLING DASHBOARD METRICS

Materials
Household Hazardous Waste (tons
Yard Waste (tons
Total Tons Utilized

u
•
•
•

Lack of public education on the proper way to recycle various
household materials
Lack of understanding of the positive impact each individual makes on
the community and the environment by choosing to recycle
Inability for apartment complexes, condominiums, and other multifamily housing units to participate in a recycling program

With the City's upcoming Sustainability Action Plan, one of the goals is to
reconcile some of the disconnect with recycling participation through better
public education efforts and reevaluating public policy to accommodate
recycling programs for various commercial and residential properties normally
overlooked or excluded. The Sustainability Action Plan will also thoroughly
analyze recycling data provided by RRRASOC and evaluate annual metrics such
as participation levels, amount of materials recycled, and equivalent carbon
reduction attributed to recycling.

-240-

La

Reduced Airborne Pollution Emi
Reduced Waterborne Pollution Emis
tons

8,023.31
29.3%
19,402.18
27,425.49

2.954
11
160
19,723

�Chapter 8: Public Infrastructure
Key Trends &amp; Challenges

The recycling benefits the City would like to emphasize include the following:
•
•
•
•
•

Recycling creates 10 jobs for every ton of material recycled, while only one job is created if that same tonnage is landfilled.
About 100,000 trees are saved annually by RRRASOC's recycling efforts.
Recycling in our communities reduces the emission of airborne pollutants by nearly 300 tons every year, not including GHG.
Recycli ng by RRRASOC's residents annually reduces greenhouse gas emission (GHG) by approximately 6,000 metric tons of carbon
equivalent (MTCE) - equal to nearly 4 percent of their total GHG emissions.
Each year, approximately 100 billion Btu's are conserved through RRRASOC's recycling efforts, equal to the amount of energy consumed
by more than 1,000 homes in one year

SUSTAINABLE MATERIALS MANAGEMENT
PREFERRED

REDUCE
'rrlols again and again

nnde-d

REPURPOSE
u

RECYCLE
RECOVE 'R
,,..o ~+J T H01t1r~ o,..

~"'(, ---•~"'o.: "';.
.._c,'V

~

,R

!~
~

i

~

~

last

~

I

c.GLi:.

"llllll■■M•,..·.._...,"f,::-o'&gt;

&lt;l:?o;s,~4"

R·R·R·A·S·O·C

LEAST PR

0

GLE 1 800

-241-

�·-

--

----Chapter 8: Public Infrastructure
Key Finding8

Key Findings
What is Sustainability?
According to the United Nations Commission on Sustainable Development,
Sustainability means "meeting the needs of the present without compromising the
ability of future generations to meet their own needs." The three interrelated pillars
of sustainable developments include the environment, social equity, and economic
development.

Strengths and Opportunities
Sustainability Planner
In January of 2022, the Southfield Planning Department began hiring for a new
position: Sustainability Planner. Although the Department has already been
administering sustainability programs and ordinances over the last decade, creating
a formal position presents a key advantage for implementing sustainability-focused
goals for the City's future. Over the next five years, the Sustainability Planner will
concentrate on launching public education campaigns, creating and monitoring
sustainability metrics, identifying resiliency strategies, pursuing grant funding
opportunities, and enhancing existing green infrastructure, woodland, and other
sustainability-related plans. As other Michigan communities have begun to adopt
their Sustainability and Climate Action Plan, the Sustainability Planner will lead the
efforts of creating the City of Southfield's Sustainability and Climate Action Plan for
the City to formally adopt. The Planner will help the City become more involved in
organizations such as the Great Lakes Adaption Network, Institute for Sustainable
Infrastructure, and the United States Green Building Council.

International Council for Local Environmental Initiatives {ICLEI)
A second sustainability-related opportunity for the city is the possibility of joining the
International Council for Local Environmental Initiatives, which is an international
non-governmental organization that promotes sustainable development. ICLEI
-242-

'

...... \ SustainabJli

�Chapter 8: PuhJic Jnfrastructurc
Key Findings

provides technical consulting to local governments to meet sustainability objectives, and over 2,500
municipalities in the U.S. are already members. City Administration and the City Planner will formally
recommend joining ICLEI to help guide the City towards the goal of being a more sustainable
community.
ICLEI provides numerous resources that will guide the City in developing a comprehensive
Sustainability and Climate Action Plan. One of those resources is the Sustainability Planning Toolkit.
This toolkit is a written guide intended to assist local municipalities in organizing their planning
efforts and acknowledging that each community is unique and may deviate from some of the
toolkit's processes.

Ongoing System Separations and Planning Ahead
Southfield's ongoing efforts to separate combined sanitary sewer and stormwater systems is putting
the City in a better position to handle increased flooding in the future. The City also continues to plan
ahead for these events through the Capital Improvements Plan (CIP}, which plans to make the
following infrastructure improvements:
•
•
•
•
•

Storm Water Treatment -Adopt treatment regulations for cleaner surface water
Basins - Rebuild and maintain existing storm water basins
Sewers -Rebuild and maintain existing sewers
Stream Bank Erosion - Repair stream bank infrastructure
Storm Water Detention - Repair and restore open stream channels

Co-Locating Traffic Calming with Green Infrastructure
As mentioned above under the COVID-19 Pandemic-Driven Recreation section,
Southfield's status as a built-out city makes it uniquely well-suited to leverage
green infrastructure to increase green space and stormwater capture . To add
another function, the City could co-locate green infrastructure improvement with
traffic calming efforts, incorporating vegetation as a way to slow traffic and
improve roadway safety. For example, rain gardens can be planted in pedestrian
crossing "bump-outs" to increase drivers' sense of closeness to the curb and
encourage slower speeds. For further opportunities regarding the City's pilot
traffic calming program, please refer to the Key Findings of Chapter 4.

-243-

�r--

~

~

,..... ....... ...Chapter 8: Puhlic Infrastructure
Key Findings

Redevelopment Ready
One of the City's strengths is the numerous services that it offers to incentivize and lower the cost of green development. These services include
the standardized tree planting and stormwater engineering schematics that are free for any developer to use. In addition to these, the City
offers Green Fast Track Review to any development project that has environmentally sustainable or "green" components, which prioritizes site
plans that meet sustainability objectives.

Climate Migration Destination
As the world's climate changes, experts are looking around for places that are likely to receive in-migration of population. A growing number are
pointing to the Great Lakes region, especially Michigan, and its historic cities and towns. From a climate migration perspective, the region has
many advantages: it is not subject to sea level rise or hurricanes, prone to wildfires, and rarely experiences water shortages. Additionally, the
region's most frequent extreme weather events, blizzards, are likely to be mitigated by a warming climate. 77

• Lead Plan Development
• Ensure Departmental Participation
• Make Major Announcements

• Brainstor
• Develop
• Input on
Plan
• Planning

• Lead Plan Development
• Ensure Departmental Participation
• Make Major Announcements

• Define High Priority Issues
• Analyze Issues &amp; Strategies as
Required
• Public Meeting Participation

-244-

�Chapter 8: Public Infrastructure
Key Findings

Weaknesses and Threats
Climate Change: Climate Migrators and Floods
Climate change refers to long-term shifts in temperatures and weather patterns. These shifts may be natural, such as through variations in the
solar cycle. But since the 1800s, human activities have been the main driver of climate change, primarily due to burning fossil fuels like coal, oil
and gas. Burning fossil fuels generates greenhouse gas emissions that act like a blanket wrapped around the Earth, trapping the sun's heat and
raising temperatures. Examples of greenhouse gas emissions that are causing climate change include carbon dioxide and methane. Energy,
industry, transport, buildings, agriculture, and
2- SLIGHT
construction are among the main emitters.
(SLGT)
As more people move to Michigan over the next
Scattered
No severe*
century, many cities will experience a strain on their
severe storms
thunderstorms
existing infrastructure as more people use their water,
possible
expected
stormwater, and sanitary sewer systems. Southfield
Lightning/flooding
Short-hved andtor
More persistent
may face a particular challenge under this scenario,
I threats exist with all
and/or widespread,
due to its aging infrastructure and high impervious
thunderstonns
a few intense
surface area, which makes it more susceptible to
flooding.
The City has experienced more frequent Category 2
storms in the last few years which have been attributed
to power outages, property damage, and flooding.

-245-

�,,_,

--

~

--

llllllr"

_.....
Chapter 8: Public Infrastructure
Key Findings

In October 2022, the Sustainability Team at the City of Southfield released a survey to all City Staff to understand individual baseline
perspectives regarding sustainability. Survey participants were allocated two weeks to complete the survey and the results were anonymous.
The survey consisted of 15 questions organized in various formats from ranking topics of importance to filling in blanks with phrases and
recommendations that correspond to certain questions. There were a total of 75 participants from numerous departments throughout the City.
Overall, most responses confirm the importance of sustainability and reflect support for the development of a Sustainability and Climate Action
Plan. Over 97% of respondents Agreed (61.33%) or Strongly Agreed (36%) that "Sustainability is an important aspect of the future of our City."
Figure 25. Response Summary from City Staff Sustainability Survey - Question 1
QUESTION - How do you feel about the following statements?

I have a good understandlns of what sustainablllty is and
what It means to me.

1U7'K

Sustainability Is an Important aspect of the future of our
City.

6.00%

Sustainability Is an Important aspect of the future of our
Region.

34.67'(.

Sustalnablllty ts an Important aspect of the future of our
State.

34.67%

Sustainability Is an Important aspect of the future of our
Country.

32.00%

56.~

24 .00%

The City of Southfi~d should develop a Sustainability Plan
to help guide our current and future actions regarding
sustainability.
The City of Southfiel d should develop a Climate Action
Plan to address factors that effect our climate.

11.~

31.6~

The City of Southfield should set or help establish
Greenhouse Gas (GHG} Emission Reductions Goals for City•
owned assets and operations.
The City of Southfiel d should set or help establish
Greenhouse Gas (GHG) EmlsslOl'I Reductions Goals
Citywide.
Renewabl e energy sources such as solar, seothermal,
wind, biomass, and hydropower should be prlorltlted to
meet current and future energy demand.

21.IK

17.811'

33.33"

35.62"

■ Strongl

-246-

�Chapter 8: Public Infrastructure
Key Findings

Figure 26. Response Summary from City Staff Sustainability Survey - Question 2
QUESTION - The following are some topics that are commonly referenced in the discussion of sustainability.
How important is it that the City of Southfield prioritize these topics?
Water &amp; Sewer - Safe and reliable access to clean
water and disposal of waste.
Transportatjon - Maintenance of roads, bridges,
public transit, and walkable Infrastructure.
Solid Waste &amp; Recycling - Accesslbl._. and easily
understood solid waste disposal options.
Municipal Facilities - Modernized, energy efficient
buildings and facilities.
Community Cohesion - Diverse, equitable, and
rnclusive access to community resources and civic
engagement.

,....

lo.It"

24.32%

32.43"

10.27"

ll.08"

16-221'

25.68%

33.78"

U.Sl"

Public Health &amp; Safety - Accessible programs and
information.
Economic &amp; Financial Vitality - Responsible and
transparent financial practices.

U.Sl"

Energy - Dependable and resilient infrastructure.

12~

Education - Competitive, equitable access to quality
education and Information.

U.'IOK

Culture - Civic engagement through art, history, and
social sciences.
Environment - Maintenance of ecosystems, habitats,
air quality, and natural resources.

21.38%

30.14"

20~55"

1U&amp;1'

11.11"

26.39"

23.61"

■ 1 (Not Important)

-247-

■2

■ 3

4

■

S ,(Very Important)

■

No Answer

�,_ l--

·-

I_, ,_...

I---

11111111""""

ll
Chapter 8: Public Infrastructure
Goals, Objectives, and Sll·ategies

Goals, Objectives, and Strategies
Goals
o
o
o
o
o
o
o
o
o
o

Ensure sustainability improvements are distributed equitably across the city
Ensure that all elements of the built environment, including land use, transportation, housing, energy, and infrastructure, work
together to provide sustainable, green places for living, working, and recreation, with a high quality of life
Ensure that contributions of natural resources to human well-being are explicitly recognized and valued and that maintaining
their health is a primary objective
Promote active living by making it safer to walk or bike to daily activities like shopping, work, school, and recreation
Support and adopt Smart Growth policies to ensure the community is socially, economically, and environmentally sustainable
Educate the community about sustainability initiatives and opportunities to lower their impact on the planet
Foster partnerships with sustainability experts to create a network of knowledge
Facilitate access to information and communication technology
Develop policies that focus on higher quality of life through clean air and water, beautiful parks and green spaces, and clean and
efficient energy use
Promote the public welfare and serve the public interest, convenience, and enjoyment through the promotion of the arts in the
City of Southfield

Objectives and Strategies
o
o
o
o
o
o
o
o
o
o

Hire a Sustainability Planner
Establish a Sustainability and Climate Action Plan Task Force
Create and adopt a Sustainability and Climate Action Plan document
Adopt a Climate Action Resolution by City Council
Adopt a formal Complete Streets Policy, beyond that included in the Master Plan, and a Vision Zero Action Plan
Join the International Council for Local Environmental Initiatives (ICLEI)
Engage City Staff and Elected Officials in sustainability education efforts and surveys to establish baseline sustainability
knowledge
Recruit external partners to form a Sustainability Advisory Board
Author educational material for City events that promote sustainable practices
Ensure infrastructure projects do not adversely impact disadvantaged communities or the natural environment

-248-

�I

m
~

N

I

�Chapter 9: Public Facilities and Services
Art Title: LTU Barrier Mural 2
by Sheila Nico/in

�r 9: Public Facilities and Scn·iccs
·111Lroduct.io11

Chapter 9: Public Facilities and Services
Introduction
The City of Southfield offers a range of public facilities to its residents and businesses. The quality, availability,
and cost of these elements are among the factors influencing growth and redevelopment in the city.
Residential, commercial, and especially industrial users, make location decisions based, in part, upon the ability
of a municipality to meet their present and future needs in the most cost-effective way possible. As
competition for new development between communities grows and as technology advances, residents and
business owners will expect more from local governments. To keep pace with these demands, Southfield must
continually upgrade and diversify its facilities and services.
Public facilities and services include educational and religious institutions, library facilities, public safety, parks (discussed in Chapter 3: Healthy
Living), sewer, and water (discussed in Chapter 8: Public Infrastructure), all of which are provided to serve the needs of residents and businesses
in Southfield. These are all organized and operated daily by City departments. Residents also influence these services through participation in
commissions, boards, and election to City Council.

City Government
The basic form of local government in Southfield is Council-Administrator. The Administrator is responsible for overseeing the everyday
mechanics of City government and reports directly to the seven-member City Council. City Council is the local legislative body which determines
City policy, makes decisions on zoning, ordinances, and legislative matters. The Mayor, the ceremonial head of City government, makes
recommendations to Council and is the City's representative to all other legislative bodies.
The City of Southfield is a progressive community that is a welcoming, livable, sustainable, vibrant, walkable, and inck.:~:·v'e city that strived to
provide equal opportunities to all individuals. The City of Southfield is fortunate to be served by many long-tenured elected officials,
administrators, department heads, directors, and staff. Both the Mayor and City Administrator maintain open door policies to their respective
offices to maintain clear and open lines of communication. The City of Southfield also launched a new program in 2016, the Southfield
Ambassadors, as a collective of talented residents that strive to stimulate progress within Southfield's civic, community, business, and economic
development landscapes. Ambassadors work to connect with fellow residents and surrounding cities to promote Southfield and raise awareness
of its many events and activities. This select group of volunteers engage in an active two-year leadership development program while
networking with Southfield officials, organizations, and businesses to raise public awareness of key programs and projects for the city.
-251-

�-

-

---

---

......,..

IIIIIIIF"'

..,...

lllllllr""
Chapter 9: Public Facilities and Services
Introduction

Ambassadors are diverse in their work and life experiences as well as their demographic backgrounds. The intent of the Ambassadors program is
that they will stay involved in the city well after their two-year fellowship to continue their efforts to benefit the community.

City Boards and Commissions
Southfield has an active resident population that participates in many different boards and commissions, totaling 34. Residents may become
members of these groups either through appointment or by election. At the time the plan was prepared, these bodies included, but are not
limited to:

Existing City Boards &amp; Commissions
Arts Commission
Board of Review
Brownfield Redevelopment Authority
Building Authority Commission
Building Code Board
Citizens Police Advisory Board
City Centre Advisory Board
City Council
Civil Service Commission
Commission on Senior Adults
Downtown Development Authority (DOA)
DOA Citizens Area Council
Economic Development Corporation
Electrical Code Board
Fire and Police Retirement System Board
Historic Designation Advisory Board
Historic District Commission

Housing Commission
Library Board
Library Building Authority
Local Development Finance Authority
Local Officers Compensation Commission
Mechanical Code Board of Appeals
Parks and Recreation Commission
Planning Commission
Plumbing Code Board of Appeals
Retiree Health Care Benefits Plan and Trust Board
Tax Increment Finance Authority
SERS Board
Total Living Commission
Veterans Commission
Wildlife Commission
Zoning Board of Appeals

----------~---~~--~~~~~~-~~~~~~~~~--~~--

City Departments
The City of Southfield Donald J. Fracassi Municipal Campus, including City Hall, is located at 26000 Evergreen Road in the Southfield City Centre
district. The Campus houses offices for most City Departments, including Parks and Recreation, Senior Center, Public Safety (Police), the 46th
District Court, Public Services, City Administration, Clerks and Treasurer, and boards and commissions. At the time this plan was prepared, the
City had 31 departments under the Mayor, City Council, and the City Administrator. Many of these departments had a direct or support role in
implementation of this plan.

-252-

�Chapter q: Public Faci.lities and Services
Introduction

Other Agencies and Institutions
Southfield includes a host of outside agencies
that require on-going coordination and
communication. Institutional resources such as
libraries, schools and places of worship enrich
the lives of residents and are important in
attracting new businesses and residents to the
region . Institutional resources should be
showcased consistently as this plan is
implemented. Most importantly, the City of
Southfield should work to highlight these
facilities in promotional materials to help
market the City.

Southfield Public Library
The Southfield Public Library is located within
the Municipal Center complex on Evergreen
Road. The library has been a dependable
community resource and center for information
since 1960. The library has grown steadily ever
since and now offers an unsurpassed collection
of over 250,000 print and media resources, all
easily accessed in a world class building
constructed in 2003.
All residents of Southfield and Lathrup Village
are eligible for a Southfield Library card which
includes access to the library's electronic
offerings such as e-books, downloadable
audiobooks, and research databases. The
library is part of TLN (The Library Network), a
consortium of 65 communities which have
formed reciprocal borrowing agreements to
allow residents access to each other's libraries.
-253-

�..--.

--

---

...

...,..

llllllllf'"

lllllf"'"
Chapter 9: Public Facilities and Set"\'ices
Introduction

The Southfield Public Library offers a full array of modern library services, including books, magazines, newspapers, DVDs, CDs, public
computers, WI-Fl, audiobooks, and wonderful programming. Below is a sampling of the types of amenities available at the Southfield Public
Library:
•
•
•
•
•
•
•
•
•
•

Vibrant Children's Library
lmaginarium Children's Garden
Group Study Rooms
Drive-Up Services
Friends Book Sales
Auditorium and Large Meeting Room
Foreign Language Collections
Literacy Collection
Quiet Study Areas
Small Business Start-Up Center

Oakland County and Oakland County Michigan Works! Southfield
The Oakland County Michigan Works! Southfield Service Center is a Division of the City's Business and Economic Development Department.
Funded by Oakland Workforce Development Board, the Michigan Department of Labor and Economic Opportunity administers the following
programs for job seekers and employers:
•
•
•
•

Employment Services
Workforce Innovation and Opportunity Act (WIOA)
Trade Adjustment Assistance (TAA)*
Partnership, Accountability, Training, Hope (PATH)*

Oakland County Michigan Works! Southfield is one of six Service Centers in Oakland County. 78 As a One-Stop Center, they have designed their
programs to fit local needs, working together with the Business Development Department, Southfield Area Chamber of Commerce, and schools
to fulfill the Michigan Department of Labor and Economic Opportunity Mission Statement "to develop a system that produces a workforce with
the required skills to maintain and enhance the Michigan Economy."
Its major premise is that all major workforce development and economic development services should be available through a single point of
entry. Oakland County Michigan Works! Southfield's focus is to help ensure that Michigan employers hire better educated and better trained
employees.

-254-

�Chapter 9: Public Facilities and Sc1"\·iccs
Introduct.ion

MOOT and Oakland County
Two key agencies are the Michigan Department of Transportation (MOOT) and Oakland County. The County interacts with the City in many
facets including the drain and road commissions, parks and recreation, economic development, and the court system.

Colleges and Universities
Lawrence Tech University
Lawrence Technological University (LTU), www.ltu.edu, is a premier private university providing superior education through innovative
programs, cutting-edge technology, small class sizes, and a commitment to its motto, "theory and practice." LTU offers more than 100
undergraduate, master's, doctoral and professional certificate programs in Colleges of Architecture and Design, Arts and Sciences, Business and
Information Technology, and Engineering.
PayScale lists LTU among the nation's top 11% of universities for alumni salaries, which is the highest in the Detroit metropolitan area. Forbes
Magazine lists LTU as one of America's Top Colleges and the Wall Street Journal/Times Higher Education places LTU in the top 10% of American
colleges and universities. It is also listed in the top tier of Midwestern universities by U.S. News and World Report and the Princeton Review.
LTU enrolls 3,000 students during an academic year. Its four residential halls have a
combined capacity of over 1,000 students. The University was founded in 1932 with the
support and encouragement of Henry Ford . Established to meet the educational needs of
business and commerce, LTU has continuously maintained close ties to industry in a
multitude of projects in a wide variety of fields. A Lawrence Tech education strives to explain
not only why something works, but how it works in real situations and applications.
Many LTU academic programs require participation in professional projects that seek to
solve real-world problems facing practicing architects, engineers, managers, scientists, and
others. Students also gain hands-on experience through co-op jobs and internships.
Professional organizations provide additional opportunities to network with industry leaders.
Many students participate in applied research projects as early as their freshman year.
Lawrence Tech students regularly earn top awards in international competition with other
leading colleges and universities. LTU graduates report, in numbers well above national
norms that they arrive in the workplace feeling prepared and ready to do their jobs. Even in
challenging economic times, 84% find career positions or are registered for grad school at
time of commencement - greater than the national average.

-255-

LTU MISSION

"Lawrence Technological University's major
focus at this time is the creation of
additional space to accommodate emerging
fields in engineering, the life and other
sciences, and architecture. Looking ahead, it
is likely that the University will continue to
consider additionai on-campus student
housing and the building out of amenities
that address needs for student recreation
and athletics, conference and meeting
spaces, campus beautification, applied
research, and a host of other scholastic and
academic needs."

�.,_..

_.

... ---

~

......
Chapter 9: Public Facilities and Services
Introduction

LTU's student body is diverse with more than SO countries represented on campus. The University's Study Abroad program is open to all
students, and various cultural events and celebrations focused on diversity are held annually on campus. LTU also maintains relationships and
partnerships with universities worldwide.
LTU was Michigan's first wireless laptop computer campus and has been ranked among America's top SO "unwired" universities. All
undergraduates receive their own University-issued personal computer loaded with their field's industry-standard programs -valued up to
$75,000. No other university in the nation offers 24/7 access to computing power like the LTUZone.
The A. Alfred Taubman Student Services Center consolidates all student support services - from admissions through career services - into a
convenient one-stop center. This innovative 42,000-square-foot building, which utilizes many energy-efficient and environmentally friendly
features and technologies, serves as a "living laboratory" and is part of a region-wide stormwater management effort. The Nabil Grace Center
for Innovative Materials Research, located on LTU's campus, is a state-of-the-art laboratory for the research, development, and testing of
materials for defense and infrastructure applications.
LTU offers an undergraduate honors program for highly motivated and qualified students. The Quest Program in the College of Arts and Sciences
encourages students to go above and beyond their studies and explore their interests on a deeper level. The Academic Achievement Center
helps ease the transition from high school to college by providing support services.
In addition to exceptional educational opportunities, LTU offers an exciting student life. A growing number of men's and women's varsity athletic
programs are offered. Lawrence Tech is a member of the National Association of Intercollegiate Athletics and the American College Hockey
Association. More than 60 student clubs and organizations, including student government, fraternities, sororities, honor societies, and student
chapters of professional groups, sponsor a variety of activities during the year.

-256-

�Chapter 9: Public l•acililics and Sc1Ticc.
Introduction

Oakland Community College (OCC)

The OCC Southfield Campus is located at 22322 Rutland Drive (west of Providence Hospital, south of Nine Mile Road), within the Southfield
Downtown Development District. The OCC Southfield Campus offers college readiness, degree, and transfer programs, and serves as a major
resource for the primary and continuing education of health professionals. State-of-the-art laboratories support an array of health professions
programs, including:
•
•
•
•
•
•

Diagnostic Medical Sonography
Nuclear Medicine Technology
Nursing
Radiologic Technology
Respiratory Therapy Technology
Surgical Technology

Approximately 4,000 students attend the Southfield Campus each fall. Nearly half of Southfield students are pursuing an OCC degree or
certificate, followed by approximately 42% of students seeking to transfer to a four-year institution. Programs with the largest enrollment at the
Southfield Campus are nursing and business administration.
The campus, one of five in the OCC system, offers easy entry to the Lodge and Southfield Expressways, and is on public transportation routes to
provide students convenient access. Its urban setting is central to Berkley, Beverly Hills, Oak Park, Southfield, and the border of Wayne County.
Strategic priorities are performance areas where investments of resources will add the most value to advancing student success and
achievement of OCC's vision.
•
•
•
•

College Readiness (Developmental Education)
Employment Readiness (Career and Technical Programs)
Transfer Readiness
Financial Accountability

-257-

�r --

---

--~-

-· - ....

...,.,
Chapter(): Public Facilities and Sct'\'ices
Fire Department

Fire Department
Current Conditions
The Southfield Fire Department was the first in Michigan to offer
advanced life support (paramedic services) when it initiated the
service in 1972. Since then, it has continued to be a leader in
emergency medical service, with the most modern training and
equipment available. Southfield offers a full-service Fire
Department which has the dual ability to fight fires and provide
paramedic service. It also supplies technically trained special rescue
teams such as hazardous materials, high-rise, confined space, and
trench rescue. The Department is among the busiest in the county
and still manages to maintain an average response time of less
than 4 minutes to any address.
A fire station supports the needs of the fire department and the
community in which it is located. It must accommodate extremely
diverse functions, including housing, recreation, administration,
training, community education, equipment and vehicle storage,
equipment and vehicle maintenance, and hazardous materials
storage. While it is usually only occupied by trained personnel, the
facility may also need to accommodate the public for community education or outreach .
Fire stations will vary somewhat in design depending on specific mission (e.g., the types of
emergencies that will be responded to or the types of fires that will be fought). Usually, the
facility differences relate to the size of the firefighting apparatus and facility location.

SOUTHFIELD FIRE DEPARTMENT
MISSION
"To provide the citizens and visitors of

Southfield with the highest quality fire

In 2022 there were five fire stations - two located on Nine Mile, two on Twelve Mile, and one on
Lahser Road.

and fire protection available. We

Recent Programs and Initiatives

accomplish this mission by intense

prevention, emergency medical care,

training, thorough preparation, prompt

Emergency Medical Services {EMS) Patient Transporting Program

professional response, and a positive,
caring attitude toward those we are

The Emergency Medical Services (EMS) Patient Transporting Program continues to provide the
highest quality service to residents. Since EMS began transporting in 2005, the Fire Department
-258-

sworn to protect."

�Chapter 9: Public Fncilit:ics and Services
Fire DeparlJnent

has brought in net revenues of $20,800,000.00 over the last 10 years to assist in supporting services. The Fire Department has received over
$2.5 million dollars in grants for EMS over the last 5 years.

Assistance to Firefighter Grant (AFG)
Since the onset of the COVID-19 pandemic, the AFG has been re-invigorated by federal pandemic response funds. The Fire Department has
successfully applied for and won AFG funds in the past and will continue to pursue them in the future. In 2013 the fire department applied for
and was granted $39,000 through the AFG to purchase and implement:
•
•
•
•

60 new fire helmets and physical fitness equipment
6 new commercial treadmills
5 new stair climbers
Firefighter Physical Fitness Program

Michigan Mutual Aid Box Alarm System (MABAS), Oakway Technical Rescue, Hazmat and Training
The Fire Departmenf s involvement in the Michigan Mutual Aid Box Alarm System (MABAS), Oakway Technical Rescue, Hazmat and Training has
worked toward meeting the City1s objective of greater "regionalization. 11
Membership and Divisional Leadership in the State of MABAS is a user-driven system designed to streamline the requesting and providing of
emergency and fire service resources across the State of Michigan and the Great Lakes Region for events such as major fires, train derailments,
tornadoes, hazardous materials incidents, wild land fires, domestic or foreign terrorism and other events that may overwhelm a local fire
department.
MABAS-MI is one of four states that are piloting the deployment of Mutual Aid Net, a software application that is designed to serve as a resource
database and mutual aid deployment tool.

Key Trends and Challenges
Fire Services Changes
It is perceived by many fire service leaders that fire departments across the United States will see a shift from just emergency service response
to a comprehensive community risk reduction and management focus. This statement is becoming more and more common as the Department
talks with other fire service leaders from across our nation. At the National Fire Academy Executive Fire Officer (EFO) Research Center,
documents are being developed and presented on this very topic. It was a topic of discussion at the International Association of Fire Chiefs
(IAFC) strategic planning meeting.

-259-

�--

-

....

111111W

1111111W'

• .,....

~

,,,,,..

Chapter 9: Public Facilities and Services
Fire Department

Medical Technology Innovations
The medical field is continuously changing with innovative equipment and procedures always on the horizon. EMS is often the first step in the
chain of patient care and the Southfield Fire Department's actions are a pivotal point in determining ultimate patient outcome. Hence, the
Department is acutely aware of these changes and readily adapt as required. Southfield Fire Department EMS has always been on the forefront
of adaptation.
Current examples include:
•
•
•
•
•
•

Electronic EMS reporting (improves documentation and billing).
Intra-osseous capability (enables vascular access through bone) .
CO monitoring (measures patient and FF Carbon Monoxide levels).
Res-q-Pod {CPR airway adjunct, increases blood flow to brain).
King Vision Laryngoscope {Increases successful ET intubations).
CPAP (Continuous Positive Airway Pressure, used to treat severe DIB.

Key Findings and Future Plans
The Fire Department already responds and reactively handles most
emergencies and crisis within the community. The Southfield Fire
Department will be focusing on a proactive approach to allow for a safer
community which works towards improving the quality of life for
residents. If the City can prevent most incidents from occurring, then
costs to individuals and the community will be significantly reduced,
quality of life will be improved, and the potential for economic
sustainability will be increased. As government budgets continue to
shrink, stress on the Department's ability to provide service will continue.
The impact of these cuts is witnessed almost daily in the fire service
across the country, with browning out of fire stations, closing of fire
stations, staff reduction through attrition, and critical staffing reductions
through layoffs.
The Fire Department has reached a new era in its history. As the
Department enter this new era it must adapt its philosophies, strategies,
and tactics. The builders and engineers that design and construct
disposable buildings will need to focus their efforts on fire codes that
require automatic fire suppression systems as well as early detection

-260-

FIRE DEPARTMENT 5-10 YEAR GOALS
1) New Fire Training Tower (insert photo illustration)
2) Achieve and retain a diverse fire service workforce
3) Continue to take advantage of State and Federal Grants to
help reduce some of the financial strain on the
community
4) Increase community education in the areas of risk
reduction, fire safety and emergency medical services
(EMS). Technological advances in EMS have enabled
enhancements in patient care that have improved
outcomes and shorter hospital stays for our patients.
5) 2 Week Summer Fire Camp for High School Kids.
6) Implement a "Citizens Fire Academy" that will focus on
the day-to-day operation of the fire department.

Topics:
•
•
•
■

•
•
•
■
■

•
•
•

Administration of the Fire Department
Tour of Facilities and Dispatch Center
Fire Behavior/Ladder Operations
Fire Engines/ Ambulance Familiarization
Hazardous Materials Program
Vehicle Extrication
Fire Hose and Ventilation
Fire Prevention and Code Enforcement
Fire Safety Education and CPR Training
Portable Fire Extinguishers ABC Fires
Incident Command System
Ride Along

�Chapter 9: Public 'F acilities and Scn;ccs
Homeland Security and Emergency Preparedness Division

systems in all properties - including residential properties - where these systems must be mandatory. Builders who fail to embrace new
technology set communities up for increased risk, which will force the Department to employ new tactics and develop a new Risk Management
Plan.
To keep pace with societal changes, the Southfield Fire Department must continually review the mission and determine if it will meet the
community's demands into the future. The old mission of simply "saving lives and protecting property" may no longer have the depth or scope
necessary to meet future challenges and the expectations of the public. If the mission must change, fire service leaders must take steps now to
meet the challenge of this change. This will require innovation, courage, and the commitment of fire service leaders at all levels, both career
and volunteer. Embracing change may be the single greatest challenge facing the fire service in the next century.
The Southfield Fire Department has been and will continue to be a regional leader in areas of fire suppression, EMS, high-rise firefighting,
technical rescue, hazmat, public education, and technology.

Homeland Security and Emergency Preparedness Division
Current Conditions
The Homeland Security and Emergency Preparedness Division has been in Southfield for many years. Also called "Emergency Management," the
Homeland Security and Emergency Preparedness Division was designed to meet the current needs of the City with regard to preparedness,
mitigation, response and recovery in the event of a man-made or natural disaster. While many communities rely upon County and State
agencies, Southfield has an independent, State-recognized program to serve its residents directly.

The continued effort to safeguard the lives and property within Southfield requires a commitment of continual planning, training, and exercising
of the response capabilities for any type of threat or disaster that may occur. Paramount to how well the City respond to such an event is how
well it is prepared . Preparedness is a whole community approach, so the Division has implemented a "Do 1 Thing" initiative that encourages
families to take small steps each month toward becoming better prepared for emergencies and disasters. Every step individuals make to
becoming prepared will help first responders, their loved ones, and others in the community. The goal of the Homeland Security and Emergency
Preparedness Division is to continue to partner with residents, the business community, and County, State and Federal Agencies to ensure
Southfield remains a disaster resilient community.

-261-

�....

......

--

--

IIIIIJ""
Chapter 9: Public Facilities and Scr\iccs
Homeland Security and Emergency Preparedness Di\'ision

Recent Programs and Initiatives
Closed Point of Dispensing (POD)
Whether caused by an accident, disease outbreak, or terrorist attack, an emergency could occur requiring the public to receive immediate, lifesaving medication. The CDC's Public Health Emergency Preparedness (PHEP) cooperative agreement provides funding to state and local public
health departments to support their effective response to a range of public health threats. One of the requirements of the cooperative
agreement is for states and localities to develop plans for receiving, distributing, and dispensing medication from the Strategic National
Stockpile, a national repository of critical medication and supplies that are available to supplement state and local resources during a public
health emergency. The goal in a large-scale emergency is to get medication to the entire population in a short, clinically relevant timeframe (e.g.,
the release of anthrax into a community would require the public to receive medication within 48 hours).
The City of Southfield has partnered with the Oakland County Health Department to establish a Closed Point of Dispensing (POD). Operating a
Closed POD in a public health emergency will help assure timely distribution of medications to employees and their family members. The
establishment of this POD complements the emergency preparedness plans, improves employee health and safety, helps the City maintain a
continuity of operations and aids in becoming more resilient during and after an emergency.
Community Emergency Response Team (CERT)
The Community Emergency Response Team (CERT) Program educates people about disaster
preparedness for hazards that may impact their area and trains them in basic disaster
response skills, such as fire safety, light search and rescue, team organization, and disaster
medical operations. Using the training learned in the classroom and during exercises, CERT
members can assist others in their neighborhood or workplace following an event when
professional responders are not immediately available to help. CERT members also are
encouraged to support emergency response agencies by taking a more active role in
emergency preparedness projects in their community.
The City of Southfield currently has 31 active CERT members. Annually, they volunteer approximately 1,200 hours to assist at special City events
and to assist with training and exercising. In the event of an emergency, Southfield CERT is readily available to assist in multiple functions.
Southfield's Emergency Management Division offers free certification classes for adults 18 and over consisting of 2 hours of classroom
instruction and 8 hours of practical training consisting of group exercises.

-262-

�...
Chapter 9: Public Facilities and ScrYiccs
Police l&gt;cpartn1enl

Police Department
Current Conditions
The City of Southfield Police Department (SPD) is an essential part of the Public Safety Group. The
department, based out of the Donald F. Fracassi Municipal Campus, provides a variety of quality
services. The Patrol Division is staffed by over 80 uniformed officers assigned to road patrol. The
Investigations Division includes a Crime Lab, Detectives and Evidence Technicians. Specialized
assignments consist of School Resource Officers, Community Relations Unit, Traffic Safety Bureau,
Canine Unit, Animal Control Unit, Tactical Crime Suppression Unit, and the Special Entry and
Response Team (SERT). The 9-1-1 Emergency Communications Center is also part of the Police
Department.
The SPD is continually striving to maintain the highest level of commitment, dedication, and
service to the residents of Southfield and its visitors. Southfield Police Department officers aim to
ensure the Department remains exceptional and deserving of the trust and confidence of the
community through community-oriented policing, continual comprehensive training, and selection
and retention of quality personnel who will best represent the police profession.
The SPD has adopted the Community Harms Directed Policing Model. Many police agencies
measure success through reductions in violent crime and property crime. Under the Community
Harms Directed Policing Model, violent and property crimes will remain a top priority of the SPD.
However, community input regarding harms affecting quality of life concerns is compiled and
addressed with a sense of urgency.

POLICE DEPARTMENT
ACHIEVEMENTS 2017-2020

•

•

•
•

•
•

Fully deployed Body Worn
Cameras
Use of Force policy is in
alignment with National Best
Practices in Policing
Developed a Domestic Violence
Prevention Strategy
Instituted an Awards Ceremony
for the Police Department
Began annual recognition of
Breast Cancer Awareness and
Domestic Violence Awareness
Established a Traffic Safety
Bureau

This approach ensures that the Department is being creative at implementing strategies to address community concerns related to behavioral
health, environmental issues, substance abuse, traffic accidents and, youth safety. This model provides the SPD with a framework to strategically
allocate resources appropriately. The model is fluid, allowing it to address changes in community harms over time.

Crime
In 2018, the Southfield violent crime rate per capita decreased to 278 per 100,000 residents. In 2019, it decreased again to 272 .7 per 100,000
residents. The most recent data shows a slight increase in violent crime between 2019-2021. Property crimes decreased in 2020 and rose to an
average rate again in 2021, as shown in Table 9.

-263-

�•

...

..,.,

Chapter 9: Public Facilities and Services
Police Department

The employees of the Southfield Police Department have leveraged technology, strengthened partnerships and as a result, a significant number
of perpetrators were arrested for assaults and property crimes. SPD is committed to serving the residents of Southfield. The implementation of
innovative programs will continue to be instrumental in the overall reduction of crime.
Table 9. Crime Statistics, 2018-2021

Type of Crime

2018

2019

2020

2021

Murder and Non-Negligent Manslaughter

2

3

4

Sexual Assault

31

1
28

34

52

Robbery

46

35

37

60

Aggravated Assault

90

94

181

220

Property Crimes

1,372

1,366

1,145

1,372

Burglary

262

915
195

321
791

182

Larceny-theft

614

214
793

254

342

357

Violent Crime

Non-Violent Crime

Motor-vehicle theft

Recent Programs and Initiatives
Domestic Violence - Coordinated Community Response Team (CCRT)
Prevention, awareness, and enforcement are all key components to reducing the harms caused by domestic violence encounters. The
Department has formed partnerships with Haven, the Southfield Domestic Violence Group, the 46th District Court, and the Southfield Fire
Department to organize community outreach initiatives. The strategy involves a multi-layered approach designed to change behaviors of
offenders and victims. SPD has established a Domestic Violence Coordinated Community Response Team (CCRT). The CCRT is a multi-disciplinary
group comprised of public safety officials, representatives of the court, school officials, elected officials, and non-governmental community
advocate organizations. The CRRT is dedicated to the identification of high-risk domestic violence cases and the creation of a coordinated
community response, including prevention and community education.

-264-

~

�Chapter 9: Public l•'acilitics and Services
Police Department

Traffic Safety
The Traffic Safety Bureau is strategically deployed to address community traffic concerns occurring within the city. The mission of the bureau is
to reduce harmful driving behaviors through education, awareness, and enforcement. Traffic accident data and citizen complaints are used to
identify areas of enforcement.

Overdose Mapping
The police department has partnered with the Michigan High Intensity Drug Trafficking Areas (HIDTA) program to track, document, and share
fatal and non-fatal drug overdose incidents (Overdose Mapping). When police or fire units respond to a drug overdose scene, the information
received is entered in a national data base by the Communications Section . Detectives can gather pertinent information to be used for
investigative purposes (victims, suspects, type of narcotics etc.). In addition, the system will alert SPD if patterns or spikes of drug overdoses
occur in Southfield or neighboring jurisdictions.

COMEBACK Quick Response Team
The Southfield Police Department has partnered with Families Against Narcotics (F.A.N.) and implemented a COMEBACK Quick Response Team.
The COMEBACK Quick Response Team (QRT) is a collaborative program created and developed to reduce the mortality rates in Michigan
counties due to overdose deaths. This partnership will engage in positive intervention to provide education, support services, and recovery
options, all while working together to reduce the stigma associated with those suffering with substance use disorders.
Currently, there are 20 police departments in Michigan that are participating in this initiative. The process provides a 72-hour follow up with
overdose cases occurring in the city. Southfield Police Officers will respond with certified counselors assigned to the QRT and provide free
resources to those suffering from substance abuse disorders, as well as their families. The program is grant funded; participating Southfield
Police Officers have received the training and the costs were covered through the program.
A monthly review of the Department's policies and procedures are conducted to ensure services provided are in line with national best
practices. Maintaining a cutting-edge approach to addressing the expectations of the community they proudly serve is paramount in building
community partnerships and keeping with the community policing model. Additionally, the creation of the Chief's Citizens Police Advisory Board
allows for an even further collaboration in their customer service approach. This allows residents to voice their concerns related to their
neighborhoods. The open line of communication enhances transparency and trustworthiness. This proactive approach is a change in "how things
used to be done" and allows for solving issues through channels in addition to law enforcement.

School Collaboration/Youth Engagement
Members of the department have fostered partnerships with youth mentoring organizations. Topics of discussion include education, financial
literacy, interaction with authority, social issues, and mental health coaching techniques (suicide prevention, conflict resolution, etc.).

-265-

�...
-

...

.......

....-

- - - ..,,. IIIIF'
Chapter 9: Public Facilities and Ser,ices
Police J&gt;cpart111ent

The Southfield Public School District has invited the Southfield Police Department to participate in school-based mentoring programs. The goal
of this collaboration is to develop meaningful relationships between the youth and law enforcement.
SPD increased the number of School Resource Officers (SRO) assigned to the Southfield Public School District. The SROs are responsible for
providing safety and crime prevention in the schools. In addition, the Community Policing Unit contributes to youth engagement by conducting a
variety of relevant initiatives directed at our youth .

Key Trends and Challenges
Recruiting and Retention
Law enforcement agencies across the country are encountering challenges in recruiting and retention. National movements to defund the
police, protests, civil unrest, and distrust of the police has resulted in a record number of police officers choosing to retire early. In addition,
there has been a significant reduction in applicants interested in careers in law enforcement. In response, the Southfield Police Department has
formed a Recruiting Committee. The goal of the Committee is to develop creative ideas to attract qualified applicants to join the Department's
ranks. The Committee, in partnership with the Human Resource Department, is dedicated to streamlining the hiring process and enhancing
recruiting outreach efforts in high schools, colleges, universities, and entertainment venues.

Levering Technology to Combat Crime
The advancement of technology has created an avenue towards greater crime reduction and suspect apprehension. Police departments
choosing to incorporate this trend have instituted a variety of strategies to leverage technology. The Southfield Police Department, in
collaboration with multiple agencies throughout Southeast Michigan, have acquired Flock Safety Camera License Plate Readers. The high-quality
cameras are affixed to existing light poles and can capture images of vehicles and their license plates (speeds up to 100 m.p.h.) day or night. The
investigative benefits of the system include detection and identification of the following:
•
•
•
•
•
•

Stolen vehicles
Missing persons (Amber Alerts)
Wanted persons
Sex offenders
Terrorists
Personal Protection Orders (PPO)

The system also allows for participating agencies equipped with the technology to share the data among each other. The Southfield Police
Department understands the value in leveraging technology and will continue to enhance technology as useful developments become available.

-266-

...

�Chapter q: Public Facilities and Services
Police Dcparhncnt

Greater Emphasis on Organizational Accountability
A key emphasis on accountability is related to sustaining public trust in the community that the police department has committed to serve and
protect. Greater organizational accountability will include policies and procedures that reinforce the reduction of use of force incidents and the
identification of national best practices in training. De-escalation and other harm reduction tactics increases officer and community safety.
However, prope r supervision accompanied with courageous leadership will ultimately be the essential component needed to strengthen the
relationship between police and community.
It is important to note that the Southfield Police Department initiated the national movement for the "Duty to Intervene." The Southfield Police
Department has also instituted an internal Crisis Intervention Team which focuses on response to mental health calls for service. The
Department is currently in the process of developing a sustainable plan for addressing mental health throughout the city. The strategy consists
of incorporating mental health professionals to assist police officers in addressing non-emergency mental health related calls.

Key Findings and Future Plans
The Southfield Police Department has specific priorities for the future including:
•
•
•

Continue implementation of non-traditional police management concepts, or the private sector approach to governmental
management. That is, increase the level of service by viewing the public and police employees as customers and addressing their needs.
Develop and encourage a leadership style that will support a high level of service by retaining and developing personnel.
Continue community policing programs, partnerships between police, business, schools, and residents, designed not only to solve crime,
but to help solve related problems.

For all public safety elements, it is important to remember that the more open and visible these departments and efforts are to the public, the
more at ease residents will feel. This will, in turn, garner long-term stability amongst residents and business owners and assist with residential
and economic growth .

-267-

-

�•

-

...

IIIIIIJ""

IIIIIIJ""" IIIIJ"
Chapter 9: Public J.'acilities and Services
Southfield Human Sc1"\·iccs Department (SHSD)

Southfield Human Services Department (SHSD)
Current Conditions
The Southfield Human Services Department offers short-term support services for Southfield residents who
may be experiencing hardship. The program is a "hand-up" and not a "hand-out," as it provides temporary
emergency resources and assistance while helping residents develop strategies to successfully resolve their
hardships. The Department's goal is to help residents overcome personal hurdles to achieve a satisfying and
productive quality of life.
SHSD promotes advocacy and awareness of quality-of-life issues that affect older adults and the physically
challenged. SHSD uses numerous services to give a helping hand to those who experience hardship. SHSD
also provides programs or facilitates program assistance for a broad range of community-related, quality of
life items.

Recent Programs and Initiatives

SOUTHFIELD HUMAN
SERVICES DEPARTMENT
MISSION

"We strive to offer services
and opportunities to promote
personal growth,
independence, dignity, and
respect for the citizens of
Southfield. Helping people to
help themselves, each other,
and the community."

Legal Aid
Pro bono legal consultations are provided by SHSD in partnership with Lakeshore Legal Aid .
Social Work Outreach Services
•
•
•
•
•
•
•

Provide consultations/referrals/financial assistance to qualified families/older adults based on identified need (clothing, food, utility,
housing, furniture)
Partner with Focus Hope, The Emergency Food Assistance Program (TEFAP), and Forgotten Harvest to provide food boxes to families/
older adults
Adopt-a-family program allows businesses, faith-based organizations, and residents to contribute food and gifts to families/older adults
during Thanksgiving and Christmas
Assist area veterans with special funding in conjunction with the Southfield Veterans Commission
Minor vehicle repair and employment solutions through a partnership with Tone Up For Tune Ups
Information sharing and community advocacy as the principal liaison connection between Commission On Senior Adults (COSA)
Partner with Southfield Goodfellows to ensure that no child is left behind at Christmas

-268-

~

�Chapter 9: Public l•acilitics and Services
Southfield Human Services Department (SHSD)

Educational Programs
Partner with My Brother's Keeper, Community Housing Network, and Oakland Livingston Human Services Agency to provide educational
programs (free homebuyer, youth symposium, financial literacy, etc.).

Key Trends and Challenges
Some key challenged facing the SHSD include :
•
•
•
•
•
•

Affordable housing and addressing needs of homeless
Increases in the city's senior population and low-income population
Providing dependable, quality, public transportation - especially for older adults
Increase of foreclosures and domino effect on surrounding property values
Financial assistance for residents experiencing hardship circumstances
Population with mental illness

-269-

�.

-

-

-

--

..,- - -

lllllr llllr f/11/r
Chapter 9: Public Facilities and Services
Southfield Schools District

Southfield Schools District
Map 33. School District Boundaries

The Southfield Public Schools District is located in the suburban
communities of Southfield and Lathrup Village. The district
comprises approximately 27 square miles in southeastern Oakland
County, Michigan. For more than 65 years, the community has
supported public schools by approving nearly every millage and
bond issue that has been put before the public for a vote. This
support allows the district to spend approximately $11,950 per
pupil.

~

9,

The majority of Southfield residents, and all of Lathrup Village, are
served by Southfield Public Schools. A small segment of the
population in the northeast corner of the City attends Birmingham
Public Schools, while some in the southeast corner attend Oak Park
Schools, as shown right.

Farmington
ublic
Schools

Mission Statement
The Southfield Public School District educates all students in a
collaborative, safe, supportive, and high-quality, student-centered
environment and prepares dynamic, innovative learners to compete
within the global society.

''

' .~

I

,- -,

r

I

---~--,

11

--,
ll
L-.r--J

I!

I

__ : ' ~tarencev~~-

----~-~ --- Sch~o"''bls- "'

Southfield
Public
Schools

._,

(
(

'

I

I

l _ J

[
ark-

-----

-

--~.-:.-

Source: Oakland County Planning and Economic Development Services

Current Conditions
School Sites
In 2022, the Southfield Public School District had 12 school sites (reduced from 17 in 2009) located near and within the neighborhoods and
accessible by school bus or walking and biking including:
[Morris] Adler Elementary School
[Alice M.] Birney Middle School
Bussey Center for Early Childhood Education
[John F.] Kennedy Elementary School
[Glenn] Levey Middle School
MacArthur Elementary School
[Helen] McIntyre Elementary School
-270-

~

�Chapter 9: Public Facilities and Service,:
Southfield Schools District

Southfield High School for the Arts and Technology
[Adlai] Stevenson Elementary School
[Mary] Thompson Middle School
University Middle/High School Academy
[Arthur H.] Vandenberg Elementary School

EARLY CHILDHOOD

A further reduction of school sites is expected in the 2026-27 school year. In May 2019, the City of Southfield
created the Residential Unit Development District (RUDD) to provide flexible zoning to encourage innovative
redevelopment of vacant or underutilized former school buildings and sites. In July 2022, the Southfield School
Board heard proposals for 4 school-owned properties that the Board may divest for redevelopment purposes:
Brace Lederle, Leonhard, a vacant parcel adjacent to Thompson, and a large, SO-acre undeveloped parcel of
property located on Inkster Road between Ten and Eleven Mile Roads. Proposals ranged from private school
use to duplex and triplex workforce housing, to single family residential site condominium units. Final decisions
will be made by the Board at a future meeting.
For more information on the potential use of School District sites for "missing middle" housing, please see the
Restructuring section at the end of this chapter and the Reuse of School Sites section in Chapter 4.

Accreditation
In 2008, Southfield Public Schools became the sixth school district in Michigan to receive district accreditation
from the AdvancED/North Central Association (NCA) of Colleges and Schools. All regular K-12 schools in the
Southfield School District are fully accredited by NCA. The Bussey Center is accredited by the National
Association for the Education of Young Children. This means that Southfield schools meet nationally recognized
standards for quality.

"Early Childhood is an
essential time for children to
learn as this is when the
foundation of learning is
cemented for the rest of their
lives. Children benefit
developmentally, socially,
and academically from
participating in high-quality
early care and education
(ECE) programs. A plethora of
research studies have
indicated that high quality
early education promotes
school readiness,
literacy/numeracy skills, and
other positive short and long
term outcomes."
(Source: The Short and Long
Term Impacts of Large Public
Early Care and Education
Programs, Morrissey, Feb 28

2014)

Early Warning Legislation
In July of 2015, "Early Warning" legislation was signed into law by Governor Snyder, which is a Michigan law (P.A. 109 of 2015) that requires
schools to submit a balanced budget with a 5% fund balance for the two most recent years. This legislation requires th€l Southfield Public School
District to show a two-year balanced budget. If this threshold is not met, the State requires the school district to enter into an enhanced deficit
elimination plan. If the district fails to submit or comply with this plan, the State may appoint an emergency manager and transfer control of the
district's finances over to the Department of Treasury.
In 2015, the Southfield Public School District realized that their current model was unsustainable and needed to act proactively to restructure in
order to stay solvent.

-271-

�-

-

111111111""

--

--

Chapter 9: Public Facilities and Scr\'ices
Southfield Schools District

Figure 27. Southfield Public Schools 2022
Statistics

Key Trends and Challenges
Reduction in Student Population
In 1969, the Southfield Public School district had an enrollment of 16,350, which has dropped
to 5,036 students in 2022. The District lost 38% of its revenue over the past 10 years due to
declining enrollment. The estimated student population forecast for school year 2026-27 is
4,044 to 4,147 students. The reduction of student population can be attributed to many State
and national trends:
•
•
•
•
•
•
•
•
•
•
•

The 'baby boomlet' population bubble has graduated
Michigan birth rates are down
Michigan is still recovering from the out-migration during the COVID-19 Pandemic
The overall population of Southfield has declined from a high of 78,322 in 2000
Fewer people are living in each household
The housing crisis is driving resident to remain in their homes longer post-children
A large inventory of vacant houses in Southfield
Rise in Charter School enrollment
Oakland County Open Enrollment has meant that more students opt-out than opt-in
Rise in homeless students
Increase in Orthodox Jewish residents who send their children to religious schools

Pandemic-Related Teacher Shortages and Online Classes
Principals, superintendents, and counselors are filling in as substitutes in classrooms as the
surge in coronavirus infections further strains schools that already had been struggling with
staffing shortages. Staff absences and the variant-driven surges have led some big districts,
including Detroit, to switch temporarily to virtual learning. Where schools are holding the line
on in-person learning, getting through the day has required an all-hands-on-deck approach,
with some districts even brining in military members as temporary staff.

Elementary

2,596

Middle School

620

High School

1,679

Total

4,895

General Operating

16.9492 mills

Debt Retirement

2.3000 mills

Total

19.2492 mills

2020-21 Expenditure

I Est. $93,894,857

2021-22 Expenditure

Est. $93,407,253

2022 State Equalized
Value

$2,762,835,212

2021-22 Drop Out
Rate

3.25%

2021-22 Graduation
Rate

89.45%

The COVID-19 Pandemic has also impacted the way the District delivers instruction. The
District now offers virtual and remote learning options that are used in instances when it's not
possible to deliver instruction in-person. The District also offers online courses for students in the credit recovery program as well as students
looking for specialized courses through independent study.

-272-

~

�Chapter 9: Public Facilities and Services
Southfield Schools District

Key Findings and Future Plans
Updated Technology
All of Southfield's school facilities are modern and up-to-date, meeting all current fire, safety, and Barrier-Free standards. A modern instructional
and administrative technology system is in place. The district provides one computer for every three students. Additionally, all classrooms have
access to laptops, LCD projectors, and iPads for elementary students. The District's technology focused classrooms also utilize SMART Boards and
USB microscopes.
Class Size
The ratio of professional staff to students in the Southfield Public Schools is 1 to 15, meaning class sizes are relatively small. Maximum class sizes
are as follows: Kindergarten-grade 1, 27 students max; grades 2-3, 28 max; grades 4-5, 29 max; grades 6-8, 30 max; and grades 9-12, 32 max.
Occasionally, a class will exceed the numbers stated above and a teacher assistant is assigned to classrooms above the stated maximums.
Restructuring
Restructuring of the district will occur in 2026-27. The proposed changes include:
•

•
•

•
•
•
•

Closing Vandenberg, McIntyre, Southfield Regional Academic Campus and Magnolia Center. Students affected by these closures will be
assigned a new home school according to a new educational pathways structure. Parents will also have the option to select a school of
choice based on availability.
Relocating the SRAC Credit Recovery program to the Southfield High School for the Arts and Technology campus and develop a plan to
sunset the program.
Combining University Middle and High School Academy with MacArthur K-8 University Academy to create a new University K-12
University Academy. This will remain an examination school with admission based on an entrance exam at the middle and high school
levels.
Launching a JROTC program in partnership with the United States Air Force.
Maintaining all current programs.
Elementary and middle school students who live more than a mile from school and high school students whu :ive more than a 1 ½ miles
will receive transportation as usual. School of choice students will not receive transportation according to district policy.
Partner with the school district to find innovative solutions for adaptive use and infill housing at many of the closed and underutilized
school building sites.

-273-

�•

-

-

- - ..- ... ..- II/Ir
Chapter 9: Public Facilities and Sc1~ices
Goals, Ohjccth·es, and Strategics

Goals, Objectives, and Strategies
Goals
o
o
o
o
o
o
o
o
o
o
o
o

Improve public transit for older adults, low-income riders, and people with disabilities
Provide excellent public facilities
Recognize and respect Southfield's diverse community through a care and wellness approach in identifying and responding to
community social needs
Promote recognition and inclusion of multicultural differences and lifestyles
Assist families in keeping and purchasing homes suited for their needs and financial ability
Develop and promote educational opportunities and resources that will assist residents in achieving a higher and healthier
quality of life
Ensure that all elements of the built environment, including land use, transportation, housing, energy, and infrastructure, work
together to provide sustainable, green places for living, working, and recreation, with a high quality of life by
Ensure fairness and equity in providing for the housing, services, health, safety, and livelihood needs of all residents and groups
by providing accessible, quality public services, facilities, and health care to the community
Improve the City's preparedness, resilience, and adaptability in the face of both natural and human-caused hazards
Ensure that all local proposals account for, connect with, and support the plans of adjacent jurisdictions and the surrounding
region
Provide opportunities for life-long learning and increased collaborations and partnerships with agencies that provide services
to the City
Use environmental justice principles to reduce exposure to toxins and pollutants and provide equitable green space access

Objectives and Strategies
o
o
o

Provide Establish community-wide Wi-Fi
Explore options for additional public or workforce housing
Increase collaborations/partnerships with other low-income support agencies to provide services through the Southfield
Human Services Department

-274-

~ ·

�I

�-

L'

-

--

--

--

_.-

fl/I/IT

�Chapter 10: Implementation
Implementation Matrix

Chapter 10: Implementation
Implementation Matrix
The Implementation Matrix (below consolidates all the goals and
objectives from Chapters 3 through 9 into a single table. Each
objective is assigned a timeline, priority, and a lead agency,
department, or public board/commission. The purpose of the
Implementation Matrix is to keep the City of Southfield accountable
for the Master Plan and to ensure the goals are translated into reality.

Higher Priority

H

Near-Term

NT

1-2 years

Medium Priority

M

Medium-Term

MT

3-5 years

Lower Priority

L

Long-Term

LT

5-10 years

LEAD CODES KEV -----------------------------------------------------------------------------------------------------------------------------------------------------------------------Boards and Commissions
o
o
o
o
o
o
o
o
o
o
o
o
o
o

CC= City Council
CCAB = City Centre Advisory Board
COSA = Commission on Senior Adults
CPAB = Citizens Police Advisory Board
CSC = Civil Service Commission (Police and
Fire)
DOA = Downtown Development Authority
DCAC = ODA Citizens Area Council
EDC = Economic Development Corporation
HOC= Historic District Commission
HDAB = Historic Designation Advisory Board
LB &amp; LBA = Library Board &amp; Library Building
Authority
PAC= Public Arts Commission
PC= Planning Commission
PRB = Parks and Recreation Board
o SHC = Southfield Housing Commission

o
o

TLC= Total Living Commission
WAC= Wildlife Advisory Commission

Departments
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o

CAD= City Administrator
AD= Assessing
BD = Building
BOD = Business Development
CED = Code Enforcement
CRD = Community Relations
EDD = Economic Development
EMO=-= Emergency Management
ED = Engineering
FD= Fire
HD= Housing
HR= Huma Resources
HSD = Human Services
LB = Library
MO= Mayor's Office

-277-

o
o
o
o
o

0MB = Office of Management and Budget
PRO= Parks and Recreation
PD= Police
PL = Planning
DPW = Public Works

Agencies
o
o
o
o
o
o
o
o
o

COS= Southfield Chamber of Commerce
LTU = Lawrence Tech University
MOOT= Michigan Department of
Transportation
OC = Oakland County
OCMW = Oakland County Michigan Works
SNRI = Southfield Neighborhood
Revitalization initiative
SPSD = Southfield Public School District
SEMCOG = Southeast Michigan Council of
Governments
SMART = SMART Bus

�•

-·- --

--

...

~

...... lllr lllr f/ll//r
Chapter 10: Implementation
Implementation Matrix

Table 10. Implementation Plan Table

CH

0

•
•
•

•
tlO

C

'&gt;
~

•

&gt;

.r:.
I

~
n,
G,J

:I:

.;;

•

:I:

u

•

~

~Mi®

Goals
1

oca1

TOO □

0

0°" 0

I

•

Promote exercise programs
-Promote and provicle more public sports events and
programs
Promote public and semi-public exercise facilities {outdoor
and indoor)
Identify locations for and construct community gardens
Create provisions that allow for more flexible placement of
community gardens throughout the city
Adopt zoning policies and regulations that promote and
support urban agriculture activities
Revisit and update internal hiring diversity policy
Provide technical assistance and outreach efforts that
increase equal access to land use resources and economic
development tools
Promote greater equality of access to minority business
development and support land use and zoning that
increases goods and services in resource poor
neighborhoods
Hold annual bike-the-town events to encourage people to
get comfortable with and excited about cycling
Revise the city's Public Engagement Plan to incorporate
more innovative and inclusive engagement methods that
are shown to be effective in reaching under-served
populations

-

n, -

..
C ',ij
~ t I•
'iii r::: ~
::s

0

:I:

G,J

:'2
II)

n,

~

.r:.

~ ~ u

•

:I:

u

I

to;:-]

Make Southfield a more attr; ctive place
younger families
Retain neighborhood character while
improving the quality of homes, public
facilities, and infrastructure
Support quality, safe, and affordable
housing in a variety of types, sizes,
locations, and costs to meet the needs of

Expand the allowable uses in the single-family zoning
~ istrict to include more attached housing types by-right
Provide mixed-use and higher density residential options
Eliminate Euclidian zoning where feasible

I

Develop Accessory Dwelling Unit (ADU) regulations
Promote and provide incentives for green building and
alternative energy techniques
Regulate short-term rentals (i.e., Airbnbs, VRBO, etc.) --

-·

-273-

l;:

Priority

COSA,PRD
PRO, SPSD

NT
NT

M
M

PRO, SPSD

I LT

D

Reduce city' obesity rates and encourage
healthy food choices, especially among
children
Promote alternative modes of mobility with
a focus on active transportation and micromobility
Work toward improved mental health
outcomes for the community
Promote active living by making it safer to
walk or bike to daily activities like shopping,
work, school, and recreation
Build a more equitable community where
the health and well-being of all people is
supported, regardless of age, ethnicity,
national origin, or disability status
Engage in outreach that targets minorities
and under-represented groups in
community meetings, land use and
planning commission, and hiring decisions
Promote and encourage individual and
communal time and energy available for
such things as community improvement,
social networking, civic engagement,
personal recreation, and other activities
that create social bonds between
individuals and groups
I

"C
C

Timeline

Q,ll

.-omme eaucauona, orog

I

H

PRD,COSA
PL, PC

MT
MT

PL, PC

NT

iL

NT
MT

IH

BOD, PL

MT

I H

PRD,CCAB

MT

M

CAD, PL,
BOD

NT

M

I MT

IM

MT

_J M
L

HR
BOD

_bl,
·rl,

--

PC

PL, PC
PL, PC

--

---

PC

I L
~~

LT

L

' H

_

BO

LT
MT :

PL, PC, BO

MT

r

H
H

�Chapter 10: Implementation
Implementation Matrix

•

•
•

•

...
C

•

•

QI

E

0.

0

'ii
&gt;
QI
C

•

·e

•

C:

•

u

0

0

u
w

iii
::i::

u

Pl, PC, HDC,
MT
~eserve historical and architectural character, especially
ur Mid-Century Modern architecture, and promote the
I HDAB
habilitation and re-use of existing structures, where
asible
ovide affordable housing that is well maintained and
SNRI, SHC
LT
eets the needs of the entire community
__
Seek partners and funding to increase the supply of
COSA,SHC
MT
housing for older adults, including developments that
. support aging in place
Promote new development that conveys a positive sense of PL, CCAB
NT
place
Incorporate traditional, walkable, pedestrian -friendly
PL
NT
design into new and existing residential neighborhoods
through design standards
TLC
MT
Encourage and promote programs that help people
maintain the quality and appearance of individual
properties
Create pedestrian links that connect neighborhoods with
PL
LT
each other, major community features, and regional assets
--PL
Review ordinances, codes, regulations, and permitting
MT
processes to eliminate or modify conflicting and excessive
requirements and to streamline the regulatory review
process
PL, PC
NT
f Provide more infill housing options in the future land use
plan and zoning ordinance
----- Create programs and amenities that attract and retain
BDD, COC
I LT
Retain, expand, and attract businesses
young professionals
Remain business-friendly and continue to
Investigate methods to support the increasingly remote
I LT
provide business incentives to maintain an
BDD, COC
workforce
equal playing field
- - PL, BDD, CC LT
Maintain Redevelopment Ready Communities (RRC)
Support a more diverse economy and tax
certification
base
Encourage innovation and the growth of
Initiate sustainable urban (re)development strategies that
PL, BDD ~
T
emerging business sectors
foster green business growth and build reliance on local
I
Develop local talent in an inclusive, diverse,
assets
__
and comprehensive matter
Encourage the preservation of the city's historic assets,
PL, HDC,
LT
1
including historic neighborhoods, Mid-Century Modern
I HDAB
buildings, and the former Northland Center area

age or income
Support a land use pattern and land use
designations that provide for housing
opportunities at varying densities and at
appropriate locations consistent with the
Land use Plan
Make Southfield an age-friendly
community where residents can age-inplace in their homes in comfort
Provide a diverse and stable housing stock
providing for a range of housing
opportunities for all income groups and a
quality living environment for all persons
Retain property values

I H
H

I

I H

_l

H

I

-r

- - - -

H

---

-274-

I H

H

--

H

I H
I H

M
I H
I H

I H

�_, -

. . .I

•
•
•

•

•
QI
Ill

::::)

"'0

C

....."'
QI

u.

•

"'0

C

"'0.0
C

·,.:;
Ill

·;
LLI

\D
::c

u

111111111""

111111111""

f///1/r f///1/r f///1/r
Chapter 10: Implementation
Implementation Matrix

•

...
....::,::,

...

•

Provide start-up businesses with both financial and
technical assistance
Recruit growing businesses that are suited to the region
and are seeking a highly skilled work force or are willing to
train an entry-level work force
Continually upgrade technology infrastructure to meet
future need
Provide information to local businesses about funding
support and investment opportunities
Assist local firms in finding appropriate development sites
for expansion
Facilitate the development of neighborhood business
centers through land use and zoning
Cooperate with local educational institutions to coordinate
training/skill requirements to meet the needs of local
employers
Assist older adults in finding both paid and volunteer job
opportunities
Identify the economic needs of the chronically unemployed
and underemployed in the region and develop
programming- including education and retraining -- to
meet those needs
--Establish community engagement strategies to solicit ideas
from our civic leaders, business community, and
neighborhood homeowner and condominium associations
on creating economic vitality, walkability, and recreational
opportunities throughout the City

Improve the learning-to-job pipeline for
people at all levels of secondary and postsecondary education
Attract and retain young professional and
skilled older professionals
Cultivate external businesses relationships
to connect to the regional economy
Establish and maintain housing,
transportation, communication, and utility
systems which foster quality development
Encourage development that is
environmentally sensitive and sustainable

-

Offer unified, well-organized, walkable
residential neighborhoods that provide a
variety of housing options, and recreational
and social opportunities, and community
assets in a livable environment for the
City's residents
Provide for an appropriate amount of
mixed-use commercial, office, industrial,
and recreational uses, located for
convenience, safety, and leisure, resulting
in aesthetic business areas in the City
Provide for a mix of housing options for
singles, families, and older adults with
...

- -- -

Regularly evaluate economic and market trends that will
establish the land use policies and alternatives to be
considered, including demographic, socioeconomic,
housing, and transportation trends
r Identify economic sectors that have the potential to - contribute to the type of economic development being
sought by the City, including addressing the needs of
underserved populations and fostering growth in targeted
industries

I LT

H

CA

I LT

IH

...

Trr ___ -

BDD,DDA
BOD, DDA

BDD

l H

LT

M

LT

I H

LT

I H

I LT

I L

--i

COSA,BDD
BDD

I

MT

PL, PC

IH

i :L, BDD

H

~

PL, BDD

M

I LT

PL, BDD

I

-275-

~

BDD

LT

LT

--

IM

�Chapter to: Implc.mcntation
Implementation Matrix

•

•

•

increased density, walkability, and mixed use in our neighborhoods and along major
corridors in the City
Create a diversified and balanced mixture
of land uses that will support the economic
vitality, tax base, and livability of the City

Identify the market prospects facing various real estate
development and investment projects, particularly in
locations that might be targeted for growth and/or change
Create a procedure or practice to identify economic and
fiscal implications of various policies or land use regulations
Align the Zoning Ordinance with the goals of the Master
Plan
Streamline the approval process and work toward having
site plans for permitted uses approved administratively or
by the Planning Commission
Implement the Nine Mile Corridor connectivity objectives
Establish viable and high-quality
in coordination with adjacent communities (1-75 to 1-275)
commercial, residential, and office districts
that promote transit and pedestrianSupport the Oakland Community College redevelopment
friendly development to connect those
project
----------districts with each other and the
Provide for both vertical mixed-use ( lower floors of
surrounding community
commercial and upper floors residential or office) and
Provide for high quality, integrated
horizontal mixed use on an entire block that allows
communities providing a diverse range of
residents to live, work, and play in the same general
uses and development to sustain a diverse
location
economy, including offices, retail,
Improve the public realm through creation of contextentertainment, institutions, services,
sensitive built environment
recreation and leisure, and restaurants
Promote development strategies for the rehabilitation and
Respond to a growing market demand for
re-purposing of existing structures, conservation, and
walkable, vibrant communities with
sustainable/green building design
convenient transit linkages, proximity to
I Provide for a mixture of land uses, including retail and
jobs, and access to nearby public services
residential, that help to generate positive pedestrian
and spaces and activity-oriented
activity in_an area
-destinations
Provide for a variety of housing options, including higher
Continue to implement the individual goals
density mixed-use developments along our major corridors,
and objectives of each Sub-Area Plan and
where development has been challenging due to shallow
their key redevelopment areas
lots and obsolete buildings
Provide an environment conductive to and
Develop shared-use pathways throughout the City to
support of living, working, shopping, and
connect users with public transit to key destinations in the
entertainment
City and beyond
Strengthen the physical and social
Identify and market opportunities sites for infill to take
connections within and between
! advantage of existing infrastructure and reduce the need
communities
for new facilities

•
Ill

C

ns

i:L
ns

...

Cl.I

•

&lt;
.h
~

V)

;.:.
~

u

•

1

-276-

LT

IM

PL, BOD

LT

IH

PL, PC

NT

I

H
__ I

PL, PC, CC

NT

H

PL, CA, PAC

MT

IH

I

I LT

M

NT

IH

PL, CCAB,

I LT

IH

DOA
PL, BO

I LT

IH

-+L, PC

I MT

IH

PL, PC

NT

IH

LT

IH

I LT

•H

DOA
PL, PC

---

•

PL, BOD

1

I

PL,

I PL,

PC

�- - -- - - --

Chapter 10: Implementation
Implementation Matrix

Target development opportunities to nearby, compatible
land uses to shorten trips and facilitate alternative modes
of transportation, such as walking, bicycling, and public
transit
Provide a combination of financial and regulatory
incentives to mixed-use developers, such as permit fee
reductions and expedited approvals, tax abatements, and
dimensional bonuses
Provide regulatory flexibility with regard to building height,
housing density, floor area, lot coverage, yard setback,
landscaping, and other zoning provisions for mixed-use
developments in key areas targeted for growth
Implement modern parking management tactics, including
shared parking, parking reductions and minimum parking
eliminations, maximum parking standards, shared vehicles,
proximity to transit, valet parking, and bicycle parking

•
•

I•
a,

:;

~

V

...
"'...C
::,

~

--~
Ill

:c::,
0.

cici
:::c

u

•

r

BOD, CC

PL

L

t::
I

i
PL

1=l

- I

Ensure sustainability improvements are
Hire a Sustainability Planner
distributed equitably across the city
Establish a Sustainability and Climate Action Plan Task
Force
Ensure that all elements of the built
environment, including land use,
Create and adopt a Sustainability and Climate Action Plan
transportation, housing, energy, and
document
infrastructure, work together to provide
I Adopt a Climate Action Resolution by City Council
sustainable, green places for living,
Strive for a formal Complete Streets Policy, beyond that
working, and recreation, with a high quality i included in the Master Plan, and a Vision Zero Action Plan
of life
Join the International Council for Local Environmental
Ensure that contributions of natural
Initiatives (ICLEI)
resources to human well -being are
Engage City Staff and Elected Officials in sustainability
explicitly recognized and valued and that
education efforts and surveys to establish baseline
maintaining their health is a primary
sustainability knowledge
objective
Recruit external partners to form a Sustainability Advisory
Promote active living by making it safer to
Board
walk or bike to daily activities like shopping, Author educational material for City events that promote
work, school, and recreation
sustainable practices
Support and adopt Smart Growth policies
Ensure infrastructure projects do not adversely impact
to ensure the community is socially,
disadvantaged communities or the natural environment
economically, and environmentally
Require Low Impact Design elements to be incorporated
sustainable
into all new development and major redevelopment sites

PL
PL

I

I

-277-

H

j

I

MT

H

NT
MT

H
H

PL

H

CC

I LT

H
M

CA

I NT

H

PL

NT

H

PL

NT

H

PL

NT

H

ED

LT

H

PL, ED

LT

H

�Chapter 10: lmplcmcntation
Implementation Matrix

•

•
•
•

•

Educate the community about
sustainability initiatives and opportunities
to lower their impact on the planet
Foster partnerships with sustainability
experts to create a network of knowledge
Facilitate access to information and
communication technology
Develop policies that focus on higher
quality of life through clean air and water,
beautiful parks and green spaces, and clean
and efficient energy use
Promote the public welfare and serve the
public interest, convenience, and
enjoyment through the promotion of the
arts in the City of Southfield

I

l

Educate the local community through website content,
brochures, flyers, banners, and newsletters
Engage the local community by inviting them to City
Council meetings, sustainability workshops, and other
events
Promote growth management through infrastructure
investments using regional agencies such as Oakland
County and SEMCOG as a forum for evaluating needs
Provide security and emergency response in regard to
critical infrastructure through cooperation with State and
Federal authorities to continually assess infrastructure
systems and remedy potential vulnerabilities
Direct telecommunications infrastructure towards underserved neighborhoods and communities
Cooperate with regulatory agencies to ensure the provision
of reliable and affordable telecommunication services
Implement the Safe Systems approach across the City's
transportation systems
Commit to and prioritize a systems-based approach to
Vision Zero focusing on the built environment, systems,
and policies
Adopt messaging that emphasizes that traffic losses are
preventable
Build more shared use pathways, bike routes, and other
non-motorized transit options
Establish more physical works of art in public places
throughout the City
Provide aesthetic, well-maintained streets and sidewalks
and work to fill sidewalk gaps
Continue the construction of infrastructure for electric
vehicles

PL

NT

PL

NT -

H

, H

I

I

CA

LT

M

EMO, CA

LT

H

+

i

TLC/HSD
CC

PL, ED

LT

H

LT

H

+-

-

LT

IH
H

LT

H

PL, PAC

LT

H

PL, ED

LT

H

CA

LT

H

Continue to work with local higher-education providers to
research and test emerging mobility options

CA, BOD

LT

H

Adopt local ordinances protecting pedestrians on sidewalks
and crosswalks

PL, CA

NT

H

-278-

PL, ED

H

I

ED
PL, ED

LT

�I:

t

......

.....

....

,,,-

....- ...,. ...,. ,,,,,,.. ,,,,,, ,,,,,, ""' tllllr II/Ir

Chapter 10: Implementation
Implementation Matrix

Adopt local ordinances regulating the speed of electric
bicycles, scooters, and autonomous delivery vehicles on
pedestrian sidewalks and non -motorized pathways
PL, DPW,
MT
Create maintenance and site development policies that
H
CA
acknowledge and incorporate trees as a "living utility"
Amend the Zoning Ordinance to require recycling
PL
i H
bins/dumpsters with screening for each multi-family
residential development. Encourage recycling programs at
each development
CCBA,SPSD NT
Support
City Centre Wi-Fi
Improve public transit for older adults, lowH
HSD,CA
LT
L
Explore
options
for
additional
public
or
workforce
housing
income riders, and people with disabilities
HSD
LT
H
Increase collaborations/partnerships with other lowProvide excellent public facilities
income
support
agencies
to
provide
services
through
the
Recognize and respect Southfield's diverse
Southfield Human Services Department
_
community through a care and wellness
LT
H
Explore alternative funding sources to assist low-income
HSD
approach in identifying and responding to
residents
community social needs
LT
M
Work with the Commission on Senior Adults (COSA)
COSA, PL
Promote recognition and inclusion of
Committee to develop an age-friendly action plan
_
multicultural differences and lifestyles
LT
H
Develop translated versions of City service materials and
HR
Assist families in keeping and purchasing
make translation services clearly available and easy to use
homes suited for their needs and financial
ability
LT
L
Assist in the development of community-based budget and
CA
financial planning initiatives
Develop and promote educational
opportunities and resources that will assist
LT
M
Explore residents' housing responsibilities regarding
HSD
residents in achieving a higher and
upkeep of properties if receiving housing-related financial
healthier quality of life
assistance
Ensure that all elements of the built
LT
M
Explore and expand opportunities for the CHORE program I HSD, CA
environment, including land use,
to support the City's curb appeal initiative
transportation, housing, energy, and
LT
H
Develop methods to meet the educational needs of older
COSA
infrastructure, work together to provide
adults consistent with their developmental stage and assist
sustainable, green places for living,
older adults whose cognitive abilities are compromised
working, and recreation, with a high quality Educate the public on maternal, prenatal, and neonatal
LT
H
HS
of life by
health concerns and ways to improve infant health
Ensure fairness and equity in providing for
outcomes and early learning capacity
the housing, services, health, safety, and
LT
H
Provide workshops on personal finances/budgeting,
I HS
livelihood needs of all residents and groups
foreclosure prevention, homebuyer education, legal
by providing accessible, quality public
~ nsultations through partnerships with external agenc_i_es_ ~ ~ - - - - - ' - - - - - - - - - ~ - - - i

LT

•
•
•

•
•
•
II)

a,

u

-~a,

•

V')

"0
C

ta
II)

a,

~

·uta
I.I.

-~
::c
:::,

Q.

°'u:c

•

I

I

-279-

I

�Chapter 10: lmJ&gt;lcmcnlation
lmplcmcntation Matrix

•
•

•

•

services, facilities, and health care to the
community
Improve the City's preparedness, resilience,
and adaptability in the face of both natural
and human-caused hazards
Ensure that all local proposals account for,
connect with, and support the plans of
adjacent jurisdictions and the surrounding
region
Provide opportunities for life-long learning
and increased collaborations and
partnerships with agencies that provide
services to the City
Use environmental justice principles to
reduce exposure to toxins and pollutants
and provide equitable green space access

such as the Community Housing Network, Legal Aid and
Defender Association, and Lighthouse of Oakland County
Coordinate services with various agencies and religious
I HSD. CA
organizations such as churches, nonprofit organizations,
Tone Up for Tune Ups, Southfield Goodfellows, and the
Southfield Veterans Commission
Develop a more effective method of information
COSA,PRD
distribution among Southfield's senior adult population
Expand and support the efforts of the COSA's Homes for
COSA
the Aged Subcommittee to inspect and evaluate
Southfield's long-term care facilities
CA,HSD
Distribute information on homeowner responsibilities
regarding upkeep
ED, DPW
Upgrade infrastructure and facilities in locations where it is
older and/or substandard
Develop a strategy for addressing mental health crises in
HSD
conjunction with the Police and Human Services
Departments
PL, ED
Coordinate local developments and improvements with
regional transportation investments to ensure the most
efficient use of resources
Create a joint calendar of events highlighting both City of
CA
Southfield's and other agencies' events
Provide resources for older adults to find trusted
COSA, HS,
contractors and service providers for home repair, home
PRD
care/housekeeping, and personal care
Create context-responsive design options for multimodal
PL, ED,
transportation improvements that will help tailor them to
their location

-

I

I

-280-

I LT

H

LT

I H

I LT

I H

I LT

I H

I LT

H

I LT

I H

I LT

I H

H
I LT

M

' H

-

�r

I -

.... .... ....

...,.

.....

--- ,.,,- ,.,,. ,.,,. ,., ,,,
Chapter

10:

Implementation
oning Plan
1

'

Zoning Plan
Planning and land use experts recognize that the current zoning code model is antiquated. Cornell Law School Professor, architect, and attorney
Sara Bronin's paper entitled 11Zoning by a Thousand Cuts: The Prevalence and Nature of Incremental Regulatory Constraints on Housing" (Branin,
2021) describes how 20th century zoning practices are no longer optimal for 21 st century development patterns and why code reform is needed.
Bron in explains that the elimination of traditional single-family zoning is widely agreed-upon and would be the most impactful. Single-family
zoning was originally intended to separate people from one another which unintentionally (or intentionally) separated various racial and income
groups, thereby creating and fostering segregation and inequality. Further, she argues that single-family zoning:
•
•
•

Drives up development costs (i.e., minimum lot sizes limit community growth and therefore increases land value or creates sprawl
by pushing development outward, creating the need to build additional infrastructure to serve the new development);
Degrades the environment; and
Creates too-homogenous communities

The downside is that changing the housing landscape and associated zoning policy has proven to be more complex than merely lifting regulatory
restrictions on multi-family zoning, carte blanche. Branin points out that datasets collected within her home state, Connecticut, illustrate that
simply increasing minimum lot sizes, minimum unit sizes, building height, and floor-to-area ratios may not result in the real-world construction
of higher density development. In addition, current zoning data, on which other experts have made broad determinations and
recommendations, has proven to be unreliable and incomplete.
Bron in concludes that although implementation of commonly-advocated changes that accompany the elimination of traditional single-family
zoning, such as added provisions for Accessory Dwelling Units (ADUs), working around site-specific natural features (such as Southfield's Cluster
Option provisions), and permitting multi-family uses outright, she believes a complete overhaul of the way zoning regulations relate to housing
affordability and diversity is the answer, but more research and analysis is needed to determine the best way to do so. Her hope is that the
Connecticut dataset could be modeled at a national level to create a more consistent basis for future policy change recommendations which
would ultimately 11 foster more equitable, sustainable, well-designed, and connected places."

Planned Future Land Use Plan Amendments
o

Create eligible Mixed-Use Corridor Districts (MUCDs) and regulations

-281-

~

�Chapter

10:

lm]llcmcnlation
''oning Plan

Zoning Code Map Plan
Map 34. Zoning Code Map Plan

-------

Vill.1~c of l'lt \\:rlv 1Lill

~

r

11,
Rt

• •2

0

..
,:

...t

R•J

c
~l(l"l&gt;l&gt;l li,:,tik,;

.ri-Jn~-r
-~

D ""r~l ... cumJo..-l)1otri&lt;1&gt;(\ll ( ' llJl.bitihJ.
[Z] l'iu1•H&lt;'fl l ii\ I', lli..irirr
[Z] ._.,-wthu~u 11.:llffol\ C,,r11&lt;l•ir
111,~

~ ·' "= Z••tc· I&gt;

D
D
D

....

II .\ l,k· llhd Cumdor
, ·,-lk1 \\ ,,..J. ..,_,. ( amp.u t?o1w1HJ11ir)· ltn1LUIT.llltm I

:-..i1IIJic-ld ' l', -.'lu1t,J.,c:\·( ',.ir,l,•

□ V.i11hf1rlrl Ill&gt;\

~-

i'rnu111: I)nln. h

-- •w1 -1

- •h1
-

nu,

-

IRl).\I

--····•

M-t

M•f

Wti-ltd - -

.,
l Ir

Mt

--

I

M-1.

--

••

0:

111

I
L-,

:

- ·(.I

- - 11~,

_ -

·-

\ Ml

. i.,

I

_ _ RL

M-t l::1111

i

- R&lt;

M· I

l i i l l(\I

r7., I i'

.....__

LJll\l\l
I
I

!

_R,

R-2

!

11\11'
!)\\

-

Ill

---.IY-11

Miles
0

-282-

0.5

-

�I'

.....

~

... ...

... ,.. ,,.,. ,,,,, ,,,,, ti/IT ,,., . ,
Chapter

10:

Implementation
oning Plan
1
,.

Zoning Code Text Plan
Article

Section

5

••

2

•

Discrepancy between definition of garage and accessory building provisions regarding height - all should be 15 ft maximum height
Update definition of "family"

2
2

:

2

:

2

•

4

:I

4

:I

'

Description

Define Print Shop

.
--Clarify of what constitutes a bar within a restaurant, thereby requiring a Special Land Use permit

:

Add definition and provisions for beekeeping and residential chickens
Affordable Housin_
g Overlay (AHO)
Add "1Q!u a ~ ::1,·ovicirw::

__ . _

-

5.371(C}(1}(d)
5.371(C)(1}(g)
5.5
5.56
5.33
5.58?
5.60-B?

_ 5.64

_

5.35

-

TBD

mllllll 5.8
All
5.176
5.193 &amp;
5.194

__.

. __ -·· ______ .
.

Amend the Permitted Uses within the Southfield Technology Corridor ODD to allow for Electric Vehicle (EV) research, testing,
maintenance, and repair facilities.
Clarify of setback for "double fronted lots" and for lots with side yard abutting a street to be consistent
Update language regarding naturally decay-resistant wood, rather than water-resistant
Add provisions for "breweries, microbrewery, distilleries subject to the Michigan Liquor Control Commission requirements"
Eliminate tree permits for tree removals (i.e., 10 trees or less per year) in single family residential districts for lots less than 20,000
sq. ft.
Clarify roof screening using graphics - not required if not visible from street. Example graphic/revisions:
·--b-.l. \ . .-.... ..:.1..J'

r OCJl:. ___ ~_c....L_r, 'v,;.;.IJ./ ___ J. :.JOI r.:_J .. ~~d '...::1--bf..c....ll

Wall Brick Facing- Unpierced Masonry: revise to allow that "the wall shall be faced with brick, brick stamped concrete or decorative
masonry" as determined by any person, commission, or council, having site_pla!)_jurisdiction
Add tiny home requirements/provisions
Revise fencing regulations for "double fronted lots" and for lots with side yard abutting a street. Provide exemptions for fencing
setbacks (i.e., side yard abutting a street, 25 ft setback required)
Add standards for recycling bins for multi-family developments
Eliminate; obsolete- no TR district anymore
Specify "Accessory buildings and uses customarily incidental to any of the above permitted uses, not including outdoor storage" in
the 1-L district
-- - - - - ·
Clarify that contiguous zoning can be considered towards mi~i~l!.n_,~c_r~age required for developmentJ:?..L_Jrposes
Per Increase lot coverage from 25% to 30-35%

-283-

�Chapter

10:

Implementation
--~onin~ Plan

Other Zoning Text Objectives
Adult Use Review (Recreational Marijuana)

The people of the State of Michigan approved the use of medical marihuana under the Michigan Medical Marihuana Act (MMMA), P.A. 2008 as
amended, in November of 2008 and became effective on December 20, 2008. The MMMA allowed physician-approved use of marijuana for
certain medical conditions including cancer and AIDS. It also allowed patients to grow their own medicine, i.e., medical marihuana, and allowed
caregivers to grow marijuana for approved patients and required storage of medical marihuana in an enclosed, locked facility. The state law also
provided protections for the medical use of marihuana; provided for a system of registry identification cards for qualifying patients and primary
caregivers; to impose a fee for registry application and renewal; to make an appropriation; to provide for the promulgation of rules; to provide
for the administration of this act; to provide for enforcement of this act; to provide for affirmative defenses; and to provide for penalties for
violations of this act. On February 23, 2015, the Southfield City Council approved a Zoning Ordinance Text Amendment for medical marihuana
facilities and introduced Ordinance #1637. Ordinance allowed for the establishment of grow facilities as Special Land Uses in the I-L Light
Industrial Zoning District with distance requirements from schools, churches, residential zoned or used property, etc., along with other
stipulations and requirements.
In 2016, the Marihuana Tracking Act (MTA) Public Act 282 of 2016 MCL 333.27901, et seq. and the Medical Marihuana Facilities Licensing Act
(MM FLA) Public Act 281 of 2016, MCL 333.27101, et seq. were established allowing for the growing and processing of medical marihuana, the
sale of medical marihuana and medical marihuana-infused products through provisioning centers, the transporting of medical marihuana and
medical marihuana-infused products, and testing of medical marihuana and marihuana-infused products. On October 3, 2019, the Southfield
City Council approved a new Text Amendment under Ordinance #1709 to allow for medical marihuana Growers and Processors as Special Land
Uses on I-L Light Industrial and I-1 Industrial properties in the Eight Mile Corridor area only, and the Northland Overlay Development District;
Provisioning Centers (retail facilities) as Special Land Uses in the 8-3 General Business District and the Northland Overlay Development District;
Safety Compliance Centers (testing facilities) as Permitted Uses in the OS Office Service District, ERO/ERO-M Education ResearchOffice/Education Research-Office Limited District, 8-3 General Business District and the Northland Overlay Development District; and Secure
Transporters as Special Land Uses in the I-L Light Industrial Zoning District, the I-1 Industrial District, and the Northland Overlay Development
District.
The State of Michigan legalized the use of Recreational Marihuana in December of 2018. However, the City of Southfield decided to opt out of
Recreational Use with the option to revisit it at a later date. When revisiting recreational marijuana, the use should be restricted to the same
locations as medical marijuana, if not a more narrow boundary.
On August 10, 2020, the Southfield City Council decided via Resolution to place a limit on the number of medical marihuana Provisioning Center,
Grower Facilities and Processing Facilities licenses to three each, subject to zoning approval, and unless otherwise approved by the Southfield
City Council.

-284-

-

�II

--·-

- - - -- ... .... ....

--

fll/T

Chapter to: Implementation
''&lt;ming Plan

Public Input survey respondents were mixed in their responses regarding Marijuana Facilities. Almost an equal number of respondents thought
the three existing, approved grow, processing and provisioning centers were "too many" or "just right." An equal number of respondents (45%)
were in support of recreational marijuana in 2019 and still believe it should be permitted in the City of Southfield vs. those who were NOT in
support of recreational marijuana in 2019 and still do not believe it should be permitted in the City of Southfield.
Fencing

The current Zoning Ordinance requires a 25 foot side yard setback for structures located within the residential districts. Strict interpretation of
this requirement prohibits owners who are located on corner lots from installing a side yard fence any closer than 25 feet from their property
line. Subsequently, homeowners lose a significant portion of their yards that could be fenced for privacy. Thus, the City should review these
provisions for exceptions for fencing on corner lots.
Site Plan Approvals

Presently, the City Council holds the authority to issue site plan approvals. This arrangement means that applicants have to go through a
minimum of two levels of review (Planning Commission and City Council) to receive site plan approval. In most other municipalities in Michigan,
the Planning Commission is the final approval authority for site plans, with the exception of Planned Unit Developments (PUDs). The
Redevelopment Ready Communities (RRC) program, administered by MEDC, requires that site plans be approved administratively or by the
Planning Commission (depending on the scope of the development) in order for a community to be RRC Certified. Currently, Southfield is
positioned to lose its RRC Certification due to this arrangement, which will downgrade the city from the "Certified" designation to the
"Essentials" designation. This shift would restrict the funding and resources available to Southfield through the MEDC. The City should review
and modify its site plan procedures to be in compliance with the requirements of the RRC "Certified" level.

CERTIFIED EXPECTATIONS
0 Site plans for permitted uses are approved
administratively or by the planning commission .

D Site plans for permitted uses are approved
administratively or by the planning commission.

0 Permitted uses do not require a formal public
hearing (but allow for public comment and other
engagement as deemed necessary).

-285-

�Chapter

10:

Implementation
'':on:ing Plan

Past Zoning Changes Since 2016 Master Plan
For a local unit of government that has adopted a zoning ordinance, a zoning plan for various zoning districts controlling the height, area, bulk,
location, and use of buildings and premises. The zoning plan shall include an explanation of how the land use categories on the future land use
map relate to the districts on the zoning map. Below is a summary of zoning text and map amendments that have been adopted since the last
Master Plan Sustainable Southfield was adopted in June 2016:

2018
PSLUlS-0007

Delete existing Section 5.22-5, Public Art Requirement, and inserting therein a new Section 5.22-5, Public
Art Requirement.
This text amendment specifically addresses providing for the submission of a cash bond by the property
owner in the amount equal to the public art allocation requirement during those times when weather,
delay in fabrication or delivery of artwork impedes timely installation.

PSLU18-0008

1. Gasoline filling station/service station definitions and prohibition of exterior convenience items.
2. Bed &amp; Breakfast uses
3. Parking Standards in the RC Regional Center district.
4. Off-Street Parking Layout

-

.

-

5. Restaurant uses in shopping centers of less than four (4) attached uses.
6. Miscellaneous other amendments

2019
PSLU19-0002

Amending Article 4 General Requirements to add a new Section 5.22-3-1 RUDD Residential Unit Development
Districts and amend Article 5 Single Family Residential Section 5.62-A to add Small Event Venues as a Special Land
Use, and other amendments as needed.

-286-

-

�I'

~

~

--

,.. ,,_

. . . - - - - ,.,- I/IT

,,
Chapter

PZTA19-0001

10:

Implementation
r~cming Plan

To amend the Zoning Ordinance to regulate Sexually Oriented Businesses.
To amend Article 2 Definitions and Article 4 General Requirements, Article 9 Office-Service District, Article
10 ERO/ERO-M Education Research-Office District/Education Research-Office - Limited District, Article 18
General Business District, Article 19 I-L Light Industrial District, and Article 20 I-1 Industrial District, and
other amendments as needed. These text amendments specifically address adding regulations for Medical
Marihuana Facilities in the City and amending the Northland Overlay Development District regulations to
allow for Medical Marihuana Facilities.

2020
Council-initiated Zoning Ordinance Text Amendment to amend Title V, Zoning and Planning, Chapter 45,
Zoning, of the Code of the City of Southfield by amending Section 5.179 of Article 19 Light Industrial Districts to
allow any Medical Marihuana Facility previously approved by City Council prior to October 13, 2019, be allowed
to apply for a Special Land Use and Site Plan under Article 19, the Medical Marihuana Facilities and Licensing Act
(MM FLA).

"'

PZTA20-0002

Amend Section 5.62-A of Article 5 Single Family Residential Districts to allow for additional uses in the Single
Family District, and to amend Section 5.53(3) Historic Districts - Bed and Breakfast of Article 4 General
Provisions to remove stipulations regarding B&amp;B locations

PZTA20-0003

Amending various Articles and Sections of the Zoning Ordinance related to Mobile MRI (Magnetic Resonance
Imaging) Units

2021
PZTA21-0001

PZTA21-0002
PZTA21-0003

This text amendment specifically addresses updating the Woodland and Tree Protection Ordinance, updating
the Wetland and Watercourse Protection Ordinance, adding provisions related to Small Box Retail uses, and
adding provisions for Small Cell Facilities to the Wireless Communications Facilities Ordinance
This text amendment specifically addresses correcting a clerical error regarding where Medical Marihuana
Facilities are permitted per ODD District
This text amendment specifically addresses modifying the definition of "Nonconforming Use" in Article 2, and
amending Article 4 Section 5.23 to clarify Non-conforming uses; amending Article 4 Section 5.22-4 Sign and
Commercial Building Lighting to add "Commercial Building" to the Section title, adding a New Section 5.22-4-1
-287-

�Chapter

10:

Implementation
,, ,ming Plan

Exterior Lighting and Glare to provide standards and protections for adjacent properties from glare, and revising
Article 4 Section 5.31 (15) to sufficiently illuminate areas for security and safety
This text amendment specifically addresses adding definitions, including but not limited to: Indoor Recreation
Centers, Dark Store and Ghost Restaurants, Personal Services and Health/Fitness Clubs, Automobile and Truck
Rental, Dog Kennels and Pet Daycare; amending Parking Standards for Open Concept Hair and Nail Salons, and
Salon Suites; removing distance requires and amending wall requirements for certain restaurants; allowing Data
Centers in I-L Light Industrial and I-1 Industrial zones; allowing Religious Facilities as Places of Assembly; allowing
Medical and General Office uses as Permitted uses in I-1 Industrial zones

-288-

-

�I

-~-

-

�AJJpcndiccs: Sustainahlc Southfield 2.0
Table of Contents

Appendices: Sustainable Southfield 2.0
Table of Contents
Appendix A: Works Cited/Sources

Note: Appendices B-F are located in a separate document due to their size. This document is available in all digital and physical
locations wherever Sustainable Southfield 2.0 is available.

Appendix B: MPEA of 2008
Appendix C: Resolutions and Letters
Appendix D: 2016 Implementation Table
Appendix E: Complete Public Engagement Summary/Public Input
Appendix F: John Grace Revitalization Plan

-290-

-

�1111

II[

,,._ ,,. -

-

,.,. 1/11/r ,,, ,,, ~
Appendix A: \,Vorks Cited
:Endnotes

Appendix A: Works Cited
Endnotes
Chapters 1-10
1

Southfield Historical Society, https.//southfieldhistoricalsociety.wordpress.com/
SEMCOG, http~//semcob org/population-estimates
3
SEMCOG, 2019 Population estimates
https //semcog org/desktopmodules/SEMCOG.Publications/GetFile.ashx?filename=PopulationAndHouseholdEstimatesForSoutheastMichiganOctober2019.pdf
4
AARP 2015 May 4 Issue https//press.aarp.org/2015 -05-04-lnside-the-May-lssue-of-AARP-Bulletin
5
2000 and 2010 Census, 2019 ACS https://data.census.gov/cedsci/
6
SEMCOG Community Explorer, https ://maps.semcog.org/CommunityExplorer/
7
SEMCOG Community Explorer, https,//maps.semcog.org/CommunityExplorer/
8
MDHHS 2020 Health Equity Report https://www.michigan.gov/documents/mdhhs/2020 PA653 -Health Equity Report Full 731810 7.pdf
9
The Guardian, April 8 2020 httpsj/www.theguardian.com/world/2020/apr/08/amsterdam -doughnut-model-mend-post-coronavirus-economy
10
Virginia Department of Health nttps ://www.vdh.virginia.gov/healthy-communities/local-communities/
11
PPS, 2021 nttps_//www.pps.org/article/six-trends-in -placemaking-active-transportation-from -walk-bike-places-2021
12
Gensler, April 2021 https://www.gensler.com/blog/5-principles-for-retail -center-repositioning
13
Missing Middle Housing ht cps //missingmiddlehousing.com/
14
Planetizen, September 2021 https://www.planetizen.com/news/2021/09/114707-end -single-family-zoning-california
15
HUD, 2008 https)/www.huduser.gov/portal/publications/adu.pdf
16
Numerah, 2021 h t i ~ nerah com/the -future -of-tourism/
17
Crains Detroit, October 2021 Issue https ://www.crainsdetroit.com/this-week-issue/archives?year=2021
18
Trading Economics www.Tradmglconomics.com
19
McKinsey, 2021 https://www.mckinsey.com/capabilities/people-and-organizational-performance/our-insights/gone-for-now-or-gone-for-good -how-to -playthe new talent -game and win back workers
20
American Planning Association, 2020
https.//www.planning.org/publications/document/9228382/#:~:text=APA%20Foresight%20identifies%20emerging%20trends.identified%20as%20relevant%20
to%20planning.
21
Oakland County, 2016 https://www.oakgov.com/health/Documents/CHA web.pdf
22
Oakland County, 2021 https://www.oakgov.com/advantageoakland/resources/Documents/Maps/dev map bra rev.pdf
23
MDHHS https.//www.m1chigan.gov/mdhhs/inside-mdhhs/statisticsreports
24
MDHHS https://www.michigan.gov/mdhhs/inside-mdhhs/statisticsreports
25
USDA https ://www.ers.usda .gov/data-products/food -access-research -atlas/go-to -the-atlas/
2

-291-

�Appendix A: \\ orks Cited
Endnotes
1

26

American Heart Association, 2020 https://www.heart.org/en/healthy-living/fitness/fitness-basics/aha -recs-for-physical -activity-in-adults
Moneygeek, 2022 ,ttps.//www.:noneygeek.com/living/best-cities-black-women/
28
MDHHS, 2020 https.//www.michigan.gov/documents/mdhhs/2020 PA653 -Health Equity Report Full 731810 7.pdf
29
Bloomberg, 2013 11 ~tps//www.bloomberg.com/news/a rticles/2013 -03-05/the-great-sen ior-sell -off-cou Id-ca use-the -next-housing-crisis
30
Washington Post, April 15 2011 https://www.washingtonpost.com/realestate/shaping-the-city-seeking-a-new-template -for -truly-smartgrowth/2011/04/ /AFQShSPE story.html
31
MEDC, September 2019 https://www.miplace.org/4a72b8/globalassets/documents/shpo/programs-and -services/michigan-modern/plumbrooke-estatest ,s _or_c district southfleld oakland -county nps-scan.pdf
32
MEDC, September 2019 tittps ://www.miplace.org/4a72b8/globalassets/documents/shpo/programs-and -services/michigan -modern/plumbrooke-estateshr tone d strict southfleld oakland -county nps-scan.pdf
33
MEDC, January 2020 https://www.miplace.org/4a72c1/globalassets/documents/shpo/programs-and -services/michigan -modern/northlandprden '._ somhfreld oakland county nps -scan .pdf
34
State of Michigan, November 20 2021 https ://www.michigan.gov// med 1~/Pro 1~ct_LN ebs1tes/mshd 3/HousrngSu rveyand InterviewFindi ngsReport 111021.pdf?rev=048d8203c l 724e27894039ed5a4b4326
35
Pew Research, July 19 2017 https ://www.pewresearch.org/fact-tank/2017 /07 /19/more -u-s-households-are-renting -than -at-any-point -in-SO -years/
36
AXA, March 29 2017 https.//www.axa.eo.uk/landlord -insurance/generation-rent-habits-perceptions/
37
Mlive, 2021 http~J/www.mlive.com/public-interest/2022/0l/competition-was-steep -and-prices-soared -in-2021-michigans-2022-housing-market-will -likelybe the same html
38
Bridge Michigan, July 27 2021 https://www.bridgemi.com/business-watch/5 -things -know-about-buying-house-michigan -real -estate-crisis
39
SNHC https./h,nhc org/ourproperties/
40
Granicus .b.!.!.Qij 'granicus.com/blog/are-short-term -vacation-rentals-contributing-to-the-housing-crisis/
41
State of Michigan, 2021 _b!!J;&gt; //www legislature.mi.gov/(S(p314kqrwilyrw2xaludolt3u))/mileg.aspx?page=GetObject&amp;objectname=2021 -HB-4722
42
State of Michigan, October 14 2021 t ttps ://www.michigan.gov/whitmer/0.9309,7 -387-90499 90640-570501-00 html# text M1ch1gan%20has%20more%20than%202.residents%20are%2050%20and%20older
43
City of Huntington Woods, 2020 https://cms9files.revize.com/huntingtonmi/Government/Senior%20Advisory%20Committee/UM -Senior-Amenities-and Ufestyle Analysis pdf
44
Missing Middle Housing 7ltps://mrssingmiddlehousing.com/
45
HUD, 2008 https.//www huduser gov/portal/publications/adu.pdf
46
PBS Newshour, November 23 2019 https://www.pbs.org/newshour/show/how-minneapolis-became-the -first-to-end -single -family-zoning
47
Planetizen, September 2021 https.//www.planetizen.com/news/2021/09/114735 -bend first -comply-oregons-statewide-upzoni11gl w11 t =&gt;x1 Or ron °· ,2_Qmade~u20history%20in%202019,comply%20with%20that%20historic%201egislation .
48
Planetizen, July 2 2016 hilP .//www.planetizen .com/node/87154/20-minute-neighborhoods -detroit
49
Bloomberg, January 9 2017 1ttps://www.bloomberg.com/news/articles/2017 -01-09/buffalo -is-the -first -to-abandon -minimum-parking -requirementsc1tyw1de
50
Dahlen Silva &amp; David Foldes &amp; Csaba Csiszar, 2021 'Htps ://ideas.repec.org/a/gam/jsusta/v13y2021i6p3008 -d514009.html
51
Henao, Alejandro; Marshall, Wesley E., 2019 hnps./,'conservancy.umn.edu/handle/11299/212145
52
FHMA, May 7 2021 LiLL//www.freddremac.com/research/insight/20210507 hou sing supply.page

27

-292-

-

�-

1!!!11

f//111

,.,

..

. , , ,,,.

Appendix A: Works Cited
Endnotes

53

MSHDA, November 10 2021 https://www.michigan.gov/mshda/-/media/Project/Websites/mshda/developers/housingplan/HousingSurveya nd InterviewFindi ngsReport 111021. pdf?rev=53b95b669f354be9b5 92fla3ca8bd 18e&amp;hash=3205 D07 AB2E9BD58C0249E 159Al E75A 1
54
City of Southfield, June 2019 https://www.cityofsouthfield.com/sites/default/files/2019 -06/southfield ed profile 1-2016 2.pdf
55
Oakland County, 2022 https://www.oakgov.com/mgtbud/fiscal/Documents/OaklandCounty EconomicOutlookSummary 2022 -2024.pdf
56
Oakland Schools, 2021 https://resources.finalsite.net/images/v1650640805/oaklandk12mius/fauioivqn9qtlc81sqoy/districtservicereport 202021 digital lpdt
57
Freep, June 7 2021 ~ tps .//www.freep.com/story/money/business/2021/06/07 /michigan -employers-returning-jobs-offices/7527295002/
58
USA Today, November 17 2021 https://www.usatoday.com/story/money/2021/11/17 /jobs -career-changes -covid -linkedin -poll/6266902001/?gnt-cfr=l
59
Smart Growth America https.//smartgrowthamerica.org/program/national -complete-streets-coalition/publications/what -are -complete-streets/
60
SEMCOG http&lt; .//semc..og org/land
61
City of Southfield, October 28 2012 https://www.cityofsouthfield.com/sites/default/files/inline -files/lid -manual-10 28-12 new.pdf
62
SEMCOG https .//semco 5 org/land
63
Southfield Public School Districts https://www.southfieldkl2.org/departments/buildings-and-grounds/stormwater-management-program/
64
City of Southfield, August 2015 https://www.cityofsouthfield.com/sites/default/files/inline-files/rain garden -flyer-new.pdf
65
Curbed, June 21 2018 https.//archive.curbed.com/2018/6/21/17484062/center-for-active-design-civic-guidelines
66
City of Southfield, 2017 https ://www.cityofsouthfield.com/news/city-southfield -adopts-green -infras tructu re -or di na nces -and-pledges-ongoi ng-su pport-paris
67
City of Southfield, July 2019 https://www.cityofsouthfield.com/sites/default/files/2019-07 /guidelines.pdf
68
SEMCOG https //semcog org/waterinfrastructure
69
Electric Vehicle Transportation Center, May 2017 http://fsec.ucf.edu/en/publications/pdf/FSEC-CR-2065-17 .pdf
7
Car and Driver, September 2021 https//www.magzter.com/US/Hearst-magazines/Car-and-Driver/Automotive/722326
71
lnvestopedia, May 2014 https//www.investopedia.com/articles/investing/052014/how -googles-selfdriving-car-will -change-everything.asp
72
Tharifi and Yamagata, December 1 2015
tiJJP-sJ/ww'!f.. re carchgate net/publication/282834336 Roof ponds as passive heating and cooling systems A systematic review
73
The Atlantic, December 2015 httpsJ/www theatlantic.com/technology/archive/2015/12/bioreceptive -buildings/418620/
74
Kleinschroth and Kowarik, August 3 2020 https://esajournals.onlinelibrary.wiley.com/doi/full/10.1002/fee.2230
75
University of Michigan Urban Lab hrtps.//www.urbanlab.umich.edu/project/real -time-watershed -control/
76
Mlive, October 2020 https.//www.mlive.com/news/ann-arbor/2020/10/lawsuit-over-ann-arbor-utility-rates-ignites-council -debate-about-funding-fortrees hrml
77
Congress for New urbanism https://www.cnu .org/node/538
78
City of Southfield httpsJ/www.cityofsouthfield.com/Government/CityDepartments/AC/CareerCenter/Partners/tabid/425/Default.aspx

°

-293-

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="62">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998780">
                  <text>Wyckoff Planning and Zoning Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998781">
                  <text>Planning &amp; Zoning Center (Lansing, Mich.) (Organization)</text>
                </elementText>
                <elementText elementTextId="998782">
                  <text>Wyckoff, Mark A.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998783">
                  <text>Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="998784">
                  <text>Michigan</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998785">
                  <text>1960/2023</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="998786">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870"&gt;Planning and Zoning Center Collection (RHC-240)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998787">
                  <text>&lt;a href="http://rightsstatements.org/vocab/NoC-US/1.0/"&gt;No Copyright - United States&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998788">
                  <text>Michigan</text>
                </elementText>
                <elementText elementTextId="998789">
                  <text>Comprehensive plan publications</text>
                </elementText>
                <elementText elementTextId="998790">
                  <text>Master plan reports</text>
                </elementText>
                <elementText elementTextId="998791">
                  <text>Zoning--Michigan</text>
                </elementText>
                <elementText elementTextId="998792">
                  <text>Zoning--Maps</text>
                </elementText>
                <elementText elementTextId="998793">
                  <text>Maps</text>
                </elementText>
                <elementText elementTextId="998794">
                  <text>Land use--planning</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="998795">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="998796">
                  <text>RHC-240</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998797">
                  <text>application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998798">
                  <text>Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998799">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="1010178">
                <text>Southfield_Comprehensive-Master-Plan_2022</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010179">
                <text>City of Southfield Planning Department, City of Southfield, Oakland County, Michigan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010180">
                <text>2022-12-22</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010181">
                <text>Sustainable Southfield 2.0 Comprehensive Master Plan 2023-2028</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010182">
                <text>The Sustainable Southfield 2.0 Comprehensive Master Plan 2023-2028 was prepared by the City of Southfield Planning Department with the assistance of McKenna and was approved on December 22, 2022.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="37">
            <name>Contributor</name>
            <description>An entity responsible for making contributions to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010183">
                <text>McKenna (consultant)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010184">
                <text>Master plan reports</text>
              </elementText>
              <elementText elementTextId="1010185">
                <text>Southfield (Mich.)</text>
              </elementText>
              <elementText elementTextId="1010186">
                <text>Oakland County (Mich.)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="1010187">
                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870"&gt;Planning and Zoning Center Collection (RHC-240)&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010189">
                <text>&lt;a href="http://rightsstatements.org/vocab/NoC-US/1.0/"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010190">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010191">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010192">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1038444">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="45545" public="1" featured="0">
    <fileContainer>
      <file fileId="50667">
        <src>https://digitalcollections.library.gvsu.edu/files/original/cdf1ab4ca2e9169931e39b1c3eef8237.mp4</src>
        <authentication>654d3f05c4e3e47b8451d711830eaa7f</authentication>
      </file>
      <file fileId="50678">
        <src>https://digitalcollections.library.gvsu.edu/files/original/d0e62bbd9b451f652400723c17917635.pdf</src>
        <authentication>e300edc26d03bcb85dfacc98f26cd4e7</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="868110">
                    <text>Grand Valley State University Veterans History Project
Oral History Interview
Veteran: Carol Sutton
Interview Length: (20.23)
Interviewed by Dr. James Smither
Transcribed by Chloe Dingens
Interviewer: This interview is a joint production of WKTV voices, the Grand Valley State
University Veterans History Project, and the Silversides Museum in Muskegon, Michigan. We
are in fact at the Silversides Museum in Muskegon and we're talking first with Carole Sutton of
Muskegon. So, Carol, begin with some background on yourself and to begin with where and
when were you born.

I was born in Davis, West Virginia in February 23, 1940.

Interviewer: Okay and did you grow up there, or did you move around?
(1.02)

I grew up there until I was 18, then I went to the University and then transferred there to
Frances Payne Bolton School of Nursing in Cleveland, Ohio.

Interviewer: Okay, so let's back up a little bit, what was your family doing for a living when you
were growing up?

My dad originally worked in the mines and then he became an engineer on the railroad
and we had a garage and my brother-in-law ran that when my father was away.

�Interviewer: Okay and so with that, that helped you be able to finish stay in high school and then
go on to college? As they could afford to do that.

Right.

Interviewer: Alright and then what did you study in college?

Well I started out with basic courses towards my medical degree, and then I decided maybe
I don't want to do that, maybe I'll just be a nurse.

Interviewer: Okay so you were thinking about being a doctor?

Right and then I decided maybe math and chemistry were not my forte alright so..

Interviewer: So, did you then basically do pre-nursing or?

Yes.

Interviewer: Okay but you did not get it, you weren't yet a nurse at the point when you finished
there?

No.

�Interviewer: Okay and so when did you leave college?
(2.13)

I graduated in 1963 okay and then I took a trip with some friends to Europe and- and then
we drove down and flew to North Africa and traveled around through the Middle East.

Interviewer: Okay.

And after that I joined the Air Force.

Interviewer: Alright so, I mean how did you wind up making that extended tour?

Well a friend of mine had a father that was in the Air Force in Tripoli, North Africa and so
we decided we want to go on a trip. So, we started saving our money and every time I
wanted to spend more money my friend would say, “remember we're going on a trip.” So,
it was a fantastic trip. We took a freighter to Europe and all young people were on it and a
young captain and it was a great experience.

Interviewer: Alright now was it just a group of- of women traveling together or did you have
some men?

No there were I think a couple people were men and one was going back home to Holland
and another to Germany, but I think there were more women.

�Interviewer: Okay but there was a whole group of you?

Yes, well the freighter only holds 12, so we had 11. Someone canceled at the last minute.

Interviewer: Okay how long did the trip on the freighter take?
(3.34)

Oh, gee it's been so long ago it was probably nine days or something.

Interviewer: Okay they do have decent weather or?

Oh, they said it was the nicest crossing that they’d had, and I thought well I wonder about
that, because you're still like this when you see the sky on one side and then the other.

Interviewer: Alright and so what countries did you visit?

We went all through Europe, like we ended in Belgium and then we went to Germany, and
France, and Belgium, Italy, and then we turned the car in and then flew to North Africa
where my friend's parents were and stayed there while right on the Mediterranean
enjoying the water. And then we went to Egypt, and Lebanon, Greece... it's so hard to
remember when all of a sudden, I start to think about it.

�Interviewer: Oh yeah, and I guess at that point the dollar was pretty strong.
(4.32)

Oh, it was very strong.

Interviewer: So, you could afford to do that kind of thing, you go a decade later it would have
been a little bit trickier.

Of course, salaries were less too.

Interviewer: Yeah. Alright so you kind of had your- your World Tour adventure and then you
came back and then nursing school was the next stop?

No, I'd already finished school.

Interviewer: Okay.

…and then I went to the Air Force, but we went to basic training in Montgomery, Alabama
which was a farce at that time for officers. They wanted us to at least be able to go through
the parade and the captain would say, “come on ladies we have to do this.” I mean it was so
lax and fun.
5.16

�Interviewer: Just to clarify, did you get through nursing training at West Virginia or was that at?

Well I did two years pre-West Virginia and three at Cleveland Ohio.

Interviewer: Right right, okay and then so you do that then you take your trip.

Right.

Interviewer: Okay how did you wind up joining the Air Force?

Well I planned to join the Navy and two of my friends decided, one to get married another
to go to Texas. So, I thought “hmm okay.” I just called up the Air Force recruiter, he came
right over. That's how it started.

Interviewer: Okay, and so then when do you actually arrive in Montgomery for your...

It was May sixty-five.

Interviewer: Sixty-five.

Yeah.

Interviewer: Okay and is this Maxwell Air Force Base or?

�Yes.

Interviewer: Okay alright and the group that you're training with were they all women?

They- that was their class that had the most women of any of them, lucky for us there were
two men. And they had like psychologists and most of them were nurses. I can't remember
what the other one did but...
(6.25)

Interviewer: Okay and then just to clarify you're going in basically as an officer?

Right second lieutenant to start with.

Interviewer: Because nurses are all officers. Did they explain to you why you got to come in as
an officer?

No, I just seemed to know that you know, from being around a lot of people in the military.

Interviewer: Okay now that the basic training that you got, what did that actually consist of?

Well we did a camp out and went out in the swamps and found, what would you call it?
Like you'd find a little wooden things that would tell you where to go next, or I'm not

�trying to think what, not ingredients what you call it, coordinates or something. And that
was… and we didn't do too much. Met in the mornings and went over things all together.
And the campout was fun though.

Interviewer: Alright I mean did they try to- try to train you how to march or anything like that?

Just that part so that we could at least be in the parade at the end of the… the experience.
(7.37)

Interviewer: Okay, now sometimes for the men, at least for the enlisted men there's a lot of
attention to kind of the spit-and-polish. And how to wear the uniform and how to clean things.
Did you get some of that?

None of that.

Interviewer: Okay, they had just given up or weren’t trying?

I think at that time you know you're gonna be a nurse, and they didn't really think about
you're going out like to Vietnam like some of them went.

Interviewer: Yeah and of course in 65 it wasn't yet clear how much of that there was going to be,
because it's only beginning to escalate at that point. Alright now when you went there while you

�were training there did you consider the possibility that you might go overseas, or do you want to
go overseas?

Well I didn't really think about it at that time.

Interviewer: Okay, alright so once you've finished the basic training where do they send you?

To Wilford Hall, Lackland Air Force Base.

Interviewer: Okay Lackland is a big base in San Antonio.

Right, where they train.

Interviewer: Okay and then when you- what kind of reception do you get when you arrive there?

Well I was pretty nervous, but everybody was, you know, we already knew where we were
going to be in Wilford Hall, but it was just like anything else it's a little nerve-wracking to
start with until you adjust and kind of get your feet on the ground there.
(8.51)

Interviewer: Okay did they do anything to orient you or help you get acquainted with the place or
do they just, just you know…

�As far as I remember they orient you to where different areas are because it's a big area.

Interviewer: Okay, now describe the facility itself, what was Wilford like? how big was it? what
was there?

It was pretty big, I can't remember now what all was there, but I know I got assigned to
OB and gynecology. So, I spent most of my time there.

Interviewer: Okay and assumedly a lot of the patients were the wives of the men based there?

Right right right.

Okay and what kind of living accommodations did you have?
(9.33)

Oh, I lived in an apartment with two other girls.

Interviewer: Okay so you've got to be off the base?

Right.

Interviewer: Okay and did you have a car?

�Yes.

Interviewer: Okay and what was the daily routine like?

Well as far as my work?

Interviewer: Yep.

Well I started out being on days, just for a while to get oriented like. As being a nurse I
never drew blood before, so they sent me right to the lab to draw blood and my first patient
was a doctor and I missed on the first time. But after that then I didn't go there anymore
because we would draw the patient's blood just like their him hemoglobin hematocrit
would be drawn and sent down to the lab.

Interviewer: Okay and so then normally once you're-you’re in there what are you doing day-today?

Well just taking care of the patients, you know.

Interviewer: So essentially the same kinds of things nurses-

That you do in a regular hospital, yes.

�Interviewer: Okay now were there things about that job that made a different from being in a
civilian hospital?

I think pretty much the same at that time, because now they do so much more than we did
back then.

Interviewer: Okay and you said you worked days to begin with?

Yeah and then I was on evenings and nights depending on what your schedule was.
(11.02)

Interviewer: Okay and how long would the shifts be?

Back then it was only eight hours.

Interviewer: alright and then was it five days a week or six?

We had every third weekend off. So, it varied during the week.

Interviewer: alright and what was what- what was the atmosphere like there, just in terms of
being a young woman living in a place like this. I mean how did people treat you or…

�I don't think they treated me any different than most people do. I get along pretty well as
most people anyway. But I remember back then we had one nurse that was talking about,
she was so sad she couldn't go march with Martin Luther King back then.

Interviewer: Now was this facility, was this integrated? Did you have black nurses there?

Oh yeah, she was a black nurse.

Interviewer: okay and with their a fair number of black personnel on the base?

Oh yes.

Interviewer: Okay now this is still Texas in 1965-66.

Right yes.

Interviewer: When you go off the base were you aware at all of racial tensions or things like
that?

No.
(12.13)

�Interviewer: Okay so it just wasn't... and by then I guess you don't have segregated drinking
fountains or anything like that?

No, but one of the girls from the South certainly let us know how our northerners did not
know about being in the South.

Interviewer: Well what kind- were their customs or things that you weren't aware of? I mean
aside from the race issue that…

No.

Interviewer: Okay. Alright, now when you went into the Air Force how long did you expect to
stay?

I was expecting to be a career woman.
(12.49)

Interviewer: Okay.

And then I met my husband.

Interviewer: Okay.

�He was working, well on the labor and delivery unit and someone told him there was a tall
nurse over there. So, he came over to see who it was and talked to me off and on, and then I
thought, well I kind of liked him. So, I invited him over.

Interviewer: What were the rules for- for fraternization?

Well they were a little more strict then. And Michael had to get a, when we were going to
get married, he had to get some type of release that said, like “first lieutenant Carol Anne
Sutton” you know, and his name and everything. And they told him he can't go to the
officer's club and he said, “oh gee maybe I won't get married then.” He got into a little
trouble for that.

Interviewer: But it was- it was still allowable, it wasn't totally forbidden.

Yeah, right. They didn't encourage it of course.
(13.49)

Interviewer: Yeah well, the stereotype that you get at least for like a TV show MASH or things
like this. Is it's the nurses and the doctors are carrying on and so forth and you- you wind up with
an enlisted man?

Yeah.

�Interviewer: Now was that actually more common for if the nurses were gonna get involved they
might be getting lovely enlisted rather than doctors?

No, I think whatever.
(14.15)

Interviewer: Okay because I have had a nurse explain to me at some point that the enlisted men
were more your own age and had more in common with you, and the doctors were older and too
many were married. So, they shouldn't be doing anything.

Right.

Interviewer: Okay but this just kind of happened? Alright and then how does- so you- so when
do you get married?

We got married in July of 66 and then 11 months later he went to Vietnam.

Interviewer: Okay and then what did you do while he was in Vietnam?

Work!

Interviewer: Okay, so you just stayed on?

�Right.

Interviewer: Alright now were you working longer than your contractual obligation? because
when you signed up…

Yeah, yeah you- I believe it was two years.

Interviewer: Okay, so you signed up and you had to be full-time active duty for two years.

Right at least.

Interviewer: Okay but you wind up extending and then staying for a third because at that point
you might as well?
(15.12)

Mm-hmm.

Interviewer: Alright and then while he was in, well I guess how did you feel about him going to
Vietnam?

I wasn't too happy about it because of course you're newly married and all in love and
excited and you worry that they're not coming back.

�Interviewer: Alright and then how much communication did you have with him while he was
overseas?

Well letters and then we used to send tapes and one time he was teasing me about I'm
talking about the rain and romantic and here he's sitting in a monsoon.

Interviewer: Alright and so that basically goes on for sort of your last year?

Yeah.

Interviewer: And then when he comes back from the service, now what happens?

Well we met in Hawaii after eight months or close to nine I think and then he came back in
68.

Interviewer: Okay so he had an R&amp;R; to go to Hawaii.

Right.

Interviewer: And I don't know when he came out for the R&amp;R; was he any different than he was
when he left?
(16.15)

�No, no at least I didn't see it

Interviewer: Okay, alright and then when he does come back, then do you leave the Navy or go
in reserves or what?

Yes.

Interviewer: Okay and then once he comes back where do you wind up living?

Trying to think, was it Austin? Yes, yeah that's right yeah.

Interviewer: Okay and then he stayed in the Air Force?

No, he got out for I don't know if it's a year or two and then he went back in.

Interviewer: Okay and then did that put you then into the life of the military wife?

Before he went back in, I just worked as a nurse at the health center at University of Texas.

Interviewer: Okay and then he does go back in and you just follow him around to his
assignments and so forth?

Right.

�Interviewer: Alright when you think over the time that you spent, you know in the service are
there particular incidents or people or memories that kind of stand out for you?

You mean during all the times we were...

Interviewer: Well actually the time you were actually on active duty first.

Okay, no it was pretty standard right then you know, just doing our jobs and having fun
with friends on the weekends or whenever we're off okay.

Interviewer: Now you're at the base, you're at that hospital from 65 to 68 and that is a point
where of course Vietnam ramps up a lot.

Right.
(17.48)

Interviewer: Did you- did that affect the kind of business that you had at the hospital? I mean
were there casualties who would come back to that facility?

Well like I said I was in the OB/GYN most- all the time.

�Interviewer: Yeah, I know, were you aware what was going on at all or that these people were
coming in?

Yeah.

Interviewer: okay and did you pay any attention to things like the anti-war movement that was
going on or?

I really didn't pay too much attention to that.

Interviewer: Okay and did you follow the news of the war while your husband was over?

Right and I thought we shouldn't be there.

Interviewer: Okay and were there ever situations where you got news reports and you were
wondering was, he in the middle of that?

Not too much really. because a lot of the women that were there having babies and things,
you'd hear a lot about any of their husbands that were gone, and I can't recall any of them
that had a husband that had died. Because you had people coming in and out and…

Interviewer: Right, alright and I guess to look back on the time and the service, but aside from
getting you a husband, how do you think that affected you? or or or what did you learn from it?

�From being in the military you mean?

Interviewer: Yup.

Well like I said I had plan to be a career woman because I had seen so much camaraderie
when we were at the airbase in Tripoli, North Africa and that's why I thought I would like
to do that and have that camaraderie with other women that are staying in.
(19.30)

Interviewer: Alright and...

And that's what originally had gotten me to the point of going in really.

Interviewer: Okay and it did it work out that way?

Yes, but I ended up not being a career woman, not in the military.

Interviewer: Alright did you continue to work as a nurse or did you- after all that, so did you
work as a nurse in different places where he was assigned?

Yes.

�Interviewer: Okay, alright and so then and when did you retire from nursing?

Oh in 2000 when I lost my leg, we're still looking for it.

Interviewer: Okay, alright but that was not a service-related injury.

No, I should have told people it was.

Interviewer: Yeah make it much better.

Or a shark story.

Interviewer: Alright well thank you very much then for taking the time to share the story today.

You’re welcome.

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="30">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="496643">
                  <text>Veterans History Project</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="565780">
                  <text>Grand Valley State University. History Department</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="565781">
                  <text>The Library of Congress established the Veterans History Project in 2001 to collect memories, accounts, and documents of U.S. war veterans from World War II and the Korean War, Vietnam War, and conflicts in the Middle East and elsewhere, and to preserve these stories for future generations. The GVSU History Department interviews are part of this work-in-progress, and may contain videos and audio recordings, transcripts and interview outlines, and related documents and photographs.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="565782">
                  <text>1914-</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="565783">
                  <text>&lt;a href="http://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="565784">
                  <text>Afghan War, 2001--Personal narratives, American</text>
                </elementText>
                <elementText elementTextId="765929">
                  <text>Iran Hostage Crisis, 1979-1981--Personal narratives, American</text>
                </elementText>
                <elementText elementTextId="765930">
                  <text>Korean War, 1950-1953--Personal narratives, American</text>
                </elementText>
                <elementText elementTextId="765931">
                  <text>Michigan--History, Military</text>
                </elementText>
                <elementText elementTextId="765932">
                  <text>Oral history</text>
                </elementText>
                <elementText elementTextId="765933">
                  <text>Persian Gulf War, 1991--Personal narratives, American</text>
                </elementText>
                <elementText elementTextId="765934">
                  <text>United States--History, Military</text>
                </elementText>
                <elementText elementTextId="765935">
                  <text>United States. Air Force</text>
                </elementText>
                <elementText elementTextId="765936">
                  <text>United States. Army</text>
                </elementText>
                <elementText elementTextId="765937">
                  <text>United States. Navy</text>
                </elementText>
                <elementText elementTextId="765938">
                  <text>Veterans</text>
                </elementText>
                <elementText elementTextId="765939">
                  <text>Video recordings</text>
                </elementText>
                <elementText elementTextId="765940">
                  <text>Vietnam War, 1961-1975--Personal narratives, American</text>
                </elementText>
                <elementText elementTextId="765941">
                  <text>World War, 1939-1945--Personal narratives, American</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="565785">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="565786">
                  <text>Smither, James&#13;
Boring, Frank</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="46">
              <name>Relation</name>
              <description>A related resource</description>
              <elementTextContainer>
                <elementText elementTextId="565787">
                  <text>Veterans History Project (U.S.)</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="565788">
                  <text>RHC-27</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="565789">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="565790">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/455"&gt;Veterans History Project interviews (RHC-27)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="4">
      <name>Oral History</name>
      <description>A resource containing historical information obtained in interviews with persons having firsthand knowledge.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="867951">
                <text>RHC-27_SuttonC2308V</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867952">
                <text>Sutton, Carol (Interview transcript and video), 2019</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867953">
                <text>2019-06-07</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867954">
                <text>Carol Sutton of Muskegon was born in Davis, West Virginia on February 23, 1940. She went to Frances Payne Bolton School of Nursing in Cleveland, Ohio, as well as West Virginia University after high school. After graduating in 1963, Sutton went on an extended international trip before joining the Air Force. In May of 1965, she underwent Basic Training in Montgomery, Alabama, and graduated as a Second Lieutenant since she was a nurse. She was then stationed at Wilford Hall in Lackland Air Force Base, San Antonio, where she met her husband in the labor and delivery unit of the hospital. They got married in July of 1966 before her husband was deployed to Vietnam. After his return in 1968, the couple moved to Austin, Texas and they both left the service. Sutton then worked as a nurse at the health center at the University of Texas before retiring in 2000.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867955">
                <text>Sutton, Carol Ann</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="37">
            <name>Contributor</name>
            <description>An entity responsible for making contributions to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867956">
                <text>Smither, James (Interviewer)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867957">
                <text>Other veterans &amp; civilians--Personal narratives, American</text>
              </elementText>
              <elementText elementTextId="867958">
                <text>United States. Air Force</text>
              </elementText>
              <elementText elementTextId="867959">
                <text>Oral history</text>
              </elementText>
              <elementText elementTextId="867960">
                <text>Veterans History Project (U.S.)</text>
              </elementText>
              <elementText elementTextId="867961">
                <text>United States--History, Military</text>
              </elementText>
              <elementText elementTextId="867962">
                <text>Veterans</text>
              </elementText>
              <elementText elementTextId="867963">
                <text>Video recordings</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867964">
                <text>video/mp4</text>
              </elementText>
              <elementText elementTextId="867965">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867966">
                <text>Moving Image</text>
              </elementText>
              <elementText elementTextId="867967">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="867968">
                <text>Veterans History Project collection, RHC-27</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867969">
                <text>&lt;a href="https://rightsstatements.org/page/InC/1.0/?language=en"&gt;In Copyright&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="867970">
                <text>Grand Valley State University Libraries, Special Collections &amp; University Archives, 1 Campus Drive, Allendale, MI, 49401.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="46">
            <name>Relation</name>
            <description>A related resource</description>
            <elementTextContainer>
              <elementText elementTextId="867971">
                <text>Veterans History Project (U.S.)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="867972">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="54828" public="1" featured="0">
    <fileContainer>
      <file fileId="59098">
        <src>https://digitalcollections.library.gvsu.edu/files/original/27abf49a8bf5a2189ce6421afb7e4de8.pdf</src>
        <authentication>f24bb2f07b7cf95fdf10b59f69e8034d</authentication>
        <elementSetContainer>
          <elementSet elementSetId="4">
            <name>PDF Text</name>
            <description/>
            <elementContainer>
              <element elementId="52">
                <name>Text</name>
                <description/>
                <elementTextContainer>
                  <elementText elementTextId="1010316">
                    <text>TOWHSHI~

GRAND

BAY

Q

..
zC

\

'
-

•·- li"
•'1«!

!:20

SUTTONS

-~_J

BAY

WEST ARM
GRAND

..
z
i

.~

TRAVERSE
BAY

�if'

,.

,,ff

.30

/I

-

~

GRAND

26

TRAVERSE

BAY

.
z
.g
!I:
:a:

(!"
-~·'"'!)

i

I

I

I
I

I

I

I
I·
I
I

I
I

I
I

I
I

I

I

LEELANAU

31

I
I

J
I.

I

I

I

-----

1

.

I~~~"

.
~. _ _ L~._-~

iw r~,wKOl&lt;~:l.dd(~I

:

,.
~

l'o,-l't♦
1
~,. !,ILL I

__I__\~~._____.
■INGHAM

::.-:'.'\

------------

TOWNSHIP'

,,,,,. t

I

LEELANAU COUNTY
LEGEND
------~

MAP SYMBOLS•

.,_ _____ ·-·-- - VILLAGE OF SUTTONS BAY CORPORATION UMIT
PUBLIC ROAD

-·- --------------------------

PRIVATE ROAD

OVERLAY MAP: SPECIAL USE;
CHURCHES AND DAY CARE CENTERS

ZONING DISTRICTS
FIESIDENTIAL (R)
AGRICULTURE (A)

.I. . ___L,

COMMERCIAL (C)
INDUSTRIAL (I)

ALL TRUST LANDS ARE NOT SHOWN. TRUST
LANDS ARE EXEMPT FROM LOCAL ZONING.

WASTE MANAGEMENT (W)
TL

minute USGS t0f&gt;09raphfc maps, GIiie P'-r, Mapi.ton, Omen• and
Suttons· Bay ~nglH; colol::..lnfr■red aerial photography; th&lt;t
Certified County Road System All ■- of LHl ■nau county ■nd Inform•
lion p,-ovlded by the LHlanau County Planning CommlMlon.
Tlwt pareels on this map ntpl'9Mnt thoff un.t.r JMtpMate t■x deecriptlons,

plstted ■ubdlvllllona, ■- of March 1, 1917.

DESIGNATION FOR
.OVERLAY ZONES _

FEDERAL TRUST LANDS (TL)

SoYrc• metenM for tM p,-ep«•llon of thl• map Include: th&lt;t Suttons.
Bay Townehlp Ncilon of the LHl•nau county T ■x Map11; 15 minute
USGS t0f)09f'sphic maps, Northport and Tr■verwe City ~adf'~; 7.5

Of lot patterns In

.

-

/

The baN for this map was prepared by Grace E. Dl&lt;:klnson and Timothy.
Doi.ti ■nty, Director, LHl ■nau County Planning O.partment, Leland,
Michigan. Zoning detllgnatlons on thla map were dratted by Robert 0.
Chamberland, Chairman, Sutton• Bay Township Zoning Board.

J.

The official Suttons Bay Townehlp Zoning M4lf) Is on ftle with th&lt;t Sutton•
Bay Township Clerk. Although ev.ry effort ha• been made to assure
the accuracy and compi.te111tu of this map, prints may not be current
or itecurate due to sul&gt;Mquent ch•~• or reduced map ac ■i•. Contitet
th&lt;t Township Zoning Administrator or Township Clerk before taking any
action based on this map.
Note that the road• shown

■re

not neceuarlly open to trafl'lc.

LEELANAU COUNTY

MICHIGAN

0

~

d

.5001'1'1.

,l:m..
~

lpmi

,.cx,,,.,..

�</text>
                  </elementText>
                </elementTextContainer>
              </element>
            </elementContainer>
          </elementSet>
        </elementSetContainer>
      </file>
    </fileContainer>
    <collection collectionId="62">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998780">
                  <text>Wyckoff Planning and Zoning Collection</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998781">
                  <text>Planning &amp; Zoning Center (Lansing, Mich.) (Organization)</text>
                </elementText>
                <elementText elementTextId="998782">
                  <text>Wyckoff, Mark A.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998783">
                  <text>Municipal master plans and zoning ordinances from across the state of Michigan, spanning from the 1960s to the early 2020s. The bulk of the collection was compiled by urban planner Mark Wyckoff over the course of his career as the founder and principal planner of the Planning and Zoning Center in Lansing, Michigan. Some additions have been made to the collection by municipalities since it was transferred to Grand Valley State University.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="998784">
                  <text>Michigan</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998785">
                  <text>1960/2023</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="998786">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870"&gt;Planning and Zoning Center Collection (RHC-240)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998787">
                  <text>&lt;a href="http://rightsstatements.org/vocab/NoC-US/1.0/"&gt;No Copyright - United States&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998788">
                  <text>Michigan</text>
                </elementText>
                <elementText elementTextId="998789">
                  <text>Comprehensive plan publications</text>
                </elementText>
                <elementText elementTextId="998790">
                  <text>Master plan reports</text>
                </elementText>
                <elementText elementTextId="998791">
                  <text>Zoning--Michigan</text>
                </elementText>
                <elementText elementTextId="998792">
                  <text>Zoning--Maps</text>
                </elementText>
                <elementText elementTextId="998793">
                  <text>Maps</text>
                </elementText>
                <elementText elementTextId="998794">
                  <text>Land use--planning</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="998795">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="998796">
                  <text>RHC-240</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998797">
                  <text>application/pdf</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998798">
                  <text>Text</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="998799">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="1">
      <name>Text</name>
      <description>A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="1010301">
                <text>Suttons-Bay-Twp_Zoning-Map_1994</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010302">
                <text>Leelanau County Planning Department, Leelanau County, Michigan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010303">
                <text>1994-09-14</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010304">
                <text>Suttons Bay Township Zoning Map</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010305">
                <text>The Suttons Bay Township Zoning Map was prepared by the Leelanau County Planning Department and was certified on September 14, 1994.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010306">
                <text>Zoning--Michigan</text>
              </elementText>
              <elementText elementTextId="1010307">
                <text>Zoning--Maps</text>
              </elementText>
              <elementText elementTextId="1010308">
                <text>Suttons Bay Township (Mich.)</text>
              </elementText>
              <elementText elementTextId="1010309">
                <text>Leelanau County (Mich.)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="1010310">
                <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/870"&gt;Planning and Zoning Center Collection (RHC-240)&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010312">
                <text>&lt;a href="http://rightsstatements.org/vocab/NoC-US/1.0/"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010313">
                <text>Text</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010314">
                <text>application/pdf</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="1010315">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1038452">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="17810" public="1" featured="0">
    <fileContainer>
      <file fileId="19925">
        <src>https://digitalcollections.library.gvsu.edu/files/original/bb6e6381522dcd1a969f806b422f7ea4.jpg</src>
        <authentication>4eabb41e5b672b86875c21cdb5e0d673</authentication>
      </file>
    </fileContainer>
    <collection collectionId="14">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199923">
                  <text>Naval Recognition Training Slides</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199924">
                  <text>Slides</text>
                </elementText>
                <elementText elementTextId="765865">
                  <text>Military education</text>
                </elementText>
                <elementText elementTextId="765866">
                  <text>Airplanes, Military--Recognition</text>
                </elementText>
                <elementText elementTextId="765867">
                  <text>Warships--Recognition</text>
                </elementText>
                <elementText elementTextId="765868">
                  <text>World War, 1939-1945</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199925">
                  <text>Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199926">
                  <text>United States. Navy</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="199927">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides (RHC-50)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="199928">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199929">
                  <text>2017-04-04</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199930">
                  <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199931">
                  <text>image/jpg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199932">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199933">
                  <text>image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="199934">
                  <text>RHC-50</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="199935">
                  <text>1943-1953</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="62">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="466758">
              <text>&lt;a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides, RHC-50&lt;/a&gt;</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="319662">
                <text>RHC-50_1775</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319663">
                <text>Sverdlov cruiser</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319664">
                <text>United States. Navy</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319665">
                <text>Sverdlov Russian cruiser, September 1, 1953.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319667">
                <text>United States. Navy</text>
              </elementText>
              <elementText elementTextId="319668">
                <text>Military education</text>
              </elementText>
              <elementText elementTextId="319669">
                <text>World War, 1939-1945</text>
              </elementText>
              <elementText elementTextId="319670">
                <text>Slides</text>
              </elementText>
              <elementText elementTextId="319671">
                <text>Warships--Recognition</text>
              </elementText>
              <elementText elementTextId="319672">
                <text>Russia</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319673">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319674">
                <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319675">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319676">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="319678">
                <text>Naval recognition slides (RHC-50)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="437312">
                <text>1953-09-01</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1027064">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="17809" public="1" featured="0">
    <fileContainer>
      <file fileId="19924">
        <src>https://digitalcollections.library.gvsu.edu/files/original/817535f6489def60ba84ac8f8e04a2a3.jpg</src>
        <authentication>1bd58be513663f160b0078c83f10c41c</authentication>
      </file>
    </fileContainer>
    <collection collectionId="14">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199923">
                  <text>Naval Recognition Training Slides</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199924">
                  <text>Slides</text>
                </elementText>
                <elementText elementTextId="765865">
                  <text>Military education</text>
                </elementText>
                <elementText elementTextId="765866">
                  <text>Airplanes, Military--Recognition</text>
                </elementText>
                <elementText elementTextId="765867">
                  <text>Warships--Recognition</text>
                </elementText>
                <elementText elementTextId="765868">
                  <text>World War, 1939-1945</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199925">
                  <text>Slides developed during World War II as a training tool, for top-side battle-station personnel on board ship and for all aircraft personnel, by the US Navy. In 1942 a Recognition School was established by the Navy at Ohio State University where the method of identification was developed. In 1943 the school was taken over by the US Navy. The importance of training in visual recognition of ships and aircraft became even more evident during World War II. Mistakes resulting in costly errors and loss of life led to an increased emphasis on recognition as a vital skill.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199926">
                  <text>United States. Navy</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="199927">
                  <text>&lt;a href="https://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides (RHC-50)&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="199928">
                  <text>Grand Valley State University. University Libraries. Special Collections &amp; University Archives.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199929">
                  <text>2017-04-04</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199930">
                  <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199931">
                  <text>image/jpg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199932">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="199933">
                  <text>image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="199934">
                  <text>RHC-50</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="38">
              <name>Coverage</name>
              <description>The spatial or temporal topic of the resource, the spatial applicability of the resource, or the jurisdiction under which the resource is relevant</description>
              <elementTextContainer>
                <elementText elementTextId="199935">
                  <text>1943-1953</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
      <elementContainer>
        <element elementId="62">
          <name>Source</name>
          <description/>
          <elementTextContainer>
            <elementText elementTextId="466757">
              <text>&lt;a href="http://gvsu.lyrasistechnology.org/repositories/2/resources/477"&gt;Naval recognition slides, RHC-50&lt;/a&gt;</text>
            </elementText>
          </elementTextContainer>
        </element>
      </elementContainer>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="319644">
                <text>RHC-50_1774</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319645">
                <text>Sverdlov Russian cruiser</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319646">
                <text>United States. Navy</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319647">
                <text>Sverdlov Russian cruiser, September 1, 1953.</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319649">
                <text>United States. Navy</text>
              </elementText>
              <elementText elementTextId="319650">
                <text>World War, 1939-1945</text>
              </elementText>
              <elementText elementTextId="319651">
                <text>Russia</text>
              </elementText>
              <elementText elementTextId="319652">
                <text>Military education</text>
              </elementText>
              <elementText elementTextId="319653">
                <text>Warships--Recognition</text>
              </elementText>
              <elementText elementTextId="319654">
                <text>Slides</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319655">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319656">
                <text>&lt;a href="http://rightsstatements.org/page/NoC-US/1.0/?language=en"&gt;No Copyright - United States&lt;/a&gt;</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319657">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="319658">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="319660">
                <text>Naval recognition slides (RHC-50)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="40">
            <name>Date</name>
            <description>A point or period of time associated with an event in the lifecycle of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="437311">
                <text>1953-09-01</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="1027063">
                <text>Grand Valley State University. University Libraries. Lemmen Library and Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="48190" public="1" featured="0">
    <fileContainer>
      <file fileId="53280">
        <src>https://digitalcollections.library.gvsu.edu/files/original/9dc210c6fecd0440af9b63bf0ff05c72.jpg</src>
        <authentication>a632df8a99b67b90e3ddf12a092e16e5</authentication>
      </file>
    </fileContainer>
    <collection collectionId="56">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887512">
                  <text>Faces of Grand Valley</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887513">
                  <text>Grand Valley State University</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887514">
                  <text>University Communications</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887515">
                  <text>A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887516">
                  <text>1960s - 1990s</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="887517">
                  <text>GV012-03. University Communications. Vita Files</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887518">
                  <text>In Copryight</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887519">
                  <text>Grand Valley State University</text>
                </elementText>
                <elementText elementTextId="887520">
                  <text>College administrators</text>
                </elementText>
                <elementText elementTextId="887521">
                  <text>College teachers</text>
                </elementText>
                <elementText elementTextId="887522">
                  <text>Colleges and universities -- Faculty</text>
                </elementText>
                <elementText elementTextId="887523">
                  <text>Michigan</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="887524">
                  <text>Grand Valley State University. Special Collections and University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="887525">
                  <text>GV012-03</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887526">
                  <text>image/jpeg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887527">
                  <text>Image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887528">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="907319">
                <text>SwansonJane_Photo01</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907320">
                <text>Grand Valley State University. University Communications</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907321">
                <text>Swanson, Jane</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907322">
                <text>Jane Swanson, Social Work</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907323">
                <text>Grand Valley State University – History</text>
              </elementText>
              <elementText elementTextId="907324">
                <text>College teachers</text>
              </elementText>
              <elementText elementTextId="907325">
                <text>Universities and colleges – Faculty</text>
              </elementText>
              <elementText elementTextId="907326">
                <text>Michigan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="907327">
                <text>University Communications. Vita Files, 1968-2016 (GV012-03)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="907328">
                <text>Grand Valley State University. Special Collections and University Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907329">
                <text>In Copyright</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907330">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907331">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907332">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="48191" public="1" featured="0">
    <fileContainer>
      <file fileId="53281">
        <src>https://digitalcollections.library.gvsu.edu/files/original/23fce140b679b20cb78b4d26beb21e9e.jpg</src>
        <authentication>8795e5c602d9226f9e2592e63732d628</authentication>
      </file>
    </fileContainer>
    <collection collectionId="56">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887512">
                  <text>Faces of Grand Valley</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887513">
                  <text>Grand Valley State University</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887514">
                  <text>University Communications</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887515">
                  <text>A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887516">
                  <text>1960s - 1990s</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="887517">
                  <text>GV012-03. University Communications. Vita Files</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887518">
                  <text>In Copryight</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887519">
                  <text>Grand Valley State University</text>
                </elementText>
                <elementText elementTextId="887520">
                  <text>College administrators</text>
                </elementText>
                <elementText elementTextId="887521">
                  <text>College teachers</text>
                </elementText>
                <elementText elementTextId="887522">
                  <text>Colleges and universities -- Faculty</text>
                </elementText>
                <elementText elementTextId="887523">
                  <text>Michigan</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="887524">
                  <text>Grand Valley State University. Special Collections and University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="887525">
                  <text>GV012-03</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887526">
                  <text>image/jpeg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887527">
                  <text>Image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887528">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="907333">
                <text>SwansonJane_Photo02</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907334">
                <text>Grand Valley State University. University Communications</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907335">
                <text>Swanson, Jane</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907336">
                <text>Jane Swanson, Social Work</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907337">
                <text>Grand Valley State University – History</text>
              </elementText>
              <elementText elementTextId="907338">
                <text>College teachers</text>
              </elementText>
              <elementText elementTextId="907339">
                <text>Universities and colleges – Faculty</text>
              </elementText>
              <elementText elementTextId="907340">
                <text>Michigan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="907341">
                <text>University Communications. Vita Files, 1968-2016 (GV012-03)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="907342">
                <text>Grand Valley State University. Special Collections and University Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907343">
                <text>In Copyright</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907344">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907345">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907346">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="48192" public="1" featured="0">
    <fileContainer>
      <file fileId="53282">
        <src>https://digitalcollections.library.gvsu.edu/files/original/89e915ad5e1f8dcecd36ebaca4755d34.jpg</src>
        <authentication>c6d9a60965d1af70eb94dd0feab4fa70</authentication>
      </file>
    </fileContainer>
    <collection collectionId="56">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887512">
                  <text>Faces of Grand Valley</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887513">
                  <text>Grand Valley State University</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887514">
                  <text>University Communications</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887515">
                  <text>A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887516">
                  <text>1960s - 1990s</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="887517">
                  <text>GV012-03. University Communications. Vita Files</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887518">
                  <text>In Copryight</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887519">
                  <text>Grand Valley State University</text>
                </elementText>
                <elementText elementTextId="887520">
                  <text>College administrators</text>
                </elementText>
                <elementText elementTextId="887521">
                  <text>College teachers</text>
                </elementText>
                <elementText elementTextId="887522">
                  <text>Colleges and universities -- Faculty</text>
                </elementText>
                <elementText elementTextId="887523">
                  <text>Michigan</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="887524">
                  <text>Grand Valley State University. Special Collections and University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="887525">
                  <text>GV012-03</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887526">
                  <text>image/jpeg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887527">
                  <text>Image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887528">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="907347">
                <text>SwansonMaxine_Photo01</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907348">
                <text>Grand Valley State University. University Communications</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907349">
                <text>Swanson, Maxine</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907350">
                <text>Maxine Swanson, Board of Trustees 1981-1990</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907351">
                <text>Grand Valley State University – History</text>
              </elementText>
              <elementText elementTextId="907352">
                <text> College administrators</text>
              </elementText>
              <elementText elementTextId="907353">
                <text>Michigan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="907354">
                <text>University Communications. Vita Files, 1968-2016 (GV012-03)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="907355">
                <text>Grand Valley State University. Special Collections and University Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907356">
                <text>In Copyright</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907357">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907358">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907359">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
  <item itemId="48193" public="1" featured="0">
    <fileContainer>
      <file fileId="53283">
        <src>https://digitalcollections.library.gvsu.edu/files/original/d77d49f45f1c8c7820f0f8e37cb7d327.jpg</src>
        <authentication>6d46314bf3ad66dfae646d379daa8392</authentication>
      </file>
    </fileContainer>
    <collection collectionId="56">
      <elementSetContainer>
        <elementSet elementSetId="1">
          <name>Dublin Core</name>
          <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
          <elementContainer>
            <element elementId="50">
              <name>Title</name>
              <description>A name given to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887512">
                  <text>Faces of Grand Valley</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="39">
              <name>Creator</name>
              <description>An entity primarily responsible for making the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887513">
                  <text>Grand Valley State University</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="37">
              <name>Contributor</name>
              <description>An entity responsible for making contributions to the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887514">
                  <text>University Communications</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="41">
              <name>Description</name>
              <description>An account of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887515">
                  <text>A non-comprehensive collection of photographs of Grand Valley faculty, staff, administrators, board members, friends, and alumni. Photos collected by University Communications for use in promotion and information sharing about Grand Valley with the wider community.</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="40">
              <name>Date</name>
              <description>A point or period of time associated with an event in the lifecycle of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887516">
                  <text>1960s - 1990s</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="48">
              <name>Source</name>
              <description>A related resource from which the described resource is derived</description>
              <elementTextContainer>
                <elementText elementTextId="887517">
                  <text>GV012-03. University Communications. Vita Files</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="47">
              <name>Rights</name>
              <description>Information about rights held in and over the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887518">
                  <text>In Copryight</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="49">
              <name>Subject</name>
              <description>The topic of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887519">
                  <text>Grand Valley State University</text>
                </elementText>
                <elementText elementTextId="887520">
                  <text>College administrators</text>
                </elementText>
                <elementText elementTextId="887521">
                  <text>College teachers</text>
                </elementText>
                <elementText elementTextId="887522">
                  <text>Colleges and universities -- Faculty</text>
                </elementText>
                <elementText elementTextId="887523">
                  <text>Michigan</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="45">
              <name>Publisher</name>
              <description>An entity responsible for making the resource available</description>
              <elementTextContainer>
                <elementText elementTextId="887524">
                  <text>Grand Valley State University. Special Collections and University Archives</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="43">
              <name>Identifier</name>
              <description>An unambiguous reference to the resource within a given context</description>
              <elementTextContainer>
                <elementText elementTextId="887525">
                  <text>GV012-03</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="42">
              <name>Format</name>
              <description>The file format, physical medium, or dimensions of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887526">
                  <text>image/jpeg</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="51">
              <name>Type</name>
              <description>The nature or genre of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887527">
                  <text>Image</text>
                </elementText>
              </elementTextContainer>
            </element>
            <element elementId="44">
              <name>Language</name>
              <description>A language of the resource</description>
              <elementTextContainer>
                <elementText elementTextId="887528">
                  <text>eng</text>
                </elementText>
              </elementTextContainer>
            </element>
          </elementContainer>
        </elementSet>
      </elementSetContainer>
    </collection>
    <itemType itemTypeId="6">
      <name>Still Image</name>
      <description>A static visual representation. Examples include paintings, drawings, graphic designs, plans and maps. Recommended best practice is to assign the type Text to images of textual materials.</description>
    </itemType>
    <elementSetContainer>
      <elementSet elementSetId="1">
        <name>Dublin Core</name>
        <description>The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.</description>
        <elementContainer>
          <element elementId="43">
            <name>Identifier</name>
            <description>An unambiguous reference to the resource within a given context</description>
            <elementTextContainer>
              <elementText elementTextId="907360">
                <text>SwansonMaxine_Photo02</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="39">
            <name>Creator</name>
            <description>An entity primarily responsible for making the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907361">
                <text>Grand Valley State University. University Communications</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="50">
            <name>Title</name>
            <description>A name given to the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907362">
                <text>Swanson, Maxine</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="41">
            <name>Description</name>
            <description>An account of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907363">
                <text>Maxine Swanson, Board of Trustees 1981-1990</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="49">
            <name>Subject</name>
            <description>The topic of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907364">
                <text>Grand Valley State University – History</text>
              </elementText>
              <elementText elementTextId="907365">
                <text> College administrators</text>
              </elementText>
              <elementText elementTextId="907366">
                <text>Michigan</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="48">
            <name>Source</name>
            <description>A related resource from which the described resource is derived</description>
            <elementTextContainer>
              <elementText elementTextId="907367">
                <text>University Communications. Vita Files, 1968-2016 (GV012-03)</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="45">
            <name>Publisher</name>
            <description>An entity responsible for making the resource available</description>
            <elementTextContainer>
              <elementText elementTextId="907368">
                <text>Grand Valley State University. Special Collections and University Archives</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="47">
            <name>Rights</name>
            <description>Information about rights held in and over the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907369">
                <text>In Copyright</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="51">
            <name>Type</name>
            <description>The nature or genre of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907370">
                <text>Image</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="42">
            <name>Format</name>
            <description>The file format, physical medium, or dimensions of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907371">
                <text>image/jpeg</text>
              </elementText>
            </elementTextContainer>
          </element>
          <element elementId="44">
            <name>Language</name>
            <description>A language of the resource</description>
            <elementTextContainer>
              <elementText elementTextId="907372">
                <text>eng</text>
              </elementText>
            </elementTextContainer>
          </element>
        </elementContainer>
      </elementSet>
    </elementSetContainer>
  </item>
</itemContainer>
