The following listing of opportunities will be regularly updated.
We invite you to submit your own activities for inclusion in these listings. Please email Denise Keller, Project Coordinator, National CBR Networking Initiative (dkeller@princeton.edu) with your submission.
The University-Community Partnership for Social Action Research network (UCP-SARnet) was officially launched on April 18, 2008 at the conference hosted by the Centre for International Governance Innovation in Waterloo (Canada).
UCP-SARnet is beginning a new phase of the project by expanding knowledge partnerships and inviting participation of individuals, community organizations and University-Community Partnerships world wide. Please follow the link to read the first issue of UCP-SARnet Newsletter: http://www.igloo.org/ucpsarnet/download-nocache/newslett/ournewslet/newsletter~3.
The UCP-SARnet website before has a new structure and updated content: http://ucpsarnet.asu.edu. In the case you would be interested in becoming a member, you can request an invitation directly from our website.
Dr. Marek Wosinski is the UCP-SARnet Facilitator. He can be reaced at the Department of Psychology at Arizona State University, tel. 01 480 965-6253
The Board of Directors of Community-Campus Partnerships for Health (CCPH) is pleased to announce that Cheryl A. Maurana, PhD, Senior Associate Dean for Public and Community Health and Professor of Population Health at the Medical College of Wisconsin in Milwaukee, will become CCPH’s next Executive Director, effective August 1, 2008. CCPH will also begin operating out of its new organizational home at the Medical College of Wisconsin (MCW) at that time under Cheryl's leadership.
In making the announcement, CCPH Board Chair Chuck Conner noted, "Over the past ten years, CCPH has become a leading source of inspiration, information, professional development and advocacy for promoting health through partnerships between communities and higher educational institutions. As we enter our second decade of leadership in the field, we sought an executive director and an organizational home to partner with us in building on our strengths in forward-thinking and innovative ways. We are delighted to announce today that we have found these and more in Cheryl Maurana and the Medical College of Wisconsin." The announcement concludes an extensive search process led by the board that began when founding CCPH executive director Sarena D. Seifer announced a year ago her decision to step down.
Cheryl's involvement in CCPH dates back to the very start of the organization, having served as founding chair of the CCPH board. She has received national recognition for her work in building community-academic partnerships to improve health. Within two years of arriving at MCW in 1995, she founded its Center for Healthy Communities and has since built many partnerships for improving health in the Milwaukee community and the state of Wisconsin. As Senior Associate Dean for Public and Community Health, Cheryl has expanded MCW’s community efforts, fostering collaboration among existing centers focused on community and public health, and facilitating partnerships, both urban and rural. Cheryl has also played a leadership role in the Advancing a Healthier Wisconsin Program, a statewide community-academic partnership, research and education initiative, with a specific focus on the Healthier Wisconsin Partnership Program. This initiative was funded by the $300 million dollar endowment from the conversion of Blue Cross/Blue Shield United of Wisconsin to for-profit status. Cheryl previously served as Associate Dean for Community Health at Wright State University School of Medicine where she founded the University's Center for Healthy Communities. Under her direction, that interdisciplinary center was selected as one of 20 national models by the U.S. Public Health Service's Health Resources and Services Administration. Before Wright State, she was a faculty member at Purdue University, where she directed the Social Research Institute. Cheryl received her PhD from Purdue University and completed a four-year U.S. Public Health Service Fellowship in health services research. She received her undergraduate degree from Seton Hill College in Greensburg, Pennsylvania, where she recently received the Distinguished Alumnae Award.
In accepting the position, Cheryl noted her strong commitment to CCPH and its ability to serve as a force for change. "Serving as CCPH's Executive Director is a logical extension of my work and my personal commitment to social justice. I have seen the power of partnerships first-hand and have consistently advocated for the extraordinary strengths that communities and institutions bring to the table. The anonymous quote I shared in my speech at the first CCPH conference ten years ago remains true today: There are three kinds of groups: those that make things happen, those that wait for things to happen and those who wonder what happened. We are the group that makes things happen." I look forward to strengthening CCPH's role as a visionary organization while preserving its core values, always pushing the envelope of innovation and challenging the status quo.
In MCW, CCPH has found a supportive organizational home that shares its commitment to improving the health of communities through community-campus partnerships. Notable for identifying community engagement as one of its four core missions (along with education, discovery and patient care) and receiving the Association of American Medical Colleges’ Award for Outstanding Community Service, MCW offers significant strengths as the home for CCPH. These include the enthusiastic support of senior leadership and a critical mass of dedicated faculty, staff, students and community partners. The Healthier Wisconsin Partnership Program alone has funded 102 projects for $23.5 million dollars in its first four years.
Between now and August 1, the CCPH board and staff will be transitioning the CCPH headquarters from the University of Washington to MCW. The day-to-day work of CCPH is expected to continue as usual throughout the transition period. Plans are already underway to hold the next CCPH conference in Milwaukee from April 29 - May 2, 2009.
For more information, contact Piper McGinley at ccphrfp@u.washington.edu or Alicia Witten at awitten@mcw.edu.
Stay on top of the latest news from CCPH by subscribing to the monthly CCPH E-News at https://mailman1.u.washington.edu/mailman/listinfo/ccph_news
Community-Campus Partnerships for Health is a nonprofit membership organization that promotes health (broadly defined) through partnerships between communities and higher educational institutions. Our growing network of over 1,800 communities and campuses are collaborating to promote health through service-learning, community-based participatory research and other partnerships. What ties us together is our commitment to social justice and our passion for the power of partnerships to transform communities and academe. We believe that only by combining the knowledge, wisdom and experience in communities and in academic institutions will we solve the major health, social and economic challenges facing our society. CCPH advances our mission through information dissemination, training and technical assistance, research and evaluation, policy development and advocacy, and coalition-building. Learn more about CCPH at www.ccph.info
There are a number of global networking initiatives on the move. The question how to create new partnerships, teaching and learning opportunities, and project development and how to effectively organize multicultural and interdisciplinary collaboration connecting local community issues with the global perspective has been a main topic discussed during numerous national and international gatherings. There is strong interest for linking up the various networks.
A formal conversation will take place during next month's CUexpo Conference, "Community-University Partnerships: Connecting for Change" in Victoria BC Canada (http://www.cuexpo08.ca/). Community-Campus Partnerships for Health (http://www.ccph.info) will be among the networks participating in the discussion.
This meeting is the third in a series of conversations that began formally in Groningen, Netherlands in August of 2006 during the World Congress on Action Research. It was followed up by a meeting during the 3rd International Conference of the Living Knowledge Network in early September of 2007 in Paris, France. At the time of that meeting, it was agreed that an international statement about a Global Alliance for for Community-Engaged Scholarship and Learning would be drafted by Peter Levesque of Canada and Rajesh Tandon of India.
The statement is attached. It is the intention to release the Global Alliance Statement at the closing ceremony of CUexpo2008 on May 7.
You are invited to a conversation about how to enhance global networking in the area of university-community engaged scholarship and community-based research.
The purpose of this conversation is to see how our collective work might be enhanced, to explore the capacities of our different organisations and to see how the voice of majority world researchers and activists can be front and centre in the emerging global networks. All of this is with the aim of strengthening the capacity of grass roots organizations to make a difference in the pressing and complex issues of poverty, violence, climate change, injustice, health throughout the world. We want to learn more about your work.
Please make use of the CBPR listserv to stimulate debate, circulate ideas and move forward or simply send your comments to ccphuw@u.washington.edu Responses and suggestions for improvement to the Global Alliance draft received by May 4 will be collected and shared at the meeting in Victoria. We will also report back to the listserv on the meeting and any planned next steps.
Community-engaged learning and research are gaining recognition and legitimacy in higher education. The critical issue facing colleges and universities today is how do we institutionalize and sustain them as core values and practices? Having a cadre of faculty with the commitment and competencies to link their scholarship with communities is central to answering this question.
Faculty for the Engaged Campus, a national initiative of Community-Campus Partnerships for Health in partnership with the University of Minnesota and the University of North Carolina at Chapel Hill, aims to strengthen community-engaged career paths in the academy by developing innovative competency-based models of faculty development, facilitating peer review and dissemination of products of community-engaged scholarship, and supporting community-engaged faculty through the promotion and tenure process.
The initiative, supported by a three grant from the Fund for the Improvement of Postsecondary Education (FIPSE) in the U.S. Department of Education, builds on the work of the FIPSE-funded Community-Engaged Scholarship for Health Collaborative of health professional schools that has been working to build capacity for community engaged scholarship (CES) on their campuses and among their peers nationally (Details at http://depts.washington.edu/ccph/healthcollab.html).
Initiative Co-Director Lynn Blanchard, Director of the Carolina Center for Public Service at the University of North Carolina at Chapel Hill explains, "Through the Collaborative, we articulated a set of CES competencies and faculty development approaches. Faculty for the Engaged Campus takes this work 'to the next level' by collaborating with campuses across the country to test innovative models for developing community-engaged faculty." Adds Initiative Co-Director Cathy Jordan, Director of the Children, Youth, and Family Consortium at the University of Minnesota, "The Collaborative's indicators of quality CES and methods for documentation and assessment clearly point to the need for new approaches to peer review - both for products of CES and for community-engaged scholars. Faculty for the Engaged Campus will facilitate the peer review of the many products of CES that are not journal articles, such as policy reports, resource guides and videos. It will also broaden the definition of "peer" to include our community partners, without whom this work would not exist."
In January 2008, the initiative will issue a "call for applications" to select teams from twenty diverse colleges and universities to participate in a faculty development charrette from May 28-30, 2008 in Chapel Hill, NC. At least four of the teams attending will subsequently be awarded two-year grants to implement and evaluate their designs. The initiative is also developing an online clearinghouse for peer review and dissemination of products of CES that are in forms other than journal articles, and a searchable online database of CES mentors and peer reviewers.
[Note: A charrette is an intensely focused multi-day session that uses a collaborative approach to create realistic and achievable designs. Charrettes have mainly been used in architecture, urban planning and community design projects. Faculty for the Engaged Campus will convene campus teams, project staff and expert advisors to collaboratively design innovative models of CES faculty development.]
For more information, contact Deputy Director Piper McGinley at fipse2@u.washington.edu or visit the Faculty for the Engaged Campus homepage at http://depts.washington.edu/ccph/faculty-engaged.html
The Faculty for the Engaged Campus leadership team welcomes questions, comments and suggestions of key articles, reports, people and programs that should be considered as we get this initiative underway. These may be emailed to fipse2@u.washington.edu.
Stay connected with the initiative and related work through the Community-Engaged Scholarship electronic discussion group at https://mailman1.u.washington.edu/mailman/listinfo/comm-engagedscholarship
Initiative updates and reports will be posted on the CCPH website as they become available at www.ccph.info
About the project partners:
Community-Campus Partnerships for Health is a nonprofit membership organization that promotes health (broadly defined) through partnerships between communities and higher educational institutions. Our growing network of over 1700 communities and campuses are collaborating to promote health through service-learning, community-based participatory research and other partnerships. What ties us together is our commitment to social justice and our passion for the power of partnerships to transform communities and academe. We believe that only by combining the knowledge, wisdom and experience in communities and in academic institutions will we solve the major health, social and economic challenges facing our society. CCPH advances our mission through information dissemination, training and technical assistance, research and evaluation, policy development and advocacy, and coalition-building. Learn more about CCPH at www.ccph.info.
The University of Minnesota was founded in 1851 and is the state's only research and land grant university. It is one of the premier comprehensive, publicly-engaged research universities in the world. It aims to generate and preserve knowledge, understanding and creativity; share that knowledge, understanding and creativity through education for a diverse community; and extend, apply and exchange this knowledge to benefit the people of the state, the nation, and the world. It's commitment to public engagement is exemplified in numerous multidisciplinary and community-engaged centers under the umbrella of the Associate Vice President for Public Engagement, an active community involvement and service learning center, and new promotion and tenure guidelines that recognize and reward community-engaged scholarship. Learn more at www.umn.edu
The University of North Carolina at Chapel Hill has existed for two centuries as the nation's first state university to open its doors. Through its excellent undergraduate programs, it has provided higher education to 10 generations of students, many of whom have become leaders of the state and the nation. Since the 19th century, it has offered distinguished graduate and professional programs. A doctoral/research-extensive university, the faculty is actively involved in research, scholarship and creative work, whose teaching is transformed by discovery and whose service is informed by current knowledge. The mission of the University is to serve all the people of the state, and indeed the nation, as a center for scholarship and creative endeavor. The University exists to teach students at all levels in an environment of research, free inquiry and personal responsibility; to expand the body of knowledge; to improve the condition of human life through service and publication; and to enrich the culture. Through its teaching, research and engagement, the University serves as an educational and economic beacon for the people of North Carolina and beyond. Learn more at www.unc.edu
The Fund for the Improvement of Postsecondary Education is a unit of the Office of Policy Planning and Innovation, and is contained within the Office of Postsecondary Education, U.S. Department of Education. Established by the Higher Education Amendments of 1972, FIPSE's mandate is to improve postsecondary educational opportunities across a broad range of concerns. Through its primary vehicle, the Comprehensive Program grant competition, FIPSE seeks to support the implementation of innovative educational reform ideas, to evaluate how well they work, and to share the lessons learned with the larger education community. For more information on FIPSE, visit www.ed.gov/about/offices/list/ope/fipse/index.html
"Intersecting Interests: Tribal Knowledge and Research Communities" will take place April 16-17, 2008 at the University of Montana in Missoula, Montana.
This gathering represents a unique Montana-Indian guided opportunity to create formal dialogue among researchers and tribal knowledge keepers regarding Tribal Knowledge Guardianship. The conference will take place on the University of Montana Campus during the week of the 40th Annual Kyi-Yo Pow Wow festivities.
The goals of the conference are:
Register now to be part of this important dialogue.
http://www.tribalknowledgegathering.org/
Call for Presenters
Workshops will be offered in two tracks:
This is an open invitation to submit a proposal to present a workshop in either track.
Deadline is Friday, February 15, 2008.
Presenters are encouraged to submit a publishable professional paper to support their workshop presentation. The papers will be published, along with those of all plenary session presenters in a conference compendium in June 2008.
A maximum of 30 one and one-half hour workshops will be accepted in the space of three breakout sessions over the two days of the conference. Click here for a workshop proposal form that can be filled out electronically or manually. Once completed, please mail, email, or fax the proposal to
Patty LaPlant, Division of Educational Research and Service, The University of Montana, Missoula, MT 59812-6376 Email: patty.laplant@umontana.edu, Fax: (406) 243-2197
Workshop rooms will be equipped with a laptop projector as well as tables and chairs. Wireless Internet connectivity is available throughout the facility.
Presenters expecting to attend the entire conference are expected to register and pay full fee.
Details at http://www.tribalknowledgegathering.org/
To create healthier communities and reverse the epidemic of childhood obesity in the United States, the Robert Wood Johnson Foundation (RWJF) is focused on improving access to affordable healthy foods and opportunities for physical activity, especially in communities with the fewest resources. Active Living Research (ALR) contributes to the prevention of childhood obesity in low-income and high-risk racial/ethnic communities by supporting research to examine how environments and policies influence active living for children and their families.
A major goal of ALR is to facilitate the use of research to guide and accelerate effective action and policy change. Because translating research to policy and practice is recognized as a key challenge in public health, it's important to identify effective models for using evidence in the policy-making process.
Active Living Research announces the "Translating Research to Policy Award" to recognize innovators in research, policy or advocacy who have had success in catalyzing policy and environmental change. The goal is to celebrate their achievements, understand how they were successful, and share their stories so others will be inspired to use or adapt their approaches. Applications can illustrate impact at any policy-making level, including school, private sector, local, state and federal. Examples of settings and topics that are relevant include schools, public or private recreation facilities, transportation, community built environment and the social/media environment.
This national award will be given by Active Living Research to a researcher whose work has informed policy or practice, OR to a policy-maker, decision-maker or advocate who has effectively used research in his or her work, OR to a team composed of any combination of the above.
The award recipient will receive the following:
Eligibility
The translational efforts described must cover efforts based in the United States. Researchers can represent any discipline (e.g., transportation, urban planning, public health, education, behavioral science, environmental psychology or economics) or sector (i.e., public or private). "Policy-maker" is defined broadly to include elected officials, government employees, or others involved in decision-making that could affect active living. Individual advocates and community advocacy organizations also are encouraged to apply. Nominees do not have to be Active Living Research grantees, nor do they have to demonstrate they have used research funded by the Active Living Research program. Employees of the Robert Wood Johnson Foundation and Active Living Research and their immediate family members are not eligible. Self-nominations are welcome.
For more details, visit http://www.activelivingresearch.org/conference/2008/cfn2008
Representatives of 21 funders* in the US and Canada that support community-based research/community-based participatory research have formed the CBR/CBPR Funders Interest Group (FIG) to strengthen the role of funders in building CBR/CBPR capacity. Meeting for the first time in April 2007 at Community-Campus Partnerships for Health's 10th anniversary conference and subsequently by conference call on a quarterly basis, the group invites any funders who are interested in CBR/CBPR to become involved. The group defines "funder" broadly to include any organization that awards grants. The first quarterly call, held in August 2007, focused on criteria for assessing CBR/CBPR proposals and mechanisms for peer review. The next call (date to be announced) will focus on strategies for evaluating CBR/CBPR funding initiatives and lessons learned from these evaluations.
To join the CBR/CBPR FIG, send an email to fig@u.washington.edu with the following information. Funders will be subscribed to the FIG electronic discussion group and sent minutes of past meetings.
Your name
Your organization's name
Your organization's website (if applicable)
An "X" next to the way(s) your organization supports CBR/CBPR:
Community-Campus Partnerships for Health is looking for examples of structures or mechanisms that communities and community-academic partnerships in the U.S. and Canada have developed to assess research proposals (i.e., to make decisions about whether to approve a study as ethical, to make decisions about whether to engage as a partner in the research, etc). These structures or mechanisms might include, for example, community advisory boards established by a community-academic partnership, a research committee established by a community-based organization, or a community-based Institutional Review Board/Ethics Review Board (IRB/ERB) established by a community.
If you have one or more examples to share, please respond to ccphirb@u.washington.edu with the following information by May 4, 2007:
We are also interested in identifying "promising practices" in the following areas:
We may follow up with you for more information. A summary of responses will be shared back on the listserv.
Please note that there is an Educational Conference Call Series on Institutional Review Boards and Ethical Issues in Research underway, cosponsored by CCPH and the Tuskegee University National Center for Bioethics in Research and Health Care. The next two calls in the series will provide several examples of such community-based structures and mechanisms and what has been learned from them. Details are at: http://depts.washington.edu/ccph/irbcalls.html
If you have any questions, please contact ccphirb@u.washington.edu.
Thank you!
The AFL-CIO and Cornell University are sponsoring a Strategic Corporate Research Summer School on June 17-22, 2007 in Ithaca, New York. The course (credit or non-credit) is designed for undergrad and grad students who’re interested in working as strategic researchers in the labor movement. The registration deadline is May 9 but early applications are encouraged as the class will fill quickly. A limited number of scholarships are available. To obtain a registration form and other information, go to http://www.sce.cornell.edu/ss/courses/on/special/scr.php , or contact Diana Denner at (607) 254-4749 or e-mail at scr-school@cornell.edu.
The National Community-Based Research Networking Initiative is please to announce that it has selected eleven institutions of higher education to receive funding for innovative community-based research projects. Of nearly 100 proposals, these projects were selected for their innovation and anticipated contributions to the field of community-based research (CBR), which engages faculty, students, and community stakeholders in research projects that aim to affect social change. Each is built on the foundation of a strong existing CBR program that will provide the infrastructure necessary to involve students, faculty, and community partners in innovative research projects that will be developed, documented, and shared through grant funding.
In being awarded innovation grants, these institutions join the National CBR Networking Initiative, a larger network of community-based research practitioners funded by Learn & Serve America and spearheaded by Princeton University and the Bonner Foundation. This Initiative is coordinated by Princeton University’s Community-Based Learning Initiative and will generate a range of best-practice tools and resources, including websites, manuals, and data valuable to students, faculty, and the community. Innovation subgrantees, whose projects are described below, will make significant contributions to this network as they develop and share new models for community-based research, as well as tools and resources to support other institutions in implementing them.
Appalachian State University, Boone, North Carolina
Innovation: A junior-year, multidisciplinary CBR seminar that carries out a long-term, single-partner research project and feeds into a senior CBR thesis program.
The traditional nature of the academy—both its calendar and disciplinary approach to research—present challenges for all involved in community-based research projects. Community needs can rarely be understood in the context of a single academic discipline, nor can they be identified and resolved in the course of a single semester or year. There is inadequate time for students to develop and hone their research skills, and their learning experience is not authentic, constricted by the rigid boundaries of the semester schedule and their academic disciplines.
Appalachian State University will address these issues with the launch of a multidisciplinary seminar that feeds into its established CBR senior thesis program. The course will engage college juniors from a variety of academic departments in a single CBR project with the nearby Blue Ridge Parkway (BRP). Through the course of the seminar, students will work with each other, faculty, and BRP staff to identify research needs, develop and implement research procedures, analyze data, and establish resources and recommendations. As a team, they will develop the skills and multidisciplinary perspectives necessary to strengthen the independent CBR they will carry out as part of their senior theses in the year that follows. Meanwhile, the BRP will benefit from the multidisciplinary approach and a long-term institutional commitment that will allow each seminar to build upon the research of the seminar that preceded it.
With grant funds, Appalachian State will implement and institutionalize the seminar and establish a website, blog, manual, and other resources to share this innovative developmental model with other institutions.
Bates College, Lewiston, Maine
Innovation: Academic-year and summer CBR student fellowships as part of civic engagement developmental model.
Responsive to both the evolving needs of the surrounding area and the developmental needs of students, Bates College’s Harward Center for Community Partnership (HCCP) has a long history of sustained community partnerships beneficial to both campus and community. This work continues to grow with the introduction of CBR Fellowship opportunities within the context of their larger student civic-engagement fellowship program.
HCCP CBR fellows will have access to funding, faculty, and HCCP support during the summer and the academic year to develop proposals for and carry out substantive, collaborative community-based research projects. A CBR fellowship will often be the culminating project in a student’s civic engagement trajectory, making it a valuable developmental experience. These upper-level students will also have experience in research methods and community partnerships, allowing them to expand and deepen existing HCCP partnerships to strengthen campus-community connections. Finally, CBR Fellows will have an impact on other students as part of a larger cohort of HCCP participants sharing their own, and learning from others’, knowledge about the surrounding community and partner organizations through shared orientation, training, and reflection activities.
As CBR Fellows, students will benefit from and enrich a vibrant network of campus-community partnerships, experience the close mentorship of faculty, and become part of a growing cohort of students engaged in community work through HCCP. As Bates and Lewiston benefit from this innovative work, so too will the national CBR community, as Bates develops and shares training, support, and reflection materials for other institutions to support similar programs.
Berea College, Berea, Kentucky
Innovation: Three-year, interdisciplinary project that connects multiple courses and multiple community partners to address the many facets of a single community issue.
A community’s energy needs are complicated, as they are affected by and have an impact on the local economy, environment, policies, and citizenry. Consequently, their study is rich in research opportunities, but also presents complex challenges for faculty and students who aim to collaborate with the community to translate research into action. Such “spiderweb” issues, in which multiple issues are intricately interconnected, cannot be neatly divided by academic year or discipline, and parts of the research process might often be replicated because of lack of awareness of existing community efforts or lack of communication between partners sharing common interests. Connecting community stakeholders and research in various disciplines becomes key to developing a comprehensive and efficient issue assessment and strategic plan for the future.
Berea College is making these connections though its three-year CBR project in Madison County, KY, where state per capita use of electricity is about 40 percent higher than the national average and where the use of electricity has a disproportionate impact on the environment, since 97 percent of the electricity used is generated from coal-fired power plants. Their Energy and Empowerment CBR plan connects multiple community partners with each other to identify and respond to shared research needs through a needs assessment in year one, an energy alternatives assessment in year two, and analysis and dissemination of information and recommendations in year three. Berea faculty from multiple disciplines develop five to eight courses a year in collaboration with these partners to teach courses that yield CBR projects in response to these needs and have a cumulative, significant impact.
Innovation grant funds will support these courses, a project coordinator, and an annual gathering of all stakeholders to share research results, as well as the development of trainings, workshops, and communications templates for other institutions seeking to comprehensively address the “spiderweb” issues in their communities.
Northeastern University, Boston, Massachusetts
Innovation: Community-based research courses where students combine ground-level data collection with public policy analysis to highlight systemic causes of and remedies for community problems.
While they are sometimes byproducts of a larger research process, policy reform and structural change are rarely the focus of traditional CBR projects, which often address the immediate needs of local community organizations through needs assessments, program evaluations, and local infrastructure reviews. However, at Northeastern University, community-based research courses combine ground-level data collection with policy analysis to highlight the systemic causes of (and potential remedies for) community problems—and share information about those relationships with the larger community.
Northeastern’s Community-Based Research Initiative features courses that combine graduate and undergraduate students in collaboration with community partners to address significant policy issues of local relevance. Students take a broad approach to the research process, examining policy while also collecting numerical data and interviewing all key stakeholders to provide a spectrum of viewpoints on policy change. From beginning to end, the focus of the research project is the generation of reports for public education purposes, and student research is gathered into reports that present thorough historical backgrounds, issue analyses, descriptions of existing policy, literature reviews, and comparisons of alternative proposals. These reports are shared with community collaborators as well as lawmakers, journalists, advocacy groups, and the media through mail and the web to ensure that the project’s reach is as thorough as the research.
With grant funds, Northeastern will develop new projects; institutionalize this public policy-oriented approach to CBR by engaging senior faculty; and export its research, instruction, and dissemination models through a website, faculty training workshops, and other resources so other institutions can approach CBR at organizational, community, and policy levels.
Trinity University, San Antonio, Texas
Innovation: A two-year model of three concurrent research methods courses in different disciplines addressing a single issue from multiple perspectives, in which the year one cohort’s research findings are integrated into the second year’s research design.
Concurrent research methods courses in sociology, anthropology, and urban studies will address a single issue of local significance from multiple perspectives, employing a diverse range of methodological approaches that includes point-in-time surveys, oral histories, observations, interviews, and Geographic Information System (GIS) mapping. Together, students in these courses will present their data to local organizations to provide a comprehensive picture of the issue, and faculty, students, and community organizations will use this data to design further research during a second year of concurrent coursework. This two-year model deepens and broadens the research provided to community partners while also helping students appreciate the complexity of social issues and understand the value of a multidisciplinary approach to addressing them.
Trinity University piloted the program during the Spring 2007 semester, working with the San Antonio Regional Alliance for the Homeless (SARAH), a coalition of municipal, county, and non-governmental agencies pooling their efforts and resources to identify the characteristics of the homeless and better coordinate services for them. This spring, students in the anthropology seminar will carry out focus groups with members of the SAMMinistries Homeless Families Transitional Housing Program, the qualitative results of which will inform the design of a survey students in the sociology seminar will carry out in the spring 2008. In the process, the two-year research model will be refined and a manual established so that it can be replicated as a research project in collaboration with the University’s Upward Bound program—and by other universities seeking to build long-term, interdisciplinary CBR projects.
Tufts University, Somerville, Massachusetts
Innovation: Year-long course for undergraduate students and community stakeholders to facilitate the well-being of the surrounding immigrant community through service and needs assessment.
Tufts University’s unique course, “Community Health: Theory and Practice,” erases the line between community and classroom by welcoming community members into an undergraduate research seminar as they work together with students and faculty in assessing the needs of and services for the local immigrant community. Members of the Immigrant Service Providers Group (ISPG), a coalition of organizations providing services to Somerville immigrants, will collaborate with Tufts faculty to design and implement a year-long study that will enhance their work, determining to what extent immigrants are aware of opportunities available to them and what barriers and opportunities (including immigration status) affects utilization.
Stipends, a convenient schedule, and a certificate of completion ensure that the collaboration won’t end with course design, but continue through the semester, as these incentives have been established in response to the needs expressed by community partners. During the course, both students, community partners, and faculty will be trained—and train each other—in local community issues, participatory research methods, study design, and research ethics to ensure a fully collaborative project that addresses the needs of the community and offers all participants a view of immigration issues at both the local and national levels and from a variety of perspectives offered by each member of the coalition.
The course will become a model for other institutions wishing to engage community members in classroom learning opportunities while also developing tools for recruitment, instruction, and evaluation resources and tools for community needs and resource assessments to support similar projects.
University of California, Berkeley, California
Innovation: Student-facilitated and graduate student-guided seminars that support undergraduate non-profit and public sector interns in developing local and national policy briefs relevant to their work.
The University of California at Berkeley’s Cal Corps Public Service Center sustains a culture of service on campus through a variety of programs, including the Cal in Berkeley Internship (CIB). CIB is a student-led internship program that connects UC Berkeley students with internships in the City of Berkeley government, Berkeley Unified School District, and East Bay nonprofit organizations. While interning 10 hours per week, students also attend a weekly seminar facilitated by two student leaders (who also recruit community partners and student applicants). With its innovation grant, CIB will incorporate community-based research into the seminar, allowing students to work in teams to develop policy briefs related to their internships and with feedback from community partners. Grant funds will ensure quality issue briefs and extend CBR’s reach to the graduate level by funding 10-12 public policy master’s students to serve as readers for the briefs, offering written critical comments and guidance to the undergraduate students.
Through the course of the grant, this prototype will be evaluated, refined, and applied to another Cal Corps program, Cal in the Capital (CITC), which supports students in Washington, D.C.-based internships. Using this student-led model, students in the CITC program will also work in teams to develop policy briefs with a national scope, while CBR practitioners nationwide can use the tools and resources generated to develop their own student-facilitated seminars and graduate mentorship programs in supporting policy-oriented CBR.
University of Vermont, Burlington, Vermont
Innovation: A two-semester interdisciplinary graduate seminar co-instructed by three faculty members.
CBR’s reach will extend to the graduate level with the University of Vermont’s community-based research initiative, a year-long seminar co-facilitated by faculty from Nursing and Health Sciences, Community Development and Applied Economics, and Natural Resources. An interdisciplinary method will provide three community partners with comprehensive research and students with an understanding of the range of skills and knowledge needed to solve multidimensional problems, and a two-semester approach ensures sufficient time to identify and clarify research needs and carry out projects in line with community needs and student learning objectives. The first semester will be devoted to development and planning, as interdisciplinary groups team with community partners to develop a CBR proposal; during the second semester, the project will be carried out and evaluated and the research disseminated.
Three community partners will collaborate with faculty in the development of the course: Burlington Community and Economic Development Office (a municipal department committed to fostering economic vitality and preserving and enhancing neighborhoods, quality of life, and the environment), People in Partnerships (a collaborative group of community organizations developing and implementing local strategies to achieve well-being outcomes), and the New England Grassroots Environment Fund (a Montpelier-based organization that supports long-term civic engagement in initiatives that create and maintain healthy, just, safe, and environmentally sustainable communities). Resources for course development in collaboration with community partners will grow out of this process, as well as graduate-level CBR curriculum development tools and planning and project management guidelines to support other institutions in adopting a two-semester, interdisciplinary approach to CBR.
University of Wisconsin, Madison, Wisconsin
Innovation: A science shop model that utilizes information technology courses and work-study positions to assess the information needs of local organization, prescribe solutions, provide a network of solutions, and evaluate the success of those solutions.
The collection, management, and analysis of information can have a profound impact on an organization’s operations: with sound data, agencies can adjust and develop programs, solicit funding, and influence policy change. However, amid more immediate community demands, thoughtful and thorough data collection often falls to the wayside. While the non-profit organization DANEnet serves provides non-profit organizations in Madison, Wisconsin, with technical support, training, and consulting, it doesn’t have the capacity to meet the overwhelming information needs of the surrounding non-profit community.
Students and faculty at the University of Wisconsin will collaborate with DANEnet to build upon these services through a developmental “science shop” model that results in a sustainable pool of students to diagnose and address information needs. In the first year, a student seminar will document the available technology resources in Madison; this information, in combination with training and support from DANEnet, will allow work-study students to conduct diagnostic and prescriptive research assessments with local organizations in the following year. By the third year, this cohort of students will provide training and support to a new cohort, building a sustainable program—and a model for other schools seeking to combine CBR with information technology, including an interview tool for use with organizational staff, course syllabi, and instructional and training resources.
Western Carolina University, Cullowhee, North Carolina
Innovation: Two entrepreneurship courses collaborating with local government, non-profit organizations, and businesses to create, establish, and evaluate a post-disaster community revitalization plan over three years.
In the wake of a natural disaster, nothing is certain—including the roles that key community stakeholders can play in the revitalization efforts. However, Western Carolina University’s community-based research revitalization project will create a model that other colleges and universities can use in addressing the needs of their communities following significant disasters. With grant funding, Western Carolina faculty and students will work together with nearby Canton to develop and implement a revitalization plan. The small North Carolina town was ravaged by Hurricanes Frances and Ivan in 2004, and the impact has been long-lasting, as is the case in many communities that experience disaster—unemployment rises, property values decrease, and teachers, business-owners, and citizens leave at an alarming rate.
Teams of students in two entrepreneurship courses, Entrepreneurship Consulting and New Venture Creation, will work on various projects to provide the town with comprehensive revitalization support. In the first year, teams will collect information and best practices on community revitalization; in the second, teams will use this information to create a downtown revitalization plan. Meanwhile, other teams in these courses will provide consulting services to individual businesses and work with Haywood Community College students to develop a plan for a Museum of the Art and Science of Papermaking, a tourist attraction to draw visitors to downtown. In the final year of the grant, students will evaluate the program, using qualitative data to determine how the plans have impacted the social, economic, and educational infrastructure of Canton.
Canton will benefit tremendously from this long-term investment, as will the students who come to understand the impact of natural disaster and the complexity of community revitalization. In the process, tools and resources will be developed to support other CBR courses and programs in natural disaster recovery and community revitalization.
Whitman College, Walla Walla, Washington
Innovation: Research seminar assessing needs of and policies relevant to underrepresented minorities, with focus on effective public communication.
Although Latinos are the fastest growing minority group in Washington State, their levels of political representation are extremely low. Consequently, opportunities to apply the resources of public policy to address their distinctive social problems are not as actively pursued as they otherwise might be. With the research and communications support of a research seminar at Whitman College, a coalition of organizations that serves Latinos is addressing this deficit. Throughout the 400-level course, students work with the organizations that comprise the Walla Walla Latino-American Forum to identify their needs, answer key analytical questions that have a direct bearing on organizational and public policies, and synthesize their findings into common resources and a widely inclusive account of social and political conditions for Latinos in Washington State, called The State of the State for Washington Latinos.
The course places significant emphasis not only on research, but on the effective communication of that research. Students communicate with their partners throughout the semester, but then hold a final group meeting with all students and partners to discuss and address the challenges of communicating findings to all Washington residents. The discussion leads to a press conference, an informational session with state government officials, and a public meeting for Latino organizations, the media, local community leaders, and the entire Whitman campus.
With grant funding, Whitman College’s research seminar will continue to address and communicate the policies affecting and needs of Latinos, but will also expand into new issue areas, develop benchmark indicators, extend its network of partners, and cultivate ties with other campuses interested in community-based research projects. It will strengthen and build its communications program, carrying out additional public meetings, exploring web-based meeting technologies, and develop print and web-based resources in Spanish. Additionally, it will develop an online handbook and toolkit to allow other CBR practitioners to communicate research findings effectively—and support partners in doing so as well.
The Association of American Colleges and Universities (AAC&U) announced the 18 institutions chosen to participate in the Core Commitments Leadership Consortium. These schools will lead the first phase of a national initiative, Core Commitments: Educating Students for Personal and Social Responsibility. The initiative seeks to embed personal and social responsibility objectives pervasively across the institution in both the curricular and co-curricular experiences as key educational outcomes for all students. Five key dimensions of personal and social responsibility form the core of this initiative:
The 18 participating institutions were selected both on the basis of work already accomplished in the spirit of Core Commitments and on an articulated plan to deepen and extend that work on campus. Selected as Leadership Consortium of Core Commitments were:
Consortium members receive a $25,000 award and have committed $25,000 in institutional matching funds over two years to provide students with purposeful and progressively challenging educational experiences leading to the targeted outcomes of the Core Commitments initiative. As part of their plans, campus leadership teams will administer a new Personal and Social Responsibility Institutional Inventory to students, faculty, student affairs administrators, and academic administrators to measure the impact of existing campus efforts. The results will be used to shape future work at each institution and across the consortium.
For more information on the initiative, visit www.aacu.org/core_commitments
Core Commitments: Educating Students for Personal and Social Responsibility is supported by a generous grant from the John Templeton Foundation.
The Carnegie Foundation for the Advancement of Teaching selected 76 U.S. colleges and universities for its new Community Engagement Classification.
Unlike the Foundation's other classifications that rely on national data, this is an "elective" classification institutions elected to participate by submitting required documentation describing the nature and extent of their engagement with the community, be it local or beyond. This approach enabled the Foundation to address elements of institutional mission and distinctiveness that are not represented in the national data on colleges and universities.
"The Community Engagement Classification is an exciting move in Carnegie's work to extend and refine the classification of colleges and universities," said Alexander McCormick, who directs Carnegie's classification work. "It represents a significant affirmation of the importance of community engagement in the agenda of higher education."
To create this elective classification, the Foundation, working with a team of advisors, developed a documentation framework to assess the nature of an institution's community engagement commitments. Eighty-eight institutions applied to document community engagement for the new classification.
Institutions were classified in one of three categories:
In order to be selected into any of the three categories, institutions had to provide descriptions and examples of institutionalized practices of community engagement that showed alignment among mission, culture, leadership, resources and practices.
"While we found some wonderful examples of deeply engaged institutions, we also found some conspicuous omissions," said Amy Driscoll, an associate senior scholar at the Foundation who directed the pilot project. "For example, even among the most compelling applications, few institutions described promotion and tenure policies that recognize and reward the scholarship associated with community engagement."
Carnegie also found that few institutions acknowledge community engagement as a priority in their search and hiring practices. Those that do so provided language from position announcements or an interview protocol with questions targeted to probe a candidate's commitment to community engagement. Another area found in need of attention is the way in which colleges and universities approach community partnerships.
"Finding new and better ways to connect with their communities should be a high priority for higher education institutions today," says Lee S. Shulman, president of the Carnegie Foundation. "The campuses participating in this elective classification provide useful models of engagement around teaching and learning and around research agendas that benefit from collaborative relationships."
The new Community Engagement Classification was developed as part of an extensive overhaul of the Carnegie Classification of Institutions of Higher Education and represents a second phase of work that began last year. Last November, Carnegie released five new classification schemes, and last February released a revised version of the basic classification (the traditional framework developed in 1970). The Foundation has also created online tools that allow institutions and researchers to examine institutional classifications and generate custom listings.
The Foundation, through the work of the Carnegie Commission on Higher Education, developed the first typology of American colleges and universities in 1970 as a research tool to describe and represent the diversity of U.S. higher education. The Carnegie Classification of Institutions of Higher Education continues to be used for a wide range of purposes by academic researchers, institutional personnel, policymakers and others.
A listing of the institutions in the Community Engagement Classification can be found on the Carnegie Web site:
We've just created the PolicyOptionsWiki to support the collaborative writing, editing, and updating of PolicyOption Issue Briefs.
In this first phase of the PolicyOptions.org Initiative, we are concentrating our energies on working with faculty and students on campuses to incorporate issue briefs as a form of public policy community-based research in academic courses and internships. The PolicyOptions Wiki will serve as the platform for collaborative research on issue briefs.
We are using the MediaWiki open source software that powers Wikipedia and many other similar websites. It has many features that will be helpful to our efforts, including the pages for readers and authors to discuss individual pages, be notified via email of changes to pages, and the use of templates which will help us maintain a common format for the issue briefs.
This effort is part of the recently funded Learn & Serve America grant for the National CBR Networking Initiative which was awarded to Princeton University's Community-Based Learning Initiative in a partnership with the Bonner Foundation.
If you are interested in learning more, please visit the wiki site at www.policyoptionswiki.org or contact me directly at rhackett@bonner.org.
TCNJ, in partnership with the Bonner Foundation, has been awarded a $12,000 New Voices grant for the start-up of the Trenton bureau of PolicyOptions.org. The Trenton Community Information Bureau will be a project of the Trenton Center for Campus Community Partnerships (involving four area higher education institutions: Rider University, TCNJ, Princeton University, and Mercer County Community College).
This project is focused on providing local policy and program information to Trenton, New Jersey area residents and community leaders, including directors of non-project and community-based organizations, elected officials, and faculty and students from area campuses.
The primary form this project will take will be a website: Trenton.PolicyOptions.org that will contain information on Trenton area and New Jersey policy news, research, and non-profit organization resources. The website will be supplemented by a weekly email newsletter of current news and resources, funding, opportunities, workshops, etc.
Information from the website will be used to support issue forums, study circles, and leadership training. Our initial issue areas will be on education, youth development, affordable housing, violence, community and economic development, and hunger.
This project will provide valuable information needed by local Trenton area community leaders to enable them to make informed program design and policy recommendations on issues that affect the communities in which they live and work.
New Voices is a pioneering program to seed innovative community news ventures in the United States. Through 2006, New Voices is helping to fund the start-up of 20 micro-local news projects with $12,000 grants; support them with an educational Web site, and help foster their sustainability through $5,000 second-year matching grants. New Voices is administered by J-Lab at the University of Maryland and supported by a grant from the John S. and James L. Knight Foundation.
"The grantees were selected from a diverse pool of 185 applicants. The award winners not only signaled a deep hunger for better hyperlocal coverage, they also exhibited an appetite for using cutting-edge technologies including wikis, datacasting and Skype Interntet telephony to cover their subject." - Jan Schaffer, New Voices director
For more information on the Trenton-based PolicyOptionsorg, please contact Robert Hackett, Vice President of the Bonner Foundation, at (609) 924-6663 or Patrick Donohue, Director of Community-Engaged Learning at TCNJ's Bonner Center for Civic and Community Engagement (609) 771-2362.
We are pleased to announce that Princeton University has received a three-year Learn & Serve America: Higher Education grant to support a national community-based research networking initiative. The grant will support the following activities:
The initial group of 14 subgrants are as follows:
For more information, please contact Trisha Thorme, Associate Director, Community-Based Learning Initiative, Princeton University at (609) 258-6986 or email at tthorme@princeton.edu.
Job Description:
This position will work intensively with community members and community-based organizations of the greater Chicagoland area to establish trusting relationships and engage these partners in the collaborative development and conduct of community-based participatory research. The Networker will spend the majority of their time in the African-American communities of Chicago.
Northwestern University's new Community-Based Participatory Research Program (CBPR-P) is looking forward to improving its understanding of community health by working with Chicago communities on collaborative research that respects community input and perspectives and builds upon the strengths of involving community partners in all aspects of research. The CBPR-P is one program of the Community-Engaged Research Center at the Northwestern University Clinical and Translational Sciences Institute.
Specific Responsibilities:
Minimum Qualifications:
Preferred Qualifications:
How to Apply:
Please submit Resume and Cover Letter
Attn: Jen Kauper-Brown: j-kauper-brown@northwestern.edu or Fax: 312-503-5388 or 750 N Lake Shore Dr, 10th Floor, Chicago IL 60611
For Additional Information call: 312-927-6037
Notre Dame’s Center for Social Concerns (CSC) is seeking a full-time, two-year postdoctoral research fellow who can begin work in August 2007.
Founded in 1983, the CSC is the university’s community-based learning center. Each year, approximately 800 undergraduate students take 1-3 credit courses involving community engagement that are initiated by the CSC. Students learn at sites across the U.S. and in 12 developing countries as well as in the local area. Through course development grants, research awards, etc., the Center also supports community-based learning and research efforts involving faculty and graduate students in disciplines and programs across the university.
The CSC conducts research on the impact of its community-based learning opportunities on undergraduates (http://socialconcerns.nd.edu/faculty/research/research.shtml). It is also interested in investigating the effects of these educational efforts in communities that receive Notre Dame students. The CSC is seeking a postdoctoral fellow to further this research agenda.
The responsibilities of the postdoctoral fellow will be:
Requirements:
Salary: $31,000 plus benefits
Review process will continue until the position is filled.
To ensure consideration, please send the following items to the address below:
Contact: Joellen Conrardy, Postdoctoral Search Committee, Center for Social Concern, University of Notre Dame, Notre Dame, IN 46556 jconrard@nd.edu
The University of Notre Dame is an Equal Opportunity/Affirmative Action employer and does not discriminate on the basis of race, color, sex, age, national or ethnic origin, disability, or veteran status. Members of under-represented groups as well as women and minorities are strongly encouraged to apply.
Director of Community-Based Research & Evaluation at the University of Wisconsin-Parkside
The Center for Community Partnerships (CCP) at the University of Wisconsin-Parkside is seeking an individual to serve as Director of Community-Based Research & Evaluation. The CCP seeks to connect the intellectual, human and cultural assets of the university to community priorities and serves as UW-Parkside's front door for community engagement efforts in areas related to continuing education and professional development, community-based learning and research, and community dialogues.
Required Qualifications:
Preferences
Essential position responsibilities include:
The Director of Community-Based Research and Evaluation will serve as a member of the Community-Based Scholarship & Nonprofit Development Functional Team within the Center for Community Partnerships at the University of Wisconsin-Parkside. In this capacity, the individual will work collaboratively with other members of the functional team, community partners, the UWP Office of Research Administration, the Evaluation Research Center, UW-Extension, and other faculty and staff to provide data collection, data analysis, and research/evaluation consulting services to businesses, schools, local governments, and non-profit organizations in the southeastern Wisconsin region. The Director of Community-Based Research & Evaluation will report to the Dean for Community Engagement & Civic Learning and will have responsibilities in the following areas.
1. Collaborate with other CCP staff, the Office of Research Administration, the Evaluation Research Center, UW-Extension, UWP faculty and staff, and community partners to design and implement community-based research and/or evaluation projects that respond to local needs and priorities.
2. Serve as the principal evaluator on various grant-funded projects, using appropriate qualitative and/or quantitative methods; collect, encode, input, and analyze data.
3. Develop program revenue by seeking external resources (i.e., grants and contracts) for community-based research and evaluation initiatives; negotiate and monitor agreements/contracts, implementation standards, and budgets related to community-based research and evaluation.
4. Collaborate with the CCP's Community-Based Scholarship & Nonprofit Development Functional Team to develop, implement, and continuously improve processes that:
a) Enable community members to identify needs and priorities and assess UWP's and UW-Extension's ability to respond to specific needs and priorities;
b) Foster partnerships that connect UWP's and UW-Extension's academic and intellectual resources (including connecting to faculty, student and staff research interests) in ways that are responsive to community-identified needs and priorities; and,
c) Track, support and monitor community-based research and evaluation projects.
5. Work with faculty to promote and support community-based research initiatives.
6. Provide administrative leadership to ensure that community-based research and evaluation efforts comply with university, state, and federal regulations related to the use of human subjects, and ensure that reports are generated and delivered in accordance to specifications provided by funding agencies.
7. Coordinate, train, and supervise students and other staff assigned to community-based research and evaluation initiatives.
8. Develop effective communication strategies to market services to external community agencies (governmental, corporate and independent sector entities) and to UWP/UW-Extension constituencies.
Center for Community Partnerships
c/o Elizabeth Hanson
University of Wisconsin-Parkside
900 Wood Road, Box 2000
Kenosha, Wisconsin 53141
hanso022@uwp.edu
Phone: 262-595-3340
Fax: 262-595-2513
Weblink to announcement: http://www.higheredjobs.com/admin/details.cfm?JobCode=175212902
Deadline: February 29, 2008
The Robert Wood Johnson Foundation (http://www.rwjf.org/) Clinical Scholars program is designed to foster the development of physicians who will lead the transformation of American health care. These future leaders will conduct innovative research and work with communities, organizations, practitioners, and policy makers on issues important to the health and well-being of all Americans.
Program highlights include:
To be eligible, physicians must be committed to a career in academic medicine, health policy, or another career congruent with the program's purposes and priorities of developing physician leaders; be highly regarded by those responsible for their clinical training; intend to complete the clinical requirements of their residency/fellowship training by the date of entry into the program (except for surgeons). Scholars may not hold appointments as sub-specialty fellows during their tenure in the program, and they must be a citizen or permanent resident of the United States or one of its territories.
Up to twenty-nine scholars will be selected in 2008 for appointments beginning in 2009. The first-year scholar stipend is no less than $50,000 per year, with an increase the second year. Additional financial support is provided for research projects and professional travel.
The complete Call for Proposals is available at the RWJF Website. http://fconline.foundationcenter.org/pnd/10010120/rwjf
The US Department of Health & Human Services, Administration for Children and Families, Office of Planning, Research and Evaluation (OPRE) has funding available for Child Care Research Scholars to support dissertation research on child care policy issues in partnership with State Child Care and Development Fund (CCDF) lead agencies.
Funding Opportunity Number: HHS-2007-ACF-OPRE-YE-0010 Due Date For Letter of Intent: 05/23/2007 Due Date for Applications: 06/22/2007 Details at http://www.acf.hhs.gov/grants/open/HHS-2007-ACF-OPRE-YE-0010.html
The specific goals of the Child Care Research Scholars grants are:
To ensure that research is responsive to the changing needs of low-income families, partnerships between the graduate student, their mentor and the State CCDF lead agency are essential. This partnership ensures the research will be policy-relevant and is the foundation that fosters skills necessary to build the graduate student's career trajectory of successful partnership-building and contributions to the policy and scientific communities. Applicants must work with a State CCDF administrator to select a research question from one of the three research questions above. The contact list for State child care program offices may be found at http://nccic.acf.hhs.gov/statedata/dirs/display.cfm?title=ccdf.
Applicants for Child Care Research Scholars grants will be most likely to succeed if they address issues of significance related to CCDF services and programs; inform policy decisions and solutions, particularly for underserved populations; and utilize the most rigorous research methodology for the selected research question. ACF intends to support projects that improve the capacity to respond to questions of immediate concern to policymakers, particularly those of State CCDF administrators.
The Poverty & Race Research Action Council (PRRAC) Small Grants Program for Research/Advocacy funds social science research tied directly to ongoing advocacy projects. The purpose is to support, encourage, and disseminate action-oriented research; to make connections between and among those who engage in action, advocacy, organizing and research; and to build public awareness about the various dimensions of and challenges faced by those at the intersections of race and poverty.
Thanks to another generous grant from the Annie E. Casey Foundation, PRRAC is pleased to announce the renewal of its Small Grants Program for 2007.
General Information: Maximum grant is $10,000
Two threshold criteria:
Eligibility criteria - Applications are welcome from the following:
Grantee must be tax-exempt 501(c)(3)s or have a tax-exempt fiscal sponsor Through PRRAC's network, they can put advocacy groups in contact with appropriate researchers who can assist them, and put researchers in contact with advocacy groups that can make use of their work.
In this grant cycle, they will give preference to work in the areas of housing, education and health, as well as to work carried out in the cities where the Casey Foundation has its Making Connections sites: Denver, Des Moines, Hartford, Indianapolis, Louisville, Milwaukee, Oakland, Providence, San Antonio, and Seattle.
In this grant cycle, they also have an interest in seeing some proposals that seek to document successful interventions or organizing/advocacy projects involving low income communities of color.
Grants will be reviewed on a rolling basis, but all proposals should be submitted by June 1, 2007.
For more information - including details about past grants awarded under this mechanism - visit http://www.prrac.org/grants.php
Questions? Contact PRRAC's Director of Research Chester Hartman at chartman@prrac.org or 202/906-8025
The US Department of Health and Human Services has reissued the Program Announcement for Community Participation in Research as two Program Announcements - one for R01 grants and one for R21 grants. These are a reissue of PAR-05-026, previously released December 2, 2004.
(1) PAR-07-283: Community Participation in Research (R01) http://grants.nih.gov/grants/guide/pa-files/PAR-07-283.html
(2) PAR-06-247: Community Participation In Research (R21) http://grants.nih.gov/grants/guide/pa-files/PAR-06-247.html
The ultimate goal of these funding opportunities is to support research on health promotion, disease prevention, and health disparities that is jointly conducted by communities and researchers.
Important dates for both announcements:
On January 28, 2005, Community-Campus Partnerships for Health coordinated a technical assistance conference call for prospective applicants to the federal program announcement on Community Participation in Research (PAR-05-026). Representatives of federal agencies participating in PAR-05-026 provided an overview of the program announcement and answered questions from prospective applicants. Funding for the call was provided in part by the NIH Office of Behavioral and Social Sciences Research. An audiofile and edited notes from the call are available at http://depts.washington.edu/ccph/pastpresentations.html (scroll down to January 28, 2005).
Funds are currently available on a competitive basis for innovative community-based research (CBR) courses and projects. Awards will be between $2,500 — $7,500 per year for one to three years. These grants will be awarded to higher education institutions in the United States doing innovative CBR work that can serve as models for best practices.
Examples of innovative work could include, but are not limited to:
CRITERIA
All projects must:
PROPOSAL STRUCTURE:
Please send a project outline of no more than 5 pages including:
All grant recipients must agree to abide by the regulations of the Corporation for National and Community Service, which can be found at http://www.learnandserve.gov/pdf/highered_prov_06.pdf.
Proposals must be submitted by February 1, 2007. If you are uncertain that your project fits the criteria, we encourage you to send a letter or e-mail outlining your project for feedback. Please submit letters of inquiry and final proposals to dkeller@princeton.edu.
For more information on the National Community-Based Research Networking Initiative, see the project web page. For all program-related inquiries, please write to Denise Keller, Project Coordinator, at dkeller@princeton.edu.
ISSUES TO CONSIDER WHEN PREPARING YOUR PROPOSAL
When considering whether your program fits the criteria for the innovation subgrant, please consider these important issues. Many are related to the Initiative’s definition of CBR, as follows:
Community-based research seeks to be linked to the community where data are collected and analyzed with the purpose of taking action or affecting social change. Elements of community-based research include community participation and an ongoing reciprocal relationship between the researcher and the community. The process is directed by the community to bring about greater equality and participation in decision-making.
For students and faculty, abstract theories can come alive through practical applications. Similarly, researchers who have questions about community-based programs related to their academic interests can obtain first-hand information and insights from grassroots groups. Academics can therefore become agents of social change by reaching out to under-served communities. In the community-based model, academic and community members work together to identify the research issue, develop the design, collect the data, write up the results, and work with policy makers and practitioners in designing programs and policies. Research is also action-oriented, in the sense that findings can be adapted for activists, non-profits and government agencies.
Community-based research as the Initiative defines it requires the participation of three parties: students, faculty, and community partners. A proposed research project that includes work only between faculty and community partners is incomplete. Undergraduate students must be involved in the project, and while they may serve as mentors or perform hands-on service, their role must also include research for your proposal to be considered.
An important principle of CBR is the community’s role in the research process. The process should be directed by the community, not the university, to bring about greater equality and participation in decision-making. Rather than proposing the implementation of a program to a community organization, the university partner should approach the community organization as a source of knowledge and awareness of community needs.
Effective community-based research takes place between a university partner and an established community organization that has the resources, staff, and knowledge to develop research questions, work with the university, and use the research to build organization capacity.
Primary goals of the National CBR Networking Initiative are to spread the practice of CBR, provide tools and resources to ensure quality and collaboration, and to encourage and document innovative practices.
To that end, the objective of the grant is not simply to sustain existing research. It is to fund CBR that diversifies the pool of existing resources and projects such that the reach of CBR is expanded. Thus, ideal projects will be original. They will also be adaptable by other campuses, and funding will be used to in part to fine-tune projects and develop manuals and handbooks to make them replicable and share best practices with other institutions.
FREQUENTLY ASKED QUESTIONS
Funding is available to all institutions of higher learning in the United States and Puerto Rico. This includes universities, colleges, and community colleges. Proposals must come from the institution—not the community partner with whom they are working.
Because the Innovation Subgrant is awarded with federal funds, only institutions in the United States and Puerto Rico are eligible for subgrants. The National CBR Networking Initiative does offer other resources that are helpful to CBR practitioners all over the world, including a website (www.cbrnet.org) that includes publication and presentation opportunities and helpful materials for CBR practitioners, and a listserv for which you can register through the CBRNet website.
No. Learn & Serve America’s Higher Education Provision stipulate that grant funds may not be used for projects where primary beneficiaries of an activity are outside the unite states. They are meant to connect institutions of higher education to neighboring/local communities to address local community issues. The Networking Initiative does offer other resources, though, including a website (www.cbrnet.org) that includes publication and presentation opportunities and helpful materials for CBR practitioners, and a listserv for which you can register through the CBRNet website.
The official grant period runs from September 1, 2006, to August 31, 2009. Funds will be awarded for one-, two-, or three-year projects, in the amount of $2,500 to $7,500 each year. The funding cycle indicated on the proposed budget should be 9/1/06-8/31/07, 9/1/06-8/31/08, or 9/1/06-8/31/09.
Yes, provided that they are in line with Learn & Serve America’s grant provisions, stated as follows:
"Contributions, including cash and third party in-kind, will be accepted as part of the Grantee's matching share for program operating costs when such contributions meet all of the following criteria:
i. They are verifiable from Grantee records;
ii. They are not included as contributions for any other federally-assisted Program;
iii. They are necessary and reasonable for the proper and efficient accomplishment of Program objectives; and
iv. They are allowable under applicable cost principles."
No, you will not be able to include overhead/indirect costs on your innovation subgrant budget. You may, however, include your administrative costs as part of your match for the subgrant.
Yes, as long as they were not awarded by Learn & Serve America or any other federally-assisted program
Your budget can include teaching stipends and percentages of staff and faculty salary. However, we recommend that your budget also include expenses necessary for innovative and replicable projects, including transportation, supplies, production costs, and the creation of manuals and other materials to aid in replication.
Webpage: http://www.ssrc.org/programs/media
WHAT: The SSRC is pleased to launch its next round of the small grants project for academic-advocacy collaboration in the media and communications field. This round will provide grants of up to $7,500 for research that clearly supports advocacy, organizing, policy and/or campaign uses in the media and communications field in the US. The grants are intended for short-term work, completable and usable by advocacy partners within the next 4-12 months. Awards will be made on a rolling basis.
WHO: In this round, proposals must be:
(1) Submitted by a US-based nonprofit advocacy, organizing or community group working on media and/or telecommunications issues. (Groups with nonprofit fiscal sponsorship are also eligible.)
(2) Structured as a partnership with an academic researcher based at a university, college or other research institution. This can include advanced graduate students.
There are no citizenship requirements for participants in these projects.
CRITERIA: Please review the attached list of criteria carefully BEFORE preparing your proposal.
All projects must:
The selection committee will also favor proposals that:
Bonus points for proposals that:
See also sample topics below.
PROPOSAL STRUCTURE:
Please submit proposals to mediahub@ssrc.org . Please send a project outline of no more than 5 pages including:
Plus:
REVIEW COMMITTEE:
Applications will be reviewed and selected for funding by our Panel:
BACKGROUND:
The Collaborative Grants project is part of the Necessary Knowledge for a Democratic Public Sphere (NKDPS) Program of the Social Science Research Council, working in partnership with CIMA: Center for International Media Action and the McGannon Center for Communications Research at Fordham University. The program is funded by the Media, Arts and Culture program of the Ford Foundation.
The NKDPS program is launching a series of funding opportunities to help increase the production, use and capacity for research to serve public-interest advocacy and organizing around media and communications. These mini-grants for collaborative advocacy- academic partnerships have been initiated to meet the short-term research needs of advocacy and policy actors.
Several other funding projects will be launched in the next months, including a "Research Bounties" project that place prizes on advocacy-defined research and a larger program to support longer-term advocacy-academic research partnerships and training.
For more information on the program, see http://www.ssrc.org/programs/media.
For all program-related inquiries, please write to mediahub@ssrc.org
Subscribe to MediaResearchHub-News for program updates, research funding opportunities, and conference information: http://listserve.ssrc.org/mailman/listinfo/mediaresearchhub-news
SAMPLE PROJECT TOPICS:
Proposals might seek to:
1. Measure the success or failure of mainstream media in advancing different public interest goals or values.
2. Measure the impact of existing "alternative"/ community media systems on communities, public discourse, or democratic processes.
3. Develop better, actionable accounts of the role of 'new media' in people's lives.
4. Analyze policymaking and/or regulatory systems.
5. Analyze emerging systems, frameworks, or models of media and communications that transcend the current regulatory framework.
6. Analyze economic models, industry structure, markets, or audiences for different kinds of media.
7. Create analytical tools or research resources for use by advocates, communities, or the public.
8. Document or evaluate advocacy or organizing strategies around communications and media issues.
To view past submissions that were approved in the first round, go to: http://www.ssrc.org/programs/media/collaborative_grants/smallgrants.page Note that any new applications do not have to work within the exact same range of topics as we encourage a diversity of issues as long as they are related to the media and communications field.
Grant supports expansion of community-based research
by Eric Quiñones
From the Oct. 9, 2006, Princeton Weekly Bulletin
For nearly a decade, Princeton’s Community-Based Learning Initiative (CBLI) has brought together students and community organizations for research projects on pressing issues such as poverty, criminal justice and environmental preservation.
Now the University is embarking on an endeavor to expand its community-based research efforts and to support the development of similar initiatives on campuses nationwide. CBLI has been awarded a federal grant of $445,000 annually for the next three years to lead a new consortium of 20 institutions looking to establish their own community-based research programs.
The grant was awarded by Learn and Serve America, an initiative administered by the federal Corporation for National and Community Service, which provided funding to help Princeton launch CBLI in 1997.
Read more...
The Office of University Partnerships (OUP) facilitates the formation of campus-community partnerships through sharing information about community partnership development, in general, and about OUP's various funded programs. Our Web site provides many helpful resources, including funding, research, news, events, technical assistance, and highlights of campus-community activities nationwide.
OUP is committed to helping colleges and universities join with their neighbors to address urban problems—partnerships that enable students, faculty, and neighborhood organizations to work together to revitalize the economy, generate jobs, and rebuild healthy communities.
OUP's website links:
The Sociological Initiatives Foundation supports research and social action projects that focus on understanding and finding solutions to a broad array of social problems.
The foundation's primary goal is to encourage research, including community-based research, that supports and promotes social change.
Preference will be given to projects that address institutional rather than individual or behavioral change, and/or research and initiatives that provide insight into sociological and linguistic issues that may be useful to specific groups and/or communities. Areas of particular interest include social and political inequalities; poverty and employment issues; social welfare issues (e.g., education, housing, and health care); minority group and gender issues; second language learning and use; literacy (first and second language); and topics related to language in its social contexts (attitudes, dialects, gender, law and medicine, education, etc).
Preference is given to providing support in areas that tend to be under-funded and for projects of a size where a Sociological Initiatives Foundation grant can make a difference.
Grants are restricted to organizations in the United States that are tax-exempt under Section 501(c)(3) of the Internal Revenue Code and classified as "not a private foundation" under section 509(a). The foundation does not make grants directly to individuals for any purposes. It welcomes applications, however, from academic institutions and other qualified organizations wishing to sponsor research projects by individual scholars or practitioners.
Grant sizes normally range from $5,000 to $15,000.
Details at: http://www.grantsmanagement.com/sifguidelines.html
The Sociological Initiatives Foundation provides grants of $5,000 to $15,000 to support community-based research projects. Areas of interest include but are not limited to social justice, social welfare, human rights, literacy, language learning and use, dialect use and curricular issues in teaching second languages and non-native languages. The Foundation is also interested in supporting research by sociologists and linguists that provide a direct benefit to communities. The complete guidelines for the August 2005 application deadline are available at http://www.grantsmanagement.com/sifguide.html. For more information, contact Prentice Zinn at sociology@grantsmanagement.com or 617-426-7080x307.
Community- based research is an exciting movement of learning and growing for all involved. Goals of CUexpo 2008 are to celebrate and create opportunities for new community-university partnerships, to support research that is collaborative and community-based and leads to positive change and create a space for policy-makers and university and community representatives to take action on research, resource-sharing and research ethics. Several Living Knowledge network partner’s proposals have been accepted for presentations and workshops. Themes for CUexpo 2008 are:
Global Alliance in Community-Based Research
The question how to create new partnerships, teaching and learning opportunities, and project development and how to effectively organize multicultural and interdisciplinary collaboration connecting local community issues with the global perspective has been a main topic discussed during numerous national and international gatherings. Recently a consultation about the best ways to move forward with a Global Alliance in Community-Based Research was held on September 2 in Paris, after the 3rd Living Knowledge conference. There is strong support for linking up the various networks. It was decided for the time being to make use of the web-site and newsletter capacities of the LK network itself to stimulate debate, circulate ideas and move forward. Peter Levesque (Canada) and Rajesh Tandon (India) were asked to prepare an initial statement of principles for discussion. CUexpo 2008 will therefore also provide opportunities for networking across Canada and world-wide.
Information and online-registration at www.cuexpo08.ca
The 6th Annual National American Democracy Project (ADP) Meeting will be held in Snowbird, Utah beginning late afternoon on Thursday, June 12th and ending late afternoon on Saturday, June 14th.
After five years of national and campus activity, the American Democracy Project has made substantial progress in identifying programs, strategies and approaches that are successful in helping institutions to become intentional about the work of preparing the next generation of citizens for our democracy. This coming summer, we want to celebrate successes and address the challenges that still lie ahead.
THIS IS A CALL FOR PROPOSALS
We are interested in presentations that cover both theoretical and practical issues: concepts of citizenship, civic engagement, and democracy in higher education; descriptions of programs and practices. When submitting propo£™¡sals about programs and practices, please be sure that you address analysis as well as description: what worked and what didn't; what were the issues encountered during implementation; how were partners brought in; etc. We are also interested in topics that focus particularly on civic skills and the assessment of civic outcomes-two areas that have not been sufficiently addressed in our work so far.
We are seeking PRESENTERS for concurrent panel sessions. To submit a proposal for a presentation:
Proposals are due by January 21, 2008. However, proposals can be submitted immediately, and we will begin a rolling process of acceptance December 1, 2007. This earlier date may provide you with an opportunity to identify a source of funding support sooner, as well as help clarify summer plans.
If you have questions about the submission process, please contact Cecilia Orphan, National American Democracy Project Coordinator, at (202) 478-7833 or orphanc@aascu.org. For logistical information about the meeting, please contact Jill Gately, Program and Meetings Manager, ALC, at (202) 478-4668 or gatelyj@aascu.org
CATEGORIES FOR PROPOSALS
CATEGORY 1: CONCEPTUAL AND PHILOSOPHICAL ISSUES IN CIVIC ENGAGEMENT
What are the various conceptions of civic engagement? What philosophical concepts of civic life and work drive the agenda of civic engagement? What are some national movements that have informed or enriched the civic engagement dialogue?
CATEGORY 2: PROGRAMS OF CIVIC ENGAGEMENT
The creation and effect of programs of civic engagement and their impact in courses such as English, Humanities, History, Political Science, Mathematics, Sciences, and the Arts; in Student Life activities such as organizations and clubs, student government, and special initiatives; in First Year Programs, Capstone Courses, and other places in the curriculum; in faculty hiring and faculty development programs; in Institutional Development; and in specific activities such as newspaper programs, voter education and registration events, volunteering, service-learning, etc.
CATEGORY 3: ANALYSIS OF THE USE OF SPECIFIC EVENTS
Presentations about how you or your institution organized and designed civic engagement activities around specific events, such as Constitution Day, a campus speaker series, Democracy Day, Martin Luther King (MLK), Jr. Day of Service, etc. What were the outcomes of these activities?
CATEGORY 4: CIVIC SKILLS
Presentations about projects that focus on the development of civic skills, such as organizing, listening to others, presenting a point of view, compromising, working together to solve a community problem, etc.
CATEGORY 5: INSTITUTIONALIZATION AND ADMINISTRATION OF CIVIC ENGAGEMENT
Presentations on topics such as how to infuse civic engagement in a campus, organize a project, find funding, publicize your project, work with community partners, work with community colleges, collaborate between academic and student affairs, secure faculty buy-in, nurture and sustain institutional attention, etc. We are particularly interested in faculty promotion and tenure strategies, as well as recognition and reward.
CATEGORY 6: ASSESSMENT
Presentations on assessment strategies, assessment tools, and assessment results across the broad range of institutional life: assessment of courses or programs, assessment linked to institutional outcomes, or assessment that evaluates the effectiveness of specific strategies. We are particularly interested in the assessment of civic skills as one dimension of civic outcomes.
CATEGORY 7: NATIONAL INITIATIVES
We also seek proposals from those campus representatives involved in national ADP initiatives, including:
CATEGORY 8: OPEN TOPICS
If you would like to make a presentation on a topic not already listed, submit your proposal in this category.
Please note: Some presentations may fit into several categories. When submitting your proposal, use the category that best describes your presentation.
DESCRIPTION OF SESSIONS
The presentation sessions are 1 hour and 15 minutes in length, with a moderator/presenter and approximately 3 presenters. Individual presentations should not exceed 10 minutes. Handouts are encouraged. LCD projectors for PowerPoint presentations will be available.
Please note: If you submit a presentation where you are the sole speakers and your proposal is accepted you will be placed in a concurrent session to other proposals on the same topic. If you would like to link your presentation to another proposal(s) (from your institution, from colleagues at other institutions, community partners, etc.), please note that in the online proposal form.
Once you submit a proposal, you are agreeing to present during any of the timeslots allotted from June 12-14, 2008. We will notify you of your exact presentation time no later than February 18 2008.
If your presentation is accepted, please note that you and your panel members are expected to make time for a conference call with an AASCU representative to discuss a common theme between your presentation and the other presentations in your session. A two to three sentence description of the theme will be printed in the ADP program along with your individual presentation titles.
The purpose of these sessions is to get a substantial amount of content and ideas presented in a short period of time, leaving time in each session for discussion and dialogue. Please note: For those presentations that focus on campus practice, the presentations should not be simply a description of a program or project. Instead, please provide a very brief description of the program or project, but then focus on how the project or activity was organized or developed, funded, assessed, what issues and concerns arose, and how those issues or concerns were addressed.
In addition to sponsoring CBPR sessions throughout the conference, the Community-Based Public Health Caucus is sponsoring two Learning Institutes on CBPR at this year's American Public Health Association conference in Washington DC.
For details on these Learning Institutes, visit http://www.apha.org/programs/education/APHA-Learning+Institute.htm Registration is open now for these learning institutes and the conference as a whole (November 3-7).
It's possible to register only for one or both learning institutes if you can't attend the whole conference. Also, don't forget to visit Community-Campus Partnerships for Health and the Kellogg Health Scholars Program at booth #1207 in the exhibit hall!
Community-Campus Partnerships for Health UW Box 354809 Seattle, WA 98195-4809 Phone: 206.543.8178 Fax: 206.685.6747 Web: www.ccph.info
Community-University Partnerships: Connecting for Change on May 4-7, 2008 is being held in Victoria, BC, Canada.
This event is supported by the Office of Community-Based Research at the University of Victoria, http://www.uvic.ca/research/ocbr. CCPH is a conference supporting organization.
The draft program and public call for presentations (workshops, papers, events) will be available in June 2007.
For more information, contact Mary O’Rourke, maireco@telus.net or visit http://www.uvic.ca/research/ocbr/cuexpo/index.html
7th International Research Conference on Service-Learning and Community Engagement on October 6-9, 2007 is being held in Tampa, FL.
The conference theme is "Sustainability and Scholarship: Research and the K-20 Continuum." CCPH is organizing an all-day pre-conference workshop on Developing and Sustaining Community-Based Participatory Research Partnerships” on October 6. CCPH senior consultant Sherril Gelmon chairs the board of the International Association for Research on Service-Learning and Community Engagement, the organization sponsoring the conference.
To learn more about the conference, visit http://www.floridacompact.org/~floridac/irsl/index.html
To learn more about the pre-conference workshop on CBPR, visit http://www.floridacompact.org/~floridac/irsl/info.html
You are invited to attend a one-day conference entitled, "Community-Based Participatory Research in Indian Country", conducted by the Faculty Development Project of the Oklahoma Native American Research Centers for Health and the University of Oklahoma Community Networks Program. This conference will be held at the Embassy Suites Hotel Tulsa-I-44 on July 27, 2007, in Tulsa, Oklahoma. The purpose of the conference is to bring together tribal leaders, academic researchers, health researchers, public health professionals, and American Indians/Alaska Natives to facilitate collaboration and share successful CBPR skills.
Conference objectives include:
Scheduled speakers are:
To receive detailed conference information or registration information (registration is free but required), please visit http://w3.ouhsc.edu/oucnp/ and scroll down to the "Announcements" section at the bottom of the page.
Community-University Exposition 2008 (CUexpo 2008) will be held in the greater Victoria region on beautiful Vancouver Island May 4-7, 2008. CUexpo 2008 is jointly hosted by an extensive group of community organizations and the University of Victoria. Community-Campus Partnerships for Health is a conference supporting organization.
Meeting on the traditional territories of the Salish peoples, CUexpo 2008 will offer a unique opportunity for field visits throughout the region. CUexpo 2008 will bring together community and university parterships from every part of Canada with important stories from work in other parts of the world in community-based research.
So please come to tell your stories, share the results of your research projects, celebrate your achievements, learn from others about the complex nature of this work and meet others with whom to work in the future.
Community-university research partnerships
Community-university research partnerships provide the opportunity for community members to work directly with experienced researchers to define a problem, conduct research, interpret findings, and apply results to bring about positive change in their communities. This approach involves new and creative methods of research to meet community needs and produce results that are important and useful to community, academics and policy makers.
Community- based research is an exciting movement of learning and growing for all involved. Through these partnerships, community members and academics build research skills and gain increased confidence, increase democratic participation, and influence change in the lives of all living in the region.
Goals for CUexpo 2008
Themes
View the call for proposals at
http://www.uvic.ca/research/ocbr/cuexpo/call.html
For more information, visit
http://www.uvic.ca/research/ocbr/cuexpo/index.html or contact Mary ORourke, maireco@telus.net
The 3rd international Living knowledge conference will take place in Paris, France August 30 to September 1, 2007
The 3rd International Living knowledge conference will offer an opportunity to share and develop information on community based, participatory research and innovation. Such research is carried out in both community and academic settings, creating new types of partnerships between research and civil society. This work has developed in response to a growing demand for research from civil society organisations.
The conference will provide an opportunity to reflect on a range of experiences from across Europe and beyond in the area of citizens science and cooperative innovation. The scientific value and innovation potential of community based and participatory research will be examined alongside their usefulness to society.
The conference will focus on :
The conference will address a number of key questions : How does citizens’ research work ? What kinds of knowledge does it produce with what objectives and consequences ? How does citizens research challenge traditional scientific frameworks and techno scientific paradigms ? What new options does it open to scientists ? What does it have to offer in terms of cooperative, bottom-up forms of innovation ? What impact does this have on the production of knowledge in society ? What visions of society does this research promote ? What are the social and policy contexts necessary to promote community based research activities ? Where does Europe stand on these developments ?
The conference will reflect the work of a range of structures including : Science Shops NGOs Universities and research institutes Participatory action research centres Political bodies Social movements
These organisations offer a broader perspective on what should be included in science and research. They undertake research on a comprehensive range of topics, including : Local and global environmental issues National and international development, Voluntary action and social capital, Health and safety, Agriculture Gender Mobility, Unemployment, Poverty, Minorities rights Disability issues.
The conference will provide a forum for discussion on the current societal context in which science is created and increasingly contested. Participants will have the opportunity to reflect on the conditions for democratised research and socialised innovation.
The conference is aimed at : People already active in or interested in community based and participatory research : citizens, researchers, students, academics, civil society organisations, and policy makers.
The conference will : Build bridges, explore ideas, discuss strategies and share best practice. The conference will link community based and participatory action research networks around the world.
Conference Website: http://sciencescitoyennes.org/rubrique.php3?id_rubrique=115
October 20 - 23, 2007
CALL FOR ABSTRACTS
Community Engagement & Metropolitan Universities
The Conference will examine the growing collaboration between academic institutions and their communities. Providing a forum for faculty and administrators, dialogue and discussion will focus on institutional commitments by urban and metropolitan universities community engagement research, teaching, and field-work experiences.
Suggested Topics
Community Development & Partnerships K-16 Education & Outreach Collaborative Grants Proposals Institutional Development & Service Learning Workforce Needs Development Research Partnerships
Deadline: April 27, 2007
For more information please visit the Coalition's Conference website at http://www.cumuonline.org/conference
http://www.incommunityresearch.org/crossroadsconfII.htm
2nd International CBCR Conference sponsored by The Institute for Community Research
Hartford, CT | June 7-9, 2007
Conference Background
Communities worldwide face social inequities that adversely affect public health, education, economic development, environmental quality, and cultural and artistic representation. Often, scientific contributions to solving these problems are far removed and not relevant to the affected communities. A holistic and scientifically rigorous approach that integrates the knowledge, worldview, and experience of community members, service providers, and researchers can bridge this gap. Community-based collaborative research (CBCR), based on principles of participation in the research process, blends local knowledge, activism and cultural expression with scientific theory-driven methods to generate new knowledge and action to promote social justice. CBCR also offers promise for effectively adapting research-based interventions for use in real world settings.
Conference Goal
Crossroads II is a 3-day conference to be held in Hartford, Connecticut on June 7-9, 2007. The conference will focus on the promise, pitfalls, and “best practices” of CBCR to address disparities and inequities in the arenas of health, education, artistic and cultural representation, development, and the environment. The goal is to create an interactive forum to share perspectives, and discuss new approaches that integrate science-based and community-based knowledge to promote effective action for social justice.
Conference Program
The conference program is organized into three tracks designed to explore and assess how CBCR generates knowledge and action that facilitates social change by:
Who Should Attend
Successful CBCR relies on different perspectives to look critically at the ways in which the research is - and can be - used to promote social justice in communities worldwide. We invite you to join an interdisciplinary, international network of people who are interested in the use of CBCR to reduce social inequities in their communities. There are numerous ways for researchers, community partners, artists, activists, service providers, health professionals, educators, students, policymakers and funders to participate in the conference. You should attend if you:
Call for Participation
Check back periodically for updates on registration, agenda and related events.
For general inquiries or questions, email crossroads2@icrweb.org or call Maryann Abbott at 860-278-2044 x286.
Crossroads II is made possible through the generous support of the Donaghue Foundation and the Hartford Foundation for Public Giving's Joseph A. Zita Fund.
Just Connections announces its Third Conference -- Connections to the Future: A Search for Just and Sustainable Community Models on June 8-10, 2007. The conference will be hosted by Ferrum College in Ferrum, VA.
The “global economy” and “free trade” have created a bonanza for a small percentage of the population. But while a few grow rich, the cost for most is a breakdown in human relationships that has created a hunger for community. Since 1998, Just Connections has brought together community leaders, activists, students, teachers, and scholars to explore and advocate for democratic community models characterized by development and justice. Our research model, based on an equal partnership between campus and community, admits that the core knowledge about a situation resides in the community itself, and that community members are the most qualified to bring meaning to the application of research skills. Our biennial conference is an effort to draw others into the circle.
Check http://www.justconnections.org for pictures from first and second conferences and further information and registration at a later date, or contact George Loveland gloveland@ferrum.edu, 540-365-4427.
From the American Democracy Project of the American Association of State Colleges and Universities (AASCU):
After four years of national and campus activity, we want to assess how far we have come and what the next steps will be as we move forward in the preparation of citizens for our democracy. We are interested in descriptions of programs and practices but those must be accompanied by analysis: what worked and what didn't; what were the issues in implementation; how were partners brought in; etc. We want to focus particularly on civic skills and assessment, two areas that have not been sufficiently addressed in our work so far.
CATEGORIES FOR PROPOSALS
CATEGORY 1: PROGRAMS OF CIVIC ENGAGEMENT
Presentations about how you created programs of civic engagement and their impact: civic engagement in courses such as English, Humanities, History, Political Science, Mathematics, Sciences, and the Arts. Civic engagement in Student Life, in First Year Programs, in Capstone Courses, in campus events, in Faculty Development, in Institutional Development; civic engagement using newspapers, voting, volunteering, service learning, civic skill development, democratic dialogue, etc.
CATEGORY 2: ANALYSIS OF THE USE OF SPECIFIC EVENTS
Presentations about how you organized and designed civic engagement activities around specific events, such as Constitution Day, Stewardship of Public Lands, Political Engagement Project (PEP), Jury Project, 7 Revolutions Project, Electoral Voice and Young Voter Strategies Project, etc.
CATEGORY 3: CIVIC SKILLS
Presentations about projects that focused on the development of civic skills, such as organizing, listening to others, presenting a point of view, compromising, etc.
CATEGORY 4: ISSUES IN CIVIC ENGAGEMENT
Presentations on issues that range widely across the spectrum of civic engagement: definitions of civic engagement, diversity and civic engagement, civic engagement in international arenas, etc
CATEGORY 5: HOW TO UNDERTAKE CIVIC ENGAGEMENT
Presentations on topics such as how to begin civic engagement on a campus, how to organize a project, how to find funding, how to publicize your project, how to work with community partners, how to work with community colleges, collaboration between academic and student affairs, how to involve faculty, how to nurture and sustain institutional attention etc.
CATEGORY 6: ASSESSMENT
Presentations on assessment strategies, assessment tools, assessment results, etc.
CATEGORY 7: OPEN TOPICS
If you would like to make a presentation on a topic not already listed, submit your proposal in this category.
Please note: Some presentations may fit into several categories. When submitting your proposal, use the category that best describes your presentation.
DESCRIPTION OF SESSIONS
The presentation sessions are 1 hour and 15 minute sessions, with a moderator/presenter and 3 presenters. Individual presentations should not exceed 10 minutes. Handouts are encouraged. LCD projectors for PowerPoint presentations will be available.
If you submit a proposal, you agree to make your presentation at the time it is scheduled. We will notify participants of their presentation times in late February 2007.
The purpose of these sessions is to get a substantial amount of content and ideas presented in a short period of time, leaving time in each session for discussion and dialogue. Please note: For those presentations that focus on campus practice, the presentations should not be simply a description of a program or project. Instead, please provide a very brief description of the program or project, but then focus on how the project or activity was organized or developed, how it was funded, how it was assessed, what issues and concerns arose, and how those issues or concerns were addressed.
TO SUBMIT A PROPOSAL
Proposals are due online by February 5, 2007 at http://www.zoomerang.com/survey.zgi?p=WEB225UK9BJZZG
However, we will begin accepting proposals and filling sessions beginning January 8, 2007. The earlier you send in your presentation, the greater likelihood that it will be accepted.
If you have questions about the submission process, please contact Cecilia Orphan at (202) 478-7833 or orphanc@aascu.org. For general conference information, please contact Pat Fesci at (202) 478-4668 or fescip@aascu.org.
Registration open for 2nd California State University Conference on Community-Based Teaching and Research: Diversity in California to be held February 23-24, 2007 at the Sainte Claire Hotel in San Jose California. Faculty research presentations and pre-conference workshops will examine this year's theme, Diversity in California. Details at http://www.calstate.edu/csl/meetings/research_conference.shtml
If you have any questions concerning the conference, please write to Jerry Eisman, geisman@sfsu.edu.
Conference Highlights
Context Diversity: A New Paradigm for Higher Education and Beyond, presented by, Roberto A. Ibarra, Ph.D., Associate Professor and former Special Assistant to the President and Provost for Diversity, The University of New Mexico
A new paradigm has emerged called Context Diversity that is reframing common assumptions about the definition of diversity and how it works. This paradigm suggests that the dilemmas of diversity are associated with conflicts between the context of traditional university teaching and learning environments and the context of different learners and scholars entering higher education. These conflicts can be resolved with application of guiding principles of a new Multicontextual Theory that embraces civic engagement and community-based learning as the foundation for reframing higher education for the 21st century.
Workshop I: Supporting the Development and Achievement of Students of Color
Facilitators: Thomas Brown, Managing Principal, Thomas Brown & Associates, & Mario Rivas, Vice President Student Services, Vista College
Description: Increasing numbers of students will arrive at college ill-prepared academically and psychologically for the challenges of college life. If these students are to have a reasonable chance for success they will need a campus environment conducive to meeting their special needs. This workshop will provide insight into what faculty and campuses can do to improve the success of a diverse student population.
Workshop II: Developing Research Partnerships: Challenges & Benefits
Facilitators: Cynthia A. Gomez, Director, Health Equity Initiatives, San Francisco State University & Rafael Diaz, Professor, Ethnic Studies, and Director, Cesar Chavez Institute San Francisco State University
Description: This workshop will include discussion of a broad set of partnerships - CBO-partnerships, funder-partnerships, and peer-partnerships. The workshop will provide participants with the principles and methods of community-based participatory research, as well as program evaluation and other research skills that enhance the capacity of both the academic research and community-based partners.
Workshop III: Diversity and Community Engagement
Facilitator: Rona T. Halualani, Associate Professor, Communication Studies, San Jose State University
Description: This workshop is designed to highlight the role of diversity in engaging and interacting with cultural communities. Cultural patterns, communication frameworks, and community organizing models that span across various cultural communities will be shared. In addition, Dr. Halualani will identify and discuss a valuable process of dialogic inquiry that enables faculty to uncover key information about a community and thoughtfully and respectfully interact with a community.
Workshop IV: Moving from Research to Advocacy
Facilitators: Joely De La Torre, PhD, Associate Professor, Public Administration, & Director of Tribal Government, Management and Leadership, CSU San Bernardino and Raquelle Myers, J.D. Staff Attorney, National Indian Justice Center
Description: Native American communities are often the subjects of important research projects conducted by government and education institutions. Unfortunately, a great deal of the research conducted in Indian country rarely results in solutions for Indian country. This workshop will provide an overview of existing research data concerning Native American communities in the areas of telecommunications, rights of way for energy development, transportation safety, fetal alcohol syndrome. This workshop will explore strategies for Indian tribes and the research entities to move from data gathering to implementing change. The lessons learned from these experiences are applicable to any community seeking positive social change.
More than 60 CSU faculty, research students, and community partners will present their service learning and community-based research in 16 panels throughout the second day.
The Tougaloo College Center for Civic Engagement & Social Responsibility is hosting a summer institute on community-based participatory research (CBPR), June 26-29, 2007, at the Hilton Hotel in Jackson, Mississippi. As a component of a multi-year collaborative initiative, this summer institute will promote the development of CBPR where the community and academic institutions will become partners in defining issues for research, strategies for carrying out CBPR, and methods of assessment. The co-sponsors for the 2007 Summer Institute include:
Each of the co-sponsors will promote the summer institute among their respective networks and relationships. Based on selection criteria developed by our local planning committee aimed at connecting undergraduate teaching faculty with established researchers, teams are encouraged to recruit faculty/staff with a strong interest in CBPR, community representatives, and other individuals relevant to institutional research goals (e.g., local policymakers).
The Team Worksheet submitted by applicants should propose a team comprised of at least four people including faculty, staff, and representatives from community- and faith-based groups who are interested in enhancing the skills needed to facilitate community-based research projects. Teams with fewer members will also be considered. Teams should come to the summer institute with specific projects in mind and be prepared to work with summer institute coordinators in developing research strategies and methods of assessment and evaluation. Interaction among diverse teams will provide an avenue for peer evaluation of best practices, from both the academic and community perspectives.
The Local Planning Committee has selected the following Summer Institute Focus Areas:
A registration fee of $325 will be charged participants to cover food and materials. The conference room rate at the Hilton Hotel Jackson for this event is $109. Inquiries regarding group discounts should be forwarded to network@hbcufdn.org.
More details on the institute to be posted soon at http://hbcufdn.org/
The Service Learning Institute at California State University Monterey Bay is excited to invite you to the beautiful Monterey Bay for the National Gathering 2007.
The National Gathering is not a traditional academic conference, instead it is a forum where dedicated service-learning practitioners, including community partners, students, faculty, and service-learning professionals come together to deepen their practice and renew their passion through in-depth discussions with other collaborative educators concerned with the intersection of campus and community. This national conference is an opportunity to develop and implement creative strategies for teaching, learning, and social justice.
Combining learning circles with concrete workshops on critical issues in service-learning, CSU Monterey Bay is pleased to introduce the service-learning field to our campus and the diverse communities of Monterey County. The National Gathering will feature interactive, learner-centered workshops and community explorations aimed to inspire reflection and strengthen our commitments to community engagement.The National Gathering is a people focused conduit through which new networks of educators share stories and strengthen each otherís work.
We hope you will join us at CSU Monterey Bay June 7-9, 2007!
The conference website and online registration will be up on February 15, 2007.
Look for updates and additional information at www.e4ce.org
For more information contact Tania D. Mitchell at 831.582.3631 or email NG2007@csumb.edu
Applications Due May 5 for Canadian Community-Based Research Skill-Building Institute for Partnership Teams: July 27 — 30, 2006, in Barrie, Ontario.
This interactive skill-building institute will guide participants in initiating, developing, and sustaining community-based research partnerships. Visit this webpage for more information on the training curriculum and the Community-Institutional Partnerships for Prevention Research Group that developed it.
Institute mentors include Campus-Community Partnrships for Health program director Kristine Wong, CCPH board chair-elect Ella Greene-Moton, and CCPH members Robb Travers, Sarah Flicker, and Hélène Grégoire. For information and applications, please visit www.wellesleycentral.com/cbrinstitute.csp.
Questions? Email tripler@wellesleycentral.com or call (416) 972-1010.
Active Living Research, a national program of the Robert Wood Johnson Foundation, has announced a call for presentation and paper abstracts for its annual conference to be held April 9-12, 2008, in Washington, D.C. The theme of the conference is "Connecting Active Living Research to Policy Solutions." Abstracts on all topics related to active living policies and environments are welcome.
Deadline: September 17.
Active Living Research has also issued a call for nominations for the "Translating Research to Policy" award, which will be presented at the conference. This national award will recognize innovators who have successfully harnessed research to impact policy and environmental changes. Deadline: September 17
For more information, visit http://www.activelivingresearch.org/
Community-based participatory research (CBPR) is characterized by authentic partnerships, meaningful community engagement, and community capacity building that combine knowledge with action to achieve social change. These features of CBPR raise ethical issues that differ from those encountered in traditional human research. The Journal of Empirical Research on Human Research Ethics is inviting papers which explore these ethical issues, including from international perspectives. Contributions may include qualitative or quantitative studies (including case studies and those involving CBPR) and reviews of empirical literature.
Examples of possible topics include, but are not limited to:
This effort to contribute to a literature on evidence-based ethical problem solving in CBPR grows out of a partnership established between Community-Campus Partnerships for Health (CCPH) and the Tuskegee University National Center for Bioethics in Research and Health Care (the Bioethics Center) to advance their shared goal of meaningfully involving communities in decisions made about every aspect of research. CCPH is a growing network of over 1,500 communities and campuses across North America and increasingly the world that are collaborating to promote health through service-learning, community-based participatory research, broad-based coalitions and other partnership strategies. (See http://www.ccph.info) The Bioethics Center was established in 1999 to promote equity and justice in health and health care by conducting education and training programs, fostering respectful community partnerships, advancing interdisciplinary research, and advocating public policies that improve the health and health care of all Americans, particularly the underserved. (See http://www.tuskegee.edu/Global/category.asp?C=35026)
Please email manuscripts to ccphirb@u.washington.edu on or before November 1, 2007. E-mail inquiries are welcomed; comments on outlines and draft manuscripts will be provided upon request. Instructions on manuscript preparation may be found at www.csueastbay.edu/JERHRE.
Special Issue Editors:
The Journal of Empirical Research on Human Research Ethics (JERHRE) is a nonprofit, international, peer-reviewed journal published in print and online formats. JERHRE is dedicated exclusively to empirical research on human research ethics, including reviews and related methodological work. The basic aim of JERHRE is to improve ethical problem solving in human research. JERHRE is published by University of California Press, and appears online at http://caliber.ucpress.net/loi/jer The inaugural March 2006 issue is available free online at http://caliber.ucpress.net/toc/jer/1/1
Methodological Course on Participatory Action Research in Relation with Planning and Rural Development
PhD course, May 2007 University of …vora, Centre of Ecology and Environment/ Unit of Mediterranean Landscape, Biodiversity and People (CEA/MED-LBP) Portugal
Course Coordinator: Action Research - Action Learning Interest Group (ARALIG)
Purpose of the PhD course
The basic idea of the Action Research - Action Learning Interest Group (ARALIG) is to invite multidisciplinary groups of researchers from different institutions to share their experiences from processes related to policy analysis, planning and rural development and also share learningconcepts, models, methods and tools. The PhD course is proposed as a way to link early stage researchers (PhD students) and more experienced researchers from different institutions who are working with participatory action research and learning methodologies. It will also offer a unique learning opportunity for PhD students from different disciplines and different countries to experience an example of action oriented research related to rural planning taking place in Portugal.
It is a five day intensive course where participants present their reflections on the field experiences related with action learning and participatory action research. The course will take a workshop approach incorporating field visits and practical field exercises involving participatory methods. 3-4 'guest key speakers' in the field from outside of ARALIG bring additional input and critique. The outcome of this course should be the refining of the experiences into developed learning models, Action Research methodologies and tools.
For further information, visit: http://www.uevora.pt/ficheiros/varios/Action_Research_PhD_course_Call_for_papers.pdf
Deadline for submission: September 10, 2007.
Social Development Issues (SDI) is an international, refereed journal published three times a year. SDI is a forum for linking multiple academic disciplines, nations, and cultures. Our purpose is to promote consideration of issues that affect social justice as well as the development and well being of individuals and communities. SDI is committed to advancement of social, political, and economic theories and policy and practice within a global context.
Manuscripts that present transnational and/or transdisciplinary empirical studies of global and domestic social issues are invited. Topics may include how interdisciplinary research teams explore and examine global social problems, populations, interventions, and evaluations across countries as well as how such teams make recommendations for policy and practice. Comparative frameworks and single-country case study designs are acceptable. Studies that examine the cultural adaptation or indigenization of intervention models across countries are encouraged, as are studies that aim to export effective intervention practice models or research methods from developing countries. Conceptual papers are also solicited that delineate the processes and challenges involved in building transnational and transdisciplinary research teams, defining concepts and operationalizing measures across countries and languages, adapting measures to fit local cultural contexts, and developing and utilizing culturally appropriate data collection methods.
Manuscript Submission Guidelines
Contact information for each author (affiliation, address, telephone number, and e-mail address) Brief abstract, no longer than 75 word Five to six keywords or descriptors for indexing purposes Double-space everything: text, abstract, author's notes/acknowledgments, references, block quotations, appendices, and tables Left-justify everything with a ragged right-hand margin (no full justification) Begin each section on a separate page, and in this sequence: title page, abstract, text, appendix(es),references, table/s, figure/s All in-text citations included in the reference list; all references have in-text citations
5. Manuscripts may be submitted via email or postal mail. If the manuscript is submitted by email, send it as a Microsoft Word document or as an RTF document. Email the document to sdijournal@wustl.edu If the manuscript is submitted by postal mail, include one double-spaced copy of the manuscript and one electronic copy of the manuscript in MS Word on an IBM-format disk. Send to: Michael Sherraden, Editor, Social Development Issues, Center for Social Development, George Warren Brown School of Social Work, Washington University, One Brookings Drive, Campus Box 1196, St. Louis, Missouri 63130 USA.
For more information about Social Development Issues, please visit
Submission queries should be directed to sdijournal@wustl.edu
SDI is abstracted in: Applied Social Sciences Index & Abstracts; Family Index; International Bibliography of the Social Sciences; PAIS International in Print (Annual) (Public Affairs Information Service); Social Work Abstracts; and Sociological Abstracts.
Social Development Issues is the journal of the International Consortium for Social Development (ICSD) http://www.icsd.info
Published by Lyceum Books, Inc., Chicago ISSN 0147-1473
Call for Papers: Special Journal Issue on Ethical Considerations in Community-Based Participatory Research (CBPR)
Deadline: November 1, 2007
CCPH and The Journal of Empirical Research on Human Research Ethics are inviting papers which explore ethical issues in CBPR, including from international perspectives. Contributions may include qualitative or quantitative studies (including case studies and those involving CBPR) and reviews or empirical literature. To view the complete call for papers, visit the "what's new column" of the CCPH homepage at http://www.ccph.info/
The Oral History Association is made up of a very interesting combination of academic and community-based historians and social researchers. They are hoping for a public health, public policy, and social justice thread at their next conference. For a copy of the call for papers, visit http://alpha.dickinson.edu/oha/org_cfp.html
2007 Oral History Association Annual Meeting October 24-28, 2007 Oakland, California
The Revolutionary Ideal: Transforming Community through Oral History
The meeting will focus on the revolution in oral history as it relates to social and political change, community survival and changes in technology. The committee is especially interested in realizing how "revolutions," both large and small, have an impact on society and community. The Association is seeking presentations which deal with social and economic justice, environmentalism, Black Power, civil rights, gender and gay/lesbian/bisexual/transgender peoples, migrant and immigrant communities, peoples with disability and independent living, and regional, Pacific and Western histories.
Proposals must be postmarked by January 15, 2007.
COMM-ORG has issued its annual call for papers.
Are you writing a paper on:
COMM-ORG is looking for papers to post on the COMM-ORG Papers page. All papers are posted on the COMM-ORG website and announced on its accompanying list-serve, which reaches over 1000 people across more than a dozen nations. They welcome discussion of all papers on the list-serve and encourage our members to also send comments directly to authors.
To submit a paper contact the editor, Randy Stoecker, at randy@comm-org.wisc.edu.
Authors retain complete control over their work, and COMM-ORG supports authors revising their papers for submission to journals, trade publications, or anywhere. Because COMM-ORG is an on-line "conference," papers presented on COMM-ORG are regularly published in journals and other publications.
COMM-ORG welcomes papers from scholars, organizers, and scholar-organizers. They also welcome previously published hard-to-find writing.
They are especially interested in papers on the following and other topics:
If you wish to submit a paper:
The Michigan Journal of Community Service Learning (MJCSL) is seeking articles for volume 14 (fall 2007, spring 2008). The first step in the submission process is to send an abstract or precis by December 20th.
The MJCSL is a national, peer-reviewed journal with a circulation of about 1200 (with subscribers all over the world), and includes articles on research, theory, pedagogy, and other issues pertinent to curriculum-based service-learning in higher education for a faculty and administrator audience. Article acceptance rate is 15%-20%.
Please consult submission guidelines for more information - www.umich.edu/~mjcsl/ - as well as review abstracts of past articles the MJCSL has published.
There are no length guidelines for abstracts. Please submit a description that adequately conveys the focus/plan for the article, along with your e-mail address.
Invitations to submit an article will be made by e-mail in mid-January, with invited articles due the last Monday in March (the 26th).
If you have any questions after reviewing the submission guidelines, please e-mail Jeffrey Howard, Associate Director for Service-Learning and Editor of the Michigan Journal of Community Service Learning at jphoward@umich.edu.
The address of the Michigan Journal is:
Edward Ginsberg Center for Community Service and Learning, University of Michigan located at1024 hill street * ann arbor, michigan 48104-3310
The phone numbers are: 734.647.7402 (phone) * 734.647.7464 (fax)
Progress in Community Health Partnerships: Research Education and Action, a brand new peer-reviewed journal, is the only publication dedicated solely to work related to community-based participatory research (CBPR).
This journal addresses topics in the growing field of CBPR while promoting further collaboration and elevating the visibility and stature of CBPR as a means toward eliminating health disparities and improving health outcomes.
The journal is multidisciplinary in its approach and will include articles about research, education, and program evaluation that use the principles of CBPR to stimulate changes in community-oriented health policy and practice.
Scholarly reviews, research, and community/policy briefs support the work of community health partnerships and focus on the ongoing collaboration between community representatives and academic or governmental partners.
Please see our website at http://pchp.press.jhu.edu for more details.
Below is a list of publishing outlets for community-based research and service learning.
Additional sites can be found at: http://depts.washington.edu/ccph/commbas.html#JournalArticles
Academic Exchange Extra
Presents ideas, research methods, and pedagogical theories leading to effective instruction and learning regardless of level, subject or context. The journal also seeks cogent essays, poetry and fiction. Articles to 6,000 words on theory, practice and administration of education across the full range of humanities and social science-based approaches are welcomed. Service-learning is one of the listed interest areas.
Academic Exchange Quarterly
An independent double-blind-peer-reviewed print journal that welcomes research, commentary, and other manuscripts that contribute to effective instruction and learning regardless of level or subject.
Action Research
http://www.scu.edu.au/schools/gcm/ar/arhome.html
An international, interdisciplinary journal which is a forum for the development of the theory and practice of action research.
Active Learning in Higher Education
http://alh.sagepub.com/
Published three times per year by the Institute for Learning and Teaching in Higher Education. This international journal focuses on all aspects of developments, innovations, and good practice in higher education teaching and learning worldwide. The journal includes accounts of research by those active in the field of learning and teaching in higher education, and overviews of topics, accounts of action research, outputs from subject-specific project teams, case studies, and theoretical perspectives.
American Behavioral Scientist
http://abs.sagepub.com/
A valuable source of information for scholars, researchers, and professionals, providing in-depth coverage of fields of study throughout the social and behavioral sciences. Each issue offers a comprehensive analysis of a single topic, examining such important and diverse areas as marketing, medicine, and public service. The journal's interdisciplinary approach stimulates creativity and, occasionally, controversy within the emerging frontiers of the social sciences, exploring the critical issues that affect our world and challenge our thinking.
American Journal of Community Psychology
http://www.springerlink.com/content/1573-2770/
Offers quantitative and qualitative research on community psychological interventions at the social, neighborhood, organizational, group, and individual levels. Wide-ranging topics include individual and community mental and physical health; educational, legal, and work environment processes, policies, and opportunities; social welfare and social justice; studies of social problems; and evaluations of interventions.
American Journal of Public Health
http://www.ajph.org/
Aims to embrace all of public health, from global policies to the local needs of public health practitioners. The Journal’s foremost mission is to promote public health research, policy, practice, and education. Contributions of original unpublished research, social science analyses, scholarly essays, critical commentaries, departments, and letters to the editor are welcome.
American Sociologist
http://transactionpub.metapress.com/nyawov45ndh4rifrexlgfnq1/app/home/journal.asp?referrer=parent&backto=linkingpublicationresults,1:107894,1&linkin=
Examines the history, current status, and future prospects of sociology as a profession and discipline. TAS emphasizes new trends in the profession and focuses on how sociologists shape and influence social policy and the intellectual issues of the age. It also publishes professional opinions, special features, interviews, and review essays, with emphasis on the global context and impact of the sociological discipline.
Annals of Family Medicine
http://www.annfammed.org/
Seeks to identify and address important questions in health and the provision of patient-centered, prioritized, high-quality health care. We welcome clinical, biomedical, social and health services research. The Annals publishes original research, methodology, and theory, as well as essays from reflective clinicians, patients, families, communities, and policymakers. We publish selected systematic reviews that build on current knowledge to advance new theory, methods, or research directions. The Annals seeks manuscripts that use and develop rigorous quantitative and/or qualitative methods, and manuscripts with application to practice, theory development, and policy. We encourage practice-based research and research that bridges disciplinary boundaries.
Citizenship Studies
http://www.tandf.co.uk/journals/titles/13621025.asp
Publishes internationally recognized scholarly work on contemporary issues in citizenship, human rights, and democratic processes from an interdisciplinary perspective covering the fields of politics, sociology, history, and cultural studies. It seeks to lead an international debate on the academic analysis of citizenship, and also aims to cross the division between internal and academic and external public debates.
Cityscape: A Journal of Policy Development and Research
http://www.huduser.org/periodicals/cityscape.html
Strives to share HUD-funded and other research on housing and urban policy issues with scholars, government officials, and others involved in setting policy and determining the direction of future research.
Community Development Journal
http://cdj.oxfordjournals.org/
Provides an international forum for political, economic, and social programs, which link the activities of people with institutions and government. Dealing with the theory and practice of the policies, programs and methods employed, the Community Development Journal covers a wide range of topics including community action, village, town, and regional planning, community studies, and rural development.
Community, Work & Family
http://www.tandf.co.uk/journals/titles/13668803.asp
Draws together interdisciplinary links with a focus on theory, research, policy, and practice. The Journal is an essential resource for social scientists, including: psychologists, sociologists, anthropologists, economists, social, community and health workers, human resource professionals, managers and public policy makers, as well as those at the receiving end of professional services and public and organizational policies. Material published in the journal is relevant for research and teaching on a wide range of academic and professional courses, and the development of policy and practice.
Education, Citizenship, and Social Justice
http://www.sagepub.co.uk/ECSJ
Provides a strategic forum for international and multi-disciplinary dialogue for all academic educators and educational policy-makers concerned with the meanings and form of citizenship and social justice as these are realized throughout the time spent in educational institutions.
Electronic Magazine of Multicultural Education
http://www.eastern.edu/publications/emme/
An open-access electronic journal for scholars, practitioners and students of multicultural education. EMME publishes a variety of writings: 1 original and occasionally reprint scholarly articles, 2 practitioner essays, 3 instructional ideas, and 4 reviews of visual arts, professional and juvenile books, and multimedia resources. Reviews are generally solicited. Any paper broadly related to multicultural issues is considered for publication in the Open Forum section.
Environmental Health Perspectives
http://www.ehponline.org/
The journal of the National Institute of Environmental Health Sciences. Its mission is to serve as a forum for the discussion of interrelationships between the environment and human health by publishing in a balanced and objective manner the best peer-reviewed research and most current and credible news of the field.
Equity & Excellence in Education
http://www.eee-journal.com/
A peer-reviewed quarterly journal with an audience of K-16 educators, administrators, and researchers. Diverse conceptual, methodological, and empirical work is encouraged. Manuscripts may focus on any subset of the K-16 educational system.
Field Methods
http://fmx.sagepub.com/
Contains methodologically-focused research articles, handy tips for working in the field, reviews of books and software, think pieces addressing key theoretical issues, and other important works for scholars, professionals and students who engage in fieldwork in the human sciences and the related professional fields.
Florida Journal of Service Learning in Education
http://www.fasite.org/callforpapers.html
Dedicated to exploring the many aspects of service-learning programs and pedagogy in use in pre-K, elementary, secondary, alternative education, vocational education, and teacher education programs throughout Florida, as well as across the country.
The Generator: A Journal for Service-Learning and Youth Leadership
http://www.nylc.org/publications.cfm
The National Youth Leadership Council publishes The Generator three times a year. Contact: Maddy Wegner, Director of Publications, NYLC, Ph. 651-999-7354, mjwegner@nylc.org
Global Public Health
http://www.tandf.co.uk/journals/titles/17441692.asp
A peer-reviewed journal that energetically engages with key public health issues that have come to the fore in the global environment — mounting inequalities between rich and poor; the globalization of trade; new patterns of travel and migration; epidemics of newly-emerging and re-emerging infectious diseases; the HIV/AIDS pandemic; the increase in chronic illnesses; escalating pressure on public health infrastructures around the world; and the growing range and scale of conflict situations, terrorist threats, environmental pressures, natural and human-made disasters.
Health Promotion Practice
http://hpp.sagepub.com/
Publishes authoritative, peer-reviewed articles devoted to the practical application of health promotion and education. The journal is unique in its focus on critical and strategic information for professionals engaged in the practice of developing, implementing, and evaluating health promotion and disease prevention programs. Health Promotion Practice serves as a forum to explore the applications of health promotion/public health education interventions programs and best practice strategies in various settings, including but not limited to: community, health care, worksite, educational and international settings. It also examines practice-related issues, including program descriptions, teaching methods, needs assessment tools and methodologies, intervention strategies, health promotion, problem-solving issues, and evaluation presentations.
Human Organization
http://www.sfaa.net/ho/
Publishes articles dealing with all areas of applied social science, including case studies, comparative studies, theoretical essays, and articles describing new methods.
International Journal for the Scholarship of Teaching & Learning
http://www.georgiasouthern.edu/ijsotl/
An open, peer-reviewed, international electronic journal published twice a year by the Center for Excellence in Teaching at Georgia Southern University to be an international vehicle for articles, essays, and discussions about the scholarship of teaching and learning SoTL and its applications in higher/tertiary education today.
International Journal for Service Learning in Engineering
http://www.engr.psu.edu/IJSLE/index.htm
A new faculty-reviewed electronic journal offered free, semi-annually, over the World Wide Web. The Journal welcomes manuscripts based on original work of students and researchers with a specific focus or implication for service learning in engineering, engineering entrepreneurship in service, or related service learning pedagogy.
International Journal of Teaching and Learning in Higher Education
http://www.isetl.org/ijtlhe/index.cfm
Provides a forum for higher education faculty, staff, administrators, researchers, and students who are interested in improving post-secondary instruction. The IJTLHE provides broad coverage of higher education pedagogy across diverse content areas, educational institutions, and levels of instructional expertise. The specific emphasis of IJTLHE is dissemination of knowledge for improving higher education pedagogy. Electronic distribution of IJTLHE maximizes global availability.
Inventio
http://www.doiiit.gmu.edu/inventio/
A project of the Division of Instructional and Technology Support Services DoIT at George Mason University. It features peer-reviewed articles on instructional research, instructional philosophy, pedagogy, learning theory, and other significant issues related to excellence in learning and teaching. In addition to these feature articles, inventio also includes shorter articles on classroom practice and response and dialog sections about issues raised in the feature articles.
Journal for Civic Commitment
http://www.mc.maricopa.edu/other/engagement/Journal/index.jsp
Dedicated to growing and strengthening the discussion around service learning, which connects the academic curriculum to service and civic engagement in communities, both locally and globally. The journal offers research and theories, strategies, and tips and techniques to readers. It is dedicated to disseminating research-based and practical information to service learning practitioners, coordinators, and administrators.
Journal of Children and Poverty
http://www.tandf.co.uk/journals/titles/10796126.asp
The institute for Children and Poverty and Carfax Publishing welcome manuscripts for consideration which address issues surrounding children and families in poverty. Articles for publication may be from either an academic or practitioner perspective but should contribute to the current public policy debate.
The Journal of Classroom Interaction
http://www.coe.uh.edu/cmcd/coejci/index.htm
Founded in 1965 to meet the need to share, discuss and disseminate new ideas on research methodology and variables in order to generate new knowledge about classroom interaction. The research interest, agenda and interest in classroom interaction studies has continued to expand to new audiences, including the public schools. Now in its fortieth year, the Journal remains a publication devoted to empirical investigations and theoretical papers dealing with observation techniques, research on student and teacher behavior, and other issues relevant to the domain of classroom interaction.
Journal of Cognitive Affective Learning
https://www.jcal.emory.edu/
A peer-reviewed journal dedicated to disseminating research on holistic educational practices that focus on the significance of the cognitive-affective relationship in promoting deep and enduring learning. Access to the journal articles and services is free of charge. JCAL publishes theoretical papers, original research reports, literature reviews, and extended reviews of selected books.
Journal of College and Character
http://collegevalues.org/submit.cfm
Published by the Center for the Study of Values in College Student Development. The purpose of the Journal is to inform professional colleagues, students, and friends about research and educational programs related to moral and civic learning in college. Articles on topics pertaining to moral and civic learning in college and that examine values and ethics in student development are encouraged.
Journal of College Student Development
http://www.jcsdonline.org/
The leading scholarly journal on the study of college students in the field of student affairs. Published six times per year and mailed to approximately 10,000 subscribers, JCSD is the largest empirical research journal in the field of student affairs and higher education.
Journal of Community Practice
http://www.haworthpress.com/store/product.asp?sku=J125
An interdisciplinary journal designed to provide a forum for community practice, including community organizing, planning, social administration, organizational development, community development, and social change. The journal contributes to the advancement of knowledge related to numerous disciplines including social work and the social sciences, urban planning, social and economic development, community organizing, policy analysis, urban and rural sociology, public administration, and nonprofit management. As a forum for authors and a resource for readers, this journal makes an invaluable contribution to the community—its conceptualization, applications, and practice. This unique interdisciplinary journal utilizes a range of research methods, including: case studies, curriculum development, historical studies, participatory research, policy analysis, program evaluation, qualitative and quantitative methods, theory and model development and testing.
Journal of Community Work and Development
http://www.scdc.org.uk/journal/
Published by the Community Development Foundation in Scotland. The journal offers wide-ranging, peer-reviewed articles on: community health, community planning, community learning, social inclusion and social justice, public participation, neighborhood regeneration, and community research and analysis.
Journal of Democracy
http://www.journalofdemocracy.org/
One of the most widely read and cited publications on the problems of and prospects for democracy around the world. A branch of the International Forum for Democratic Studies at the National Endowment for Democracy, the Journal of Democracy is published by the Johns Hopkins University Press.
Journal of Excellence in College Teaching
http://celt.muohio.edu/ject/
A peer-reviewed journal published at Miami University by and for faculty at universities and two- and four-year colleges to increase student learning through effective teaching, interest in and enthusiasm for the profession of teaching, and communication among faculty about their classroom experiences. It answers Ernest Boyer's call for a forum to present the scholarship of teaching and learning. The Journal provides a scholarly, written forum for discussion by faculty about all areas affecting teaching and learning, and gives faculty the opportunity to share proven, innovative pedagogies and thoughtful, inspirational insights about teaching.
Journal of Experiential Education
http://www.aee.org/publications/journal/aeejourn.html
A peer-reviewed, professional journal that publishes a diverse range of articles in subject areas such as outdoor adventure programming, service learning, environmental education, therapeutic applications, research and theory, the creative arts, and much more.
Journal of Health Communication
http://www.gwu.edu/~cih/journal/
A scholarly, peer-reviewed journal, published bimonthly. It presents the latest development in the field of health communication including research in risk communication, health literacy, social marketing, communication from interpersonal to mass media, psychology, government, policy-making, and health education around the world. The Journal of Health Communication focuses on promoting the vital life of the individual and the good health of the world's people with presentation of research, progress in areas of technology and public health, ethics, politics/policy, and the application of health communication principles to the better health of individuals and communities. The Journal of Health Communication is designed to serve a growing community of scholars and professionals. It publishes both quantitative and qualitative studies, ethical essays, and book reviews, as well as a special section entitled "Up Front," designed to give concise information to practitioners and academics.
Journal of Health Disparities Research and Practice
http://chdr.unlv.edu/journal.htm
An on-line journal that explores the problems and challenges of health disparities among the diverse populations of the United States. JHDRP presents research that will guide the development of evidence based solutions, policy and programs in an effort to reduce and ultimately eliminate health disparities. Submissions may include: Original papers on health disparities research, practice, policy, or evaluation; graduate student papers; and brief communications — book reviews, letters, information regarding conferences, seminars, funding opportunities, etc.
Journal of Higher Education Outreach and Engagement
http://www.uga.edu/jheoe/
Formerly the Journal of Public Service and Outreach, this peer-reviewed journal seeks to serve as a forum to promote the continuing dialogue about the service and outreach mission of the University and its relationship to the teaching and research missions and to the needs of society.
Journal of Innovative Higher Education
http://www.springerlink.com/content/1573-1758/
The goals include to: present descriptions and evaluations of innovations and provocative new ideas with relevance for action beyond the immediate context in higher education; focus on the effect of such innovations on teaching and students; be open to diverse forms of scholarship and research methods by maintaining flexibility in the selection of topics deemed appropriate for the journal; and strike a balance between practice and theory by presenting manuscripts in a readable and scholarly manner to both faculty and administrators in the academic community.
Journal of Interprofessional Care
http://www.tandf.co.uk/journals/titles/13561820.asp
Promotes collaboration within and between education, practice and research in health and social care. It provides a channel to communicate ways in which interprofessional education can cultivate collaboration in practice which can, in turn, improve the quality of care for individuals families and communities. It treats research as both a collaborative field in its own right and as a means to evaluate interprofessional education and practice.
Journal of Mixed Methods Research
http://mmr.sagepub.com/
A new, quarterly international journal that aims to publish empirical, methodological, and theoretical articles about mixed methods research. The editors seek empirical research studies across the social, behavioral, health, and human sciences that employ mixed methods research, and methodological manuscripts advancing knowledge about mixed methods research. The Journal of Mixed Methods Research invites articles from a wide variety of international perspectives, including academics and practitioners from psychology, sociology, education, evaluation, health sciences, geography, communication, management, family studies, marketing, social work, and other related disciplines across the social, behavioral, and human sciences.
The Journal of Scholarship of Teaching and Learning
http://titans.iusb.edu/josotl/
Encourages all instructors to engage in the discussion of the Scholarship of Teaching and Learning SoTL, and to become involved in the sharing of knowledge and learning about the teaching-learning process. The Journal provides a publication outlet for research in the Scholarship of Teaching and Learning, and an on-line forum for engagement with the Scholarship of Teaching and Learning.
The Journal of Social Change
http://www.journalofsocialchange.org/e/JournalHome.htm
Sponsored by Walden University, JSC is an on-line, refereed journal, published semi-annually, and devoted to theories and applied research on social change that improves the human condition and progresses people, groups, organizations, cultures, and society towards a more positive future.
Journal of Urban Affairs
http://www.blackwellpublishing.com/journal.asp?ref=0735-2166
One of the most respected journals in public policy and urban research. It is the official journal of the only international professional organization for urban scholars and practitioners, the Urban Affairs Association. Manuscripts are selected for their long-range relevance, varied perspectives, and depth of analysis. Because the Journal of Urban Affairs is receptive to various ideological perspectives, it provides an ideal bridge across disciplinary lines and between scholars and practitioners.
Journal of Youth Development - Bridging Research and Practice
http://www.nae4ha.org/profdev/joyd/index.html
A multi-disciplinary applied research and practice on-line journal. The journal focuses on the development of school-aged youth through the transition to adulthood ages 6-22. This refereed journal will feature original research, best practices in youth development programming, innovative research and evaluation methods and strategies, and reviews of resources of interest to youth development researchers and practitioners.
The Michigan Journal of Community Service Learning
http://www.umich.edu/%7emjcsl/
A national, peer-reviewed journal consisting of articles written by faculty and service-learning educators on research, theory, pedagogy, and issues pertinent to the service-learning community. The purpose is to: widen the community of service-learning educators; sustain and develop the intellectual vigor of those in this community; encourage research and pedagogical scholarship related to service-learning; contribute to the academic legitimacy of service-learning; increase the number of students and faculty who have a chance to experience the rich teaching and learning benefits that accrue to service-learning participants.
National Civic Review
http://www.ncl.org/publications/ncr/
A quarterly publication of the National Civic League, a nonprofit, nonpartisan organization that promotes civic engagement, community building, political reform and democratic governance. The journal's mission is to inform, inspire and stimulate discussion on ways of strengthening democratic institutions and making them more inclusive, accountable and responsive to citizens. Although the focus is primarily local and regional, they do publish selective articles on civic renewal/reform efforts at the state and federal levels. The journal publishes essays and reports written by civic activists, community practitioners, theorists, and scholars in the fields of public administration, community building, political reform, government and social problem solving. The scope of the journal encompasses both representative democracy and newer, non-traditional forms of democracy that seek to engage citizens in deliberative discussions and civic action efforts. National Civic Review's Department Section offers reports, cases studies, how-to articles and updates on the following topics: political reform, community building, trends in civic engagement, and local government. Readership consists of civic actors and thinkers, community leaders, local government officials and staff, political reform advocates, leaders within the nonprofit and foundation world, students and educators in public administration, political science, and urban planning.
New Solutions: A Journal of Environmental and Occupational Health Policy
http://www.metapress.com/content/1541-3772/
Explores the growing, changing common ground at the intersection of health, work, and the environment. The Journal makes plain how the issues in each area are interrelated and sets forth progressive, thoughtfully crafted public policy choices. New Solutions enhances the agenda of labor with knowledge from academia. In recognition of the globalization of health problems, environmental issues and economic activity, the Journal strives for an international focus. It investigates problems of occupational and environmental health with the people at risk—the workers and the community—uppermost in mind. New Solutions is written for both the academic and educated lay audience. Its intention is to affect the public health policy discussion and shake up the policy debate.
Nonprofit and Voluntary Sector Quarterly
http://nvs.sagepub.com/
Welcomes queries or finished papers that report research on volunteerism, citizen participation, philanthropy, civil society, and nonprofit organizations.
Progress in Community Health Partnerships: Research, Education, and Action
http://www.press.jhu.edu/journals/progress_in_community_health_partnerships/
Addresses topics focusing on the growing field of community-based participatory research CBPR while promoting further collaboration and elevating the visibility and stature of CBPR as a means toward eliminating health disparities. The mission of the Journal is to facilitate dissemination of programs that use community partnerships to improve public health, to promote progress in the methods of research and education involving community health partnerships, and to stimulate action that will improve the health of people in communities. Communities, as defined by the Journal, may be based on geography, shared interests, or social networks. The Journal is dedicated to supporting the work of community health partnerships that involve ongoing collaboration between community representatives and academic or governmental partners.
Review of Policy Research
http://www.blackwellpublishing.com/journal.asp?ref=1541-132X
An international peer-reviewed journal devoted to the dissemination of research and insightful commentary on the outcomes and consequences of policy change in domestic and comparative contexts. It is particularly interested in manuscripts that examine issues at the intersection of policy and administration in fields such as science, technology, globalization, environment, education, health, privacy, demographics, and security. In addition to articles and symposia, the Review features brief critiques of current research by scholars and policy practitioners as well as reviews of books, films, and electronic and other media.
Reflections
http://www.reflectionsjournal.org/
A peer-reviewed journal, provides a forum for scholarship on writing, service-learning and community literacy. Originally founded as a venue for teachers, researchers, students and community partners to share research and discuss the theoretical, political and ethical implications of community-based writing and writing instruction, Reflections publishes a lively collection of essays, empirical studies, interviews and reviews in a format that brings together emerging scholars and leaders in the fields of community-based writing and civic engagement.
Social Justice
http://www.socialjusticejournal.org/
A quarterly nonprofit educational journal that seeks to promote human dignity, equality, peace, and genuine security. As one of the few independent journals from the 1970s to have survived, its contents reflect its origins and ability to renew its vitality through a series of often tumultuous decades. Its early focus on issues of crime, police repression, social control, and the penal system has expanded to encompass globalization; human and civil rights; border, citizenship, and immigration issues; environmental victims; and health and safety concerns, social policies affecting welfare and education, ethnic and gender relations, and persistent global inequalities. The journal has framed its vision of social justice with an understanding of the international dimensions of power, inequality, and injustice. In doing so, it has formed part of an international community of progressive intellectuals, activists, and movements.
Social Medicine
http://journals.sfu.ca/socialmedicine/index.php/socialmedicine
An international, open-access, peer-reviewed academic forum for the development and promotion of social medicine. The journal will:
1. Act as a forum for research and teaching concerning the ways in which social factors not only influence health and disease but are in turn altered by health and disease.
2. Support the WHO Alma Ata goals of Health for All and the holistic vision of health contained in the WHO charter.
3. Produce materials that are scientifically sound, intellectually honest, free of commercial bias and clearly written and presented.
4. Organize the journal in a way that reflects and supports the diverse international community working in the field of social medicine. To realize the goals of "Health for All" we must have a journal that includes the voices of all.
The inaugural issue is in English, but a Spanish-language translation will appear soon. They also anticipate publishing quarterly with simultaneous English and Spanish editions. For more information, visit: www.socialmedicine.info.
Social Problems
http://www.ucpressjournals.com/journal.asp?jIssn=0037-7791
Publishes articles that tackle the most difficult of contemporary society’s issues by bringing to the fore influential sociological findings and theories that have the ability to help us better understand—and better deal with—our complex social environment. Some of the areas covered by the journal include: conflict, social action, and change; crime and juvenile delinquency; drinking and drugs; health, health policy, and health services; mental health; poverty, class, and inequality; race and ethnicity; sexual behavior and politics; and youth and aging.
Sociological Imagination
http://www.viterbo.edu/wsa.aspx?id=15854
Publishes articles and note-length manuscripts on issues pertaining to all areas of sociological research, teaching, and practice. We also encourage submission of review essays on theoretical, methodological, and substantive topics, as well as reviews of books and films that are of interest to sociologists.
Teaching Sociology
http://www.lemoyne.edu/ts/tsmain.html
Publishes articles, notes, and reviews intended to be helpful to teachers of sociology. Articles range from experimental studies of teaching and learning to broad, synthetic essays on pedagogically important issues. The intent is to share theoretically stimulating and practically useful information and advice among teachers. Formats include full-length articles, conversations, interviews, notes of 10 pages or less, review essays, reviews of books, films, videos, and software.
Urban Review
http://www.springerlink.com/content/1573-1960/
Provides a forum for the presentation of original investigations, reviews, and essays which examine the issues basic to the improvement of urban schooling and education. The broad scope of topics presented reflects awareness of the multidisciplinary nature of contemporary educational problems.
Women's Health & Urban Life Journal
http://www.utsc.utoronto.ca/~socsci/sever/journal/SUBMISSIONS.html
Addresses a plethora of topics relating to women's and girls' health from an international and interdisciplinary perspective and links health to globalization and urbanization issues. General topics include but are not limited to: Women's health in general; Health related to reproduction; Health related to sexuality; Health related to paid or unpaid labour; Health related to parenthood; Health and the environment; Health and social policy and Health related to urbanization and globalization issues. The orientation of the journal is critical, feminist and social scientific. Both qualitative and quantitative manuscripts, and theoretical or empirical works are welcome.
Voluntas
http://www.springer.com/west/home?SGWID=4-102-70-35608281-detailsPage=journal|description&changeHeader=t
The official journal of the International Society for Third-Sector Research. The journal combines full-length articles with shorter research notes reflecting the latest developments in the field and book reviews. It is essential reading for all those engaged in research into the Third Sector voluntary and nonprofit organizations including economists, lawyers, political scientists, psychologists, sociologists, and social and public policy analysts. It aims to present leading-edge academic argument around civil society issues in a style that is accessible to practitioners and policymakers.
Youth & Society
http://yas.sagepub.com/
Provides educators, counselors, researchers, and policy makers with the latest research and scholarship in this dynamic field. This valuable resource examines critical contemporary issues and presents vital, practical information for studying and working with young people today. Each quarterly issue of Youth & Society features peer-reviewed articles by distinguished scholars and practitioners from a variety of disciplines and fields, including: Sociology, Public Health, Social Work, Education, Criminology, Psychology, Anthropology, Human Services, and Political Science.
You are invited to contribute to a forthcoming edited book on service-learning. The 2007-2008 Indiana Campus Compact (ICC) Faculty Fellows are collecting submissions for nationwide publication. It will consist of a series ofpeer-reviewed articles outlining the course plan and best practices by experts in the field. The primary purpose of the book is to help professors and college and university administrators develop service-learning courses.
Your submission should focus on strategies and techniques for implementing service-learning projects. Articles should be concise and reflective of projects that have been successfully implemented. With your submission please include a title page with the authors=E2=80=99 names and titles, and institution and department. The title of submission and three to five keywordsshould be included on your article.
Suggested article sections could include:
1. Introduction
2. Project Description
3. Project Timeline
4. Steps for Implementation
5. Outcomes/Assessment
6. Conclusion
Checklist for Evaluation
1. Article should be intended for higher ed. faculty
2. Article should be focused and concise
3. Article should include links to references and websites IF integral toimplementation
4. Article could be discipline specific but should appeal to a range of practitioners
5. Emphasis on "how to" rather than theory
6. Described as a step-by-step process
7. The project described within the article needs to have been already successfully implemented
8. Requirements for implementation should be clearly outlined
9. No more than 1000 words
Please consider our invitation to submit. We would greatly value your insights and expertise. Thank you for your consideration.
Submission deadline: June 15, 2008 to:
M. Ange Cooksey, M.A./M.S.
Senior Lecturer, Humanities & Social Sciences
Senior Faculty Fellow, Indiana Campus Compact
Indiana University East
mcooksey@indiana.edu