Below is a list of resources on community-based research.
We invite you to submit your own activities for inclusion in these listings. Please email Denise Keller, Project Coordinator, National CBR Networking Initiative (firstname.lastname@example.org) with your submission.
by Randy Stoecker
Abstract: The idea of participatory research and its various related forms (collaborative research, action research, participatory action research), as a way to assist community self determination, has exploded in popularity over the last decade. As a practitioner of the method, however, I have become increasingly concerned about whether I am doing it correctly. There are three roles that academics seem to play in participatory research: the initiator, the consultant, and the collaborator. After discussing these issues and the various models, this paper argues that, in any participatory research project there are three goals to be achieved for all participants: learning something, developing relationships, and acting more effectively. Doing the research is not a goal in itself but only a means. Achieving these goals require that four functions be fulfilled: "animator," community organizer, popular educator, and participatory researcher. Determining how the academic will fit in the project (as initiator, consultant, or collaborator) requires addressing three questions: What is the project trying to do? What are the Academic?s skills? How much participation does the community need or want? Typically, the answers to these questions will vary according to how organized the community is.
Link to full article: http://comm-org.wisc.edu/papers98/pr.htm
by Barry Tinkler
Abstract: Traditionally, academic researchers have not involved underserved communities when dealing with and researching difficult social problems. Many universities are now feeling pressure to find ways to work closely with local, disadvantaged communities. Community-based research (CBR) is a new movement in higher education that combines practices from other participatory research models as well as service-learning. CBR requires researchers to work closely with the community to determine a research agenda and to carry out the research to affect change. The goal is to empower disenfranchised and marginalized groups.
The purpose of this study is to explore the process of conducting community-based research from the researcher's perspective. This process study presents contrasting cases of two CBR experiences. One collaboration was conducted with a non-profit educationally oriented organization in a large western city; the other, with community members who provide services to the growing immigrant population in a small, mountain town. The considered issues in both collaborations centered around access to the community, power, communication, shifting research plans, timelines, scope, and the required range of knowledge. There were factors that facilitated or hindered these collaborations-shared goals, defining roles and responsibilities, trust, views about research, rapport, and hidden or fluctuating agendas. Despite these factors, the community benefited from the research process, as did I. The community gained research skills, useful research results, and access to resources. While I gained a sense of purpose, a feeling of engagement, and an expanded knowledge base in relation to research and other peoples.
Based on the findings, I developed a conceptual model organized around the four categories of community, collaboration, knowledge creation, and change. The model presents a way to consider how to increase the value of CBR. In this model, the form of CBR that has the greatest value is radical CBR. Radical CBR requires that the researcher work with grassroots community organizations, share all decision making with community partners, involve community partners in all aspects of the research process, and seek to create change that challenges existing power structures. The model also demonstrates how to add value to more mainstream versions of CBR.
link to full article: http://comm-org.wisc.edu/papers2004/tinkler/
by Sarah Flicker, Robb Travers, Adrian Guta, Sean McDonald and Aileen Meagher
National and international codes of research conduct have been established in most industrialized nations to ensure greater adherence to ethical research practices. Despite these safeguards, however, traditional research approaches often continue to stigmatize marginalized and vulnerable communities. Community-based participatory research (CBPR) has evolved as an effective new research paradigm that attempts to make research a more inclusive and democratic process by fostering the development of partnerships between communities and academics to address community-relevant research priorities. As such, it attempts to redress ethical concerns that have emerged out of more traditional paradigms. Nevertheless, new and emerging ethical dilemmas are commonly associated with CBPR and are rarely addressed in traditional ethical reviews.
We conducted a content analysis of forms and guidelines commonly used by institutional review boards (IRBs) in the USA and research ethics boards (REBs) in Canada. Our intent was to see if the forms used by boards reflected common CBPR experience. We drew our sample from affiliated members of the US-based Association of Schools of Public Health and from Canadian universities that offered graduate public health training. This convenience sample (n?=?30) was garnered from programs where application forms were available online for download between July and August, 2004.
Results show that ethical review forms and guidelines overwhelmingly operate within a biomedical framework that rarely takes into account common CBPR experience. They are primarily focused on the principle of assessing risk to individuals and not to communities and continue to perpetuate the notion that the domain of knowledge production is the sole right of academic researchers. Consequently, IRBs and REBs may be unintentionally placing communities at risk by continuing to use procedures inappropriate or unsuitable for CBPR. IRB/REB procedures require a new framework more suitable for CBPR, and we propose alternative questions and procedures that may be utilized when assessing the ethical appropriateness of CBPR.
Web link: http://mailman1.u.washington.edu/pipermail/cbpr/attachments/20070418/096a2ff2/CBREthics.pdf
Affiliations of co-authors:
(1) Faculty of Environmental Studies, York University, Toronto, Canada, Email: email@example.com
(2) Ontario HIV Treatment Network, Toronto, Canada
(3) University of Toronto, Toronto, Canada
(4) Community Based Research Resource Centre, Wellesley Institute, Toronto, Canada
(5) Mental Health Community Advisory Panel, St. Michaels Hospital, Toronto, Canada
by Toba Bryant, Dennis Raphael and Robb Travers
Abstract: An urban health research agenda for health promoters is presented. In Canada, urban issues are emerging as a major concern of policy makers. The voices raising these issues are from the non-health sectors, but many of these issues such as increasing income inequality and poverty, homelessness and housing insecurity, and social exclusion of youth, immigrants,and ethno-racial minorities have strong health implications as they are important social determinants of health. Emphasis on these and other social determinants of health and the policy decisions that strengthen or weaken them is timely as the quality of Canadian urban environments has become especially problematic. We argue for a participatory urban health research and action agenda with four components:
Urban health researchers and promoters are urged to draw upon new developments in population health and community-based health promotion theory and research to identify and strengthen the roots of urban health through citizen actionon public policy.
Published in: Promotion & Education, 2007, XIV (1): pp 6-11
Corresponding author email: firstname.lastname@example.org
by Amy Lee DeBlasis, Cabrini College
Abstract: Since 1989, Cabrini College has integrated Community Service Learning (CSL) into its core curriculum. Like many early adopters of CSL, the non-traditional world of service learning has become an institutional tradition. In the past decade, CSL has widely expanded to the secondary and primary levels. However, as the CSL tradition expands, so does the use of the term “service learning”. Community Based Research (CBR), once considered a “separate but equal” branch of CSL, is emerging as a more demanding pedagogy, teaching students to empower community members and alter social structures. Colleges with institutionally established CSL programs are well-prepared to take the next step into Community Based Research (CBR). They have an institutionalized knowledge of how to do CSL and have established strong community partnerships, elements essential to the success of any community-based program. For Cabrini and other early adopters, the revolution is complete. Now, evolution must take place if programming is to remain fresh, rigorous, and relevant to students and communities.
Link to full paper here (pdf).
Amy Lee DeBlasis is a full time instructor at Cabrini College in the English and Communications department. She is also actively involved in the Seminar 300 program, where she designs and teaches Community Based Research classes as a part of the College's core curriculum. She is actively involved with the Cabrini College @ Norristown partnership.
Published in the International Journal of Teaching and Learning in Higher Education, 2006, Volume 18, Number 1, 36-42 http://www.isetl.org/ijtlhe/ ISSN 1812-9129
Phil Nyden, director of the Loyola University Chicago Center for Urban Research and Learning (CURL), and professor of sociology, presented this paper at the CHE-HEQC/JET-CHESP Conference on Community Engagement in Higher Education held September 3-5, 2006.
The use of engaged methods such as collaborative university-com-munity research, participatory action research, popular education, and community-based research are examined as a way of strength-ening traditional academic research. Particular focus is placed on a collaborative model combining university-based and commu-nity-based knowledge. The Loyola University Chicago Center for Urban Research and Learning is used as a case study. The incor-poration of grassroots research into broader research initiatives promises to increase the quality of research and connections among communities at national and international levels.
See link to full paper at: http://www.chesp.org.za/conference/PapersSpeakers.html
Additional background readings on research and civic engagement shared for conference participants: http://www.chesp.org.za/conference/PapersResearch.html
Conference proceedings will be ready soon from this webpage: http://www.chesp.org.za/conference/ProceedingsConference.html
By Jose Calderon, Professor of Sociology and Chicano Studies, Pitzer College
Excerpt: "Overall, the [Pomona Day Labor] Center partnership represents the new kind of hybrid organizational/educational/civic space that is emerging around the edges of some of our college campuses today. It promises to be a transformative borderland where new forms of translation can occur that integrate the academic world with civic purpose, learning with action, theory with practice, and reciprocal research with collective social change."
PDF link: PitzerCCCSI.pdf
by Anne B. Shlay and Gordon Whitman
Abstract: The premise of urban political economy is that urban patterns are not inevitable but can be altered with change in institutional and power arrangements. Yet actually shifting power from one group to another is easier said than done. Urban political economy is better at theorizing and documenting the structure of political dominance than showing how it can be modified. How may community organizations acquire leverage that permits them to alter political decision making around space and urban development? This paper describes a collaboration between a city-wide faith based coalition and a university public policy research center designed to begin to alter the politics around policy decisions on blight in Philadelphia. Called “Research for Democracy,” this collaboration represents the coupling of research and organizing sophistication that permitted the structuring of research as part of community organizing and vice versa. Research showing the distribution, causes and influences of abandonment was used to show the pervasiveness of blight and its pernicious effects on all Philadelphia neighborhoods, not solely neighborhoods with concentrated abandonment. As a consequence, Philadelphia’s Neighborhood Transformation Initiative was broadened to include money for neighborhood stabilization, acquisition and improvements, not solely demolition as originally defined. This paper shows how a regularized process of research tied symbiotically to organizing can be a successful tool for shifting power relationships.
Link to full article: http://comm-org.wisc.edu/papers2004/shlay/shlay.htm
by Lutz Wessels
Introduction: What is "Research"? First of all it is not "Forschung", but rather "recherche". But why do I have to translate an English word with a French one? What is the difference between a "Forscher" and a Researcher(1)?
"Forschers" usually wear white smocks, or at least ugly bow-ties. They sit in their laboratories or offices in the university and look for new facts, in order to convert them into much-considered scientific publications.
Researchers also look for new facts. Perhaps they even wear an ugly bow-ties, but their jobs are in reality rather than at the university. They look for new facts in order to convert them as fast as possible into actions on the street.
In order to make this difference clear, in the first section I will examine "Action Research". As an advancement of this new scientific method in the driving water of the student revolt of '68, the academics capture the streets in the second section. And the fact that actually the street captures the academics and uses them for its purposes becomes clear in the third section - a practical guide on how to win a campaign.
Why does Community Organizing have more success in the USA than in Germany? Maybe because there are more "Forschers" in Germany than Researchers.
Link to full article: http://comm-org.wisc.edu/papers2003/wessels.htm
Authors: Lawrence F. Felt PhD, Department of Sociology, Memorial University Penelope M. Rowe, Chief Executive Officer, Community Services Council of Newfoundland and Labrador Kenneth Curlew, Research Assistant, Community Services Council of Newfoundland and Labrador
The practice of academic research, particularly in the social sciences and humanities, is changing dramatically. Driven by an emerging consensus among philanthropic foundations, government agencies and other major sources of research funding, a new focus encouraging 'relevancy', transparency, collaboration, multidisciplinarity, practicality and accountability both within academia and between it and the larger society are emerging as important conditions for funding access. Canada is following examples already set in Britain, the United States, France and most other Western societies in refocusing significant portions of resources dispersed through government- funded granting agencies to programs that focus on greater public participation in the defining and executing of social research.
"The role of the researcher is not only to develop knowledge . . . They must become far more proficient at moving the knowledge from research to action, and in the process, at linking up with a broad range of researchers and stakeholder partners across the country."
Download full report here: http://www.envision.ca/pdf/cura/DogsCats.pdf
Politicians are not making use of important research results. This is one conclusion from an extensive three-part study carried out by the Swedish organisation Vetenskap & Allmänhet (VA) into Swedish politicians’ attitudes to science and researchers. The study involved a survey of national and local politicians, an analysis of science-related material in political party magazines and those of their youth organisations, and a book “Kunskapsbiten”, in which 18 politicians and researchers give their views on the relationship between politics and science. A complete summary of these studies in English can be found at http://www.v-a.se/download/varapport2006_5_eng.pdf. 86% of politicians believe that medical research has a great influence on the development of society. This is followed by technology and natural science (72%), whilst for humanities and social sciences the figure is only 39%. The policy areas most influenced by research results, according to politicians, are health, the environment and energy.
Three out of four politicians seek out scientific research information in order to support political decisions. But paradoxically politicians seldom look for research information within the areas they believe to be most influential. Most frequently they make use of research results from the social sciences and the humanities. This can possibly be attributed to the fact that politicians often have a social science background, and so find information in other subject areas harder both to find and to understand. These figures are also reflected in the content of party-political magazines, where there are practically no articles concerning medicine, technology or natural science.
Almost all politicians have great trust in researchers at universities and three out of four extend the same level of trust to researchers at companies. Politicians believe, to a clearly greater extent than the public, that there is a good chance that research will help to increase economic growth and slow down climate change. Three quarters of politicians think that researchers should communicate more with the public about their research. The majority of politicians have research contacts and report positive experiences of these contacts. The internet however remains politicians’ main source of information. The results also point to the fact that politicians and researchers speak different languages, have different perspectives and meet far too rarely. It is clear that researchers and politicians need new ways of interacting and new meeting places, as well as easy-to-read information on research. Together these measures can help to drive the two worlds closer, and to make research easier for politicians to access and understand.
For further information please contact Karin Hermansson, Research Manager at VA, email@example.com, tel. +46 8 611 3047, www.v-a.se. Shops as well as the minutes and single contributions of two Science Shop workshops organised by the European Commission
by Katherine Kravetz, American University
While community-based research offers a wealth of opportunities for both community- based organizations and academic institutions, research involving undergraduates must be carefully considered, taking into account the students' skill level and sophistication, the nature of the undergraduate experience and time availability, and the capacity of the undergraduate curriculum to prepare students for research. Based on the writer's own experience and that of others, this paper will discuss the challenges to undergraduate community-based research, followed by strategies for achieving positive results. It focuses on the role of the professor in preparing students and mediating successful community-based research. It includes examples of research projects and tools.
Link to full text: http://comm-org.wisc.edu/papers2004/kravetz.htm
by Celia Almeida and Ernesto Bascolo, Cad. Saúde Pública, Rio de Janeiro, September 22, 2006
Available online PDF [13p.] at: http://www.scielo.br/pdf/csp/v22s0/02.pdf
"....This paper offers a critical review of the theoretical literature on the relationship between the production of scientific knowledge and its use in policy formulation and implementation. Extensive academic output, using a diversity of approaches and analytical frameworks, has sought to systematize knowledge transfer categories and strategies with a view to improving the application of scientific knowledge.
A considerable part of this thinking addresses the problem from a more traditional perspective, which (explicitly or implicitly) regards research results as an "accumulable product", depicts the decisionmaking process simplistically and linearly, and thus restricts strategies to the suiting of research endeavors to needs. Newer approaches place greater importance on the complexity of policymaking and the knowledge production process, which are integrated into and explained in particular political and institutional settings. Although the application of knowledge transfer ideas to health policy and systems research does generate some interesting contributions, a long process of theoretical thinking lies ahead....."
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 firstname.lastname@example.org or 617-426-7080x307.
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 email@example.com or 202/906-8025
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:
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.
Please submit proposals to firstname.lastname@example.org . Please send a project outline of no more than 5 pages including:
Applications will be reviewed and selected for funding by our Panel:
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 email@example.com
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.
Determine how institutionalized community-based research is on your campus--and what you can do to make it more sustainable--with this instititionalization checklist developed by the National CBR Networking Initiative. This comprehensive assessment examines your CBR center's history and vision, structure and administration, and relationships on campus and in the community, will help you gauge the state of CBR on campus and stimulate discussion to further embed it into your institution and community.
This checklist is available in three formats for your convenience:
Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill-Building Curriculum, is now available online at www.cbprcurriculum.info.
As interest in community-based participatory research (CBPR) grows, there is a growing need and demand for educational resources that help build the knowledge and skills needed to develop and sustain effective CBPR partnerships. This evidence-based curriculum is intended as a tool for community-institutional partnerships that are using or planning to use a CBPR approach to improving health. It can be used by partnerships that are just forming as well as mature partnerships.
Those using the curriculum will:
Each of the 7 units in the curriculum include:
The curriculum was developed by the Community-Institutional Partnerships for Prevention Research Group with funding from the Prevention Research Center Program Office at the Centers for Disease Control and Prevention (CDC) through a cooperative agreement with the Association of Schools of Public Health (see list of partner organizations below). Generous funding from the Wellesley Institute enabled the curriculum to be made available online.
Partner Organizations Comprising the Community-Institutional Partnerships for Prevention Research Group:
COMM-ORG was founded in 1995 by Wendy Plotkin and is now moderated and edited by Randy Stoecker. Its mission is to link academics and activists, and theory and practice, toward the goal of improving community organizing and its related crafts. The project is supported by the University of Wisconsin Department of Rural Sociology and the University of Wisconsin Extension Center for Community and Economic Development. Everything here is free and accessible.
Comm-Org's website has sections on:
Some specific sections of interest include:
Comm-org also has an excellent, moderated list-serv.
The toolkit is intended as a resource for community-engaged faculty on how to "make their best case" for promotion and tenure.
Recently, Lisa Benz Scott, PhD, newly tenured Associate Professor, Health Care Policy and Management and Associate Dean for Research, School of Health Technology and Management, Stony Brook University Health Sciences Center, has graciously 'donated' the personal statement from her portfolio for posting on the Community-Engaged Scholarship Toolkit at http://depts.washington.edu/ccph/toolkit-portexamples.html
The next major piece that will be added to the toolkit this fall is a section designed to help promotion and tenure committees to understand community-engaged scholarship and how to assess its quality and impact. Cathy Jordan of the University of Minnesota has been spearheading the effort as chair of the Peer Review Work Group of the Community-Engaged Scholarship for Health Collaborative, http://depts.washington.edu/ccph/healthcollab.html
Components will include:
Please let me know if you have any questions, comments or suggestions on the toolkit. The toolkit homepage is www.communityengagedscholarship.info
This webpage, compiled by Campus-Community Partnerships for Health (CCPH) offers a wealth of information and resources on community-based participatory research, with an emphasis on public health related topics.
Are you a community member, community partner or community-academic liaison interested in connecting with your peers to build greater capacity, support each other in your work, and strengthen the collective network of community partners engaging in community-higher education partnerships? If so, consider joining the Community Partner Listserv and/or Community Partner Workgroups, established as a direct result of the Wingspread Community Partner Summit (CPS) convened in 2006 by Community-Campus Partnerships for Health (CCPH) with support from the Community-Based Public Health Caucus of the American Public Health Association, the National Community-Based Organization Network, the National Community Committee of the CDC Prevention Research Centers Program, the WK Kellogg Foundation, the Johnson Foundation and Atlantic Philanthropies.
Community Partner Listserv:
This electronic discussion group focuses on issues specific to the community partner perspective when engaged in community-higher education partnerships. The listserv aims to support conversations emerging among community partners engaged in community-higher education partnerships who are seeking to achieve sustainable and systemic change through their work. Sign up today at https://mailman1.u.washington.edu/mailman/listinfo/communitypartnerlistserv
Community Partner Workgroups:
The Mentoring Workgroup is developing and implementing peer mentoring and leadership development activities that build the capacity of community partners to engage in authentic community-higher education partnerships and succeed in their community-building work.
The Policy Workgroup is developing and advocating for policies that support authentic community-higher education partnerships, including how funding is structured, reviewed, distributed, and evaluated.
To learn more, dial into a free informational conference call!
On each call, CPS participants and CCPH will give an overview of the Mentoring and Policy Workgroups and opportunities for involvement. No registration is required. (These toll-free numbers work in Canada and the US. If you are interested in joining from another country, email firstname.lastname@example.org for more information).
Nov. 13, 1 pm PST/4 pm EST - 1-800-791-2345, Code: 13511 Dec. 11, 1 pm PST/4 pm EST - 1-800-791-2345, Code: 13511
Visit the Community Partner Summit webpage at http://depts.washington.edu/ccph/cps.html
The Aarhus Clearinghouse for Environmental Democracy now features the Living Knowledge Database. See
http://aarhusclearinghouse.unece.org/ and follow ‘Resource Directory’.
The Living Knowledge Database is a free, public accessible resource for Science Shops and alike organizations, community-based (research) organizations, universities and policy makers worldwide. It is searchable on (type of) organization, people, country and (thematic) expertise in community based research, all over the world.
If you are an active organization dealing with community-based research, you are invited to add your information to the Living Knowledge Database at www.livingknowledge.org . Please send your remarks on or questions about the database to the International Science Shop Contact Point . We need your feedback to optimise the use of the database.
Knowledgemobilization.net is dedicated to exploring the incentives and infrastructure needed to support knowledge exchange and mobilization - sharing and collaborating. It does this by working on projects with selected individuals, groups, agencies, institutions, governments, and companies, who are dedicated to improving our ability to apply what we have learned.
The goals are simple: making better decisions that have better outcomes for our planet, people, and the species we share this space with. Simple.
One new resource on this site is a new video interview with Dr. Caspar de Bok of Utrecht University on the subject of Science Shops. If you would like to know more about the role of Science Shops (www.scienceshops.org) in advancing the relationship between science and society, you may view this interview on my website at:
or you can stream the video on YouTube at:
DVD quality copies available for a nominal cost to cover production and shipping.
1961 Caprihani Way, Ottawa, ON, Canada
office: +1 613 841 0858
mobile: +1 613 862 5190
Due to the great amount of interest, knowledge, and experience among CBPR listserv participants in CBPR and research ethics, Community-Campus Partnerships for Health (CCPH) would like to invite you to subscribe and participate in a new listserv focused on this topic:
email@example.com. The listserv is being sponsored and moderated by CCPH.
CCPH is excited about fostering discussion on how communities, academics, institutional review boards (IRBs), research ethics boards (REBs), community advisory boards (CABs) and others can work together to address the ethical issues that arise in CBPR. We hope you will find this listserv a place to network with others, distribute resources, and share promising practices.
History and Purpose of the CBPR & Research Ethics Listserv
This listserv was established to continue the dialogue initiated by the Educational Conference Call Series on IRBs and Ethical Issues in Research, and connect a diverse group of stakeholders interested in CBPR and research ethics. CCPH and the National Center for Bioethics in Research and Health Care at Tuskegee University (also known as the Bioethics Center) cosponsored the series earlier this year to raise awareness about the importance of protecting communities involved in research — not just individuals — and determine what kinds of programs or resources would most effectively bridge this gap.
Feedback from call participants indicated strong interest in starting this listserv as a means for collaborative problem-solving and information sharing around ethical issues that arise in CBPR and challenges encountered in the process of research ethics review. We invite you to pose questions and share information or resources related to these topics!
To subscribe to the listserv, visit: https://mailman1.u.washington.edu/mailman/listinfo/ccph-ethics.
(This is also the listserv homepage).
To post to the listserv, email firstname.lastname@example.org. (Please note the listserv is moderated to avoid spam and inappropriate messages, so your posting may not appear right away).
CBPR & Research Ethics Workgroup — Now Recruiting Members
Call participants identified trainings for IRB/REB administrators and members on CBPR as the top-ranked follow-up activity from the call series. In January 2008, CCPH and the Bioethics Center will convene a Research Ethics Workgroup comprised of IRB/REB administrators, committee members, CBPR practitioners, community members and others to develop a CBPR training curriculum to help prepare IRBs/REBs to review CBPR proposals.
The workgroup will meet monthly via toll-free conference call. If you are interested in serving on this Workgroup, please contact CCPH Program Director Kristine Wong at email@example.com by December 14, 2007.
Read more about what we learned from the call series in Kristine’s recent Partnership Matters newsletter article at http://depts.washington.edu/ccph/PM_110907.html#MessageED
CBPR & Research Ethics Webpage
This new CCPH webpage has a wealth of resources! Visit
http://depts.washington.edu/ccph/irbhome.html and you will find:
We welcome your suggestions of materials and links to add to the CBPR & Research Ethics Webpage. Please email them to CCPH Program Director Kristine Wong at firstname.lastname@example.org.
The Commission on Community-Engaged Scholarship in the Health Professions sponsored the development on an online Community-Engaged Scholarship Toolkit designed to assist community-engaged faculty members in developing strong portfolios for promotion and tenure reviews, available at www.communityengagedscholarship.info.
The Commission was convened by Campus-Community Partnerships for Health with funding from the W.K. Kellogg Foundation.
This webpage from Campus-Community Partnerships for Health (CCPH), provides an overview of the field of community-engaged scholarship (CES) including defining key terms, outlining assessment standards, reviewing the support for and barriers to promoting CES and discussing current efforts underway in promoting CES in academic institutions and other organizations
This PowerPoint presentation was designed to introduce faculty and administrators to community-based research. It outlines definitions, principles, methods, challenges, and benefits. Notes accompanying each slide provide flexible structure for presenters to insert relevant examples.
We recommend providing the audience with the following handouts:
UCP-SARNET invites your contribution to promote all forms of collaboration between university faculty, students and community organizations, especially in the area of social action research. We offer our platform for the exchange of visions, ideas and practical solutions related to such collaboration. We especially welcome:
You may choose to collaborate with us in one or all of the following roles (please read FAQ for information on how to proceed depending on your choice):
By becoming a part of this network and sharing your community experience, you may inspire others to get involved in community programs, contribute to the quality of instruction on community issues, and inspire students to take leadership roles in their respective communities on the local and the global level!
Community-Campus Partnerships for Health (CCPH) is a nonprofit organization that promotes health through partnerships between communities and higher educational institutions. Founded in 1996, we are a growing network of over 1000 communities and campuses throughout the United States and increasingly the world that are collaborating to promote health through service-learning, community-based participatory research, broad-based coalitions and other partnership strategies. These partnerships are powerful tools for improving health professional education, civic engagement and the overall health of communities.
We are working toward a number of shared goals, including:
to engage each other as partners
Resources Available from CCPH:
CBPR RESOURCES WEBSITE
Resources on the site include:
Visit the website today at http://depts.washington.edu/ccph/commbas.html
DEVELOPING & SUSTAINING CBPR PARTNERSHIPS:
A SKILL-BUILDING CURRICULUM
This evidence-based curriculum is intended as a tool for partnerships that are using or planning to use a CBPR approach to improving health. Each of 7 units includes:
Visit the curriculum today at http://www.cbprcurriculum.info
INSTITUTIONAL REVIEW BOARDS & CBPR
This 6-part call series covered such topics as “Supplementing IRBs with a Community
Advisory Board,” and “Creating an Independent Community IRB: When is it Right for You?”
Download audio files & handouts at http://depts.washington.edu/ccph/irbcalls2.html
Sign up for the CBPR & Research Ethics Electronic Discussion Group at
CBPR RESOURCES BY & FOR COMMUNITY PARTNERS
The Community Partner Peer Mentoring & Advocacy Website is designed as a resource for
community members and community groups in their work with academic partners.
Visit the website today at http://depts.washington.edu/ccph/cps.html
CBPR ELECTRONIC DISCUSSION GROUP
Stay on top of the latest CBPR news and funding opportunities! Co-sponsored by CCPH and
the Wellesley Institute, the listserv has over 3,500 subscribers, including community
organizations, colleges & universities, funding agencies and policy makers.
Sign up at https://mailman.u.washington.edu/mailman/listinfo/cbpr
CCPH CONSULTANCY NETWORK
Looking for a CBPR expert to give a presentation, lead a workshop, conduct an evaluation
or provide phone or on-site consultation? The CCPH Consultancy Network is here to help!
Learn more at http://depts.washington.edu/ccph/mentor.html
Community-Campus Partnerships for Health promotes health (broadly defined)
through partnerships between communities and higher educational institutions. Become a
member today at www.ccph.info
Resources for Community-Based Participatory Research
Community-Campus Partnerships for Health has been funded by the WK Kellogg Foundation to convene a Commission on Community-Engaged Scholarship in the Health Professions to take a leadership role in creating a more supportive culture and reward system for health professional faculty involved in community-based participatory research, service-learning and other forms of "community-engaged scholarship."
CBCRC is a network of:
We are seeking to understand and assess local collaborative efforts involving:
We provide a venue for the sharing of:
Community-Based Collaboratives Research Consortium
c/o University of Virginia
104 Emmet Street
Charlottesville, Virginia 22903
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 email@example.com with the following information. Funders will be subscribed to the FIG electronic discussion group and sent minutes of past meetings.
Your organization's name
Your organization's website (if applicable)
An "X" next to the way(s) your organization supports CBR/CBPR:
The Living Knowledge network is for people interested in building partnerships for public access to research. Members of the network exchange information, documentation, ideas, experiences and expertise on community-based research and science and society relations in general. The free Living Knowledge network is of special interest for:
Living Knowledge information tools:
The main communication tools for the Living Knowledge Network are the Living Knowledge website, the Living Knowledge News and Discussion list, the Living Knowledge Newsletter and the Living Knowledge Journal.
All members of Living Knowledge are subscribed to the news and discussion list and receive the electronic newsletter
See the overview for the You can find the information of these communication tools at an overview.
Living Knowledge News and Discussion List:
The Living Knowledge Discussion List will keep you informed about developments related to building partnerships for public access to research.
Discussion topics can include news, methods, funding strategies, exchange of expertise, conference announcements, and strengthening an international network that supports public access to research. In the archive you can read the information and discussions that was on the mailing list before.
Subscribers of the Living Knowledge Discussion List will receive the bimonthly Living Knowledge Newsletter as well. With this subscription you are a member of the Living Knowledge Network.
Contact Information: For daily businesses, information and communication about the network, Norbert Steinhaus from the Bonn Science Shop will be maintaining the international Science Shop contact point: International Science Shop contact point, Norbert Steinhaus , Science Shop Bonn, Buschstr. 85, 53113 Bonn, Germany, T. + 49 (0)2 28 201 6122, firstname.lastname@example.org
Frequently Asked Questions: http://www.scienceshops.org/new%20web-content/framesets/fs-contact.html
From the Loka Institute's home page:
The word “loka” is derived from the ancient Sanskrit word lokasamagraha which means unity or connectedness of the worlds. The Loka Institute (TLI), a national 501 (c) 3 non-profit research, advocacy, and training institute, has been in operation for more than a decade:
We partner with community based organizations, local, state and federal government agencies, and universities.
National Coordinator: Dr. Nilesh Chatterjee
The North American Action Research Alliance (NAARA) held their second Summit Meeting this past fall at the University of Notre Dame. Below is an executive summary of the meeting discussion:
Participants: Gary Anderson, Mary Beckman, Mary Brydon-Miller, Jay Caponigro, Zaria Davis-Humphries, Radhika Gajjala, Sandra Good, Laura Hampton, Kathryn Herr, Joyce Long, Candice Munoz, Susan Noffke, Philip Nyden, Jardana Peacock, Tim Ready, Robert Reyes, Anu Sabhlok, Randy Stoecker, Vassi Tsitsopoulou, Lisa Vaughn, Patrick Vrooman, Bernard Young
Following a welcome from Mary Beckman and introductions from participants, Sue Noffke provided a brief overview of the history of NAARA. The idea for a broader network of organizations and individuals interested in Action Research began with discussions as part of the Action Research strand of the Qualitative Inquiry conference hosted by the University of Illinois, Urbana-Champaign. This led to the First NAARA Summit in Spring 2006 sponsored by the University of Cincinnati Action Research Center.
We then discussed our goals for the summit. A number of common themes emerged including:
After a short break we reconvened to work in small groups to discuss the themes of teaching action research, developing effective community-campus partnerships, and institutional support for action research.
Group One reported back on their discussion of differing understandings of action research and of individual experiences and concerns. Some common themes that came up were the focus on social change and community involvement, questions regarding integrating action research into academic schedules, and institutional policies and procedures. Everyone brings to the process a different set of experiences and issues that must be explored together before it is possible to define a common set of goals and objectives. The group said that after the morning’s discussion they felt they had had the opportunity to get to know one another and were prepared to think about next steps.
Group Two focused their discussion on the broad theme of reversing power including addressing the issues of language and institutional power, working with diverse constituencies, developing critical, interdisciplinary strategies for teaching action research with a focus on promoting social justice, and creating institutional change. A major focus was on using community organizing as a model for action research.
Group Three examined the question of legitimation and of challenging dominant research practices and discussed specific concerns such as promotion and tenure, relations with university IRBs, funding, and conducting AR within an academic calendar. They also considered specific outcomes for NAARA including the development of a website to serve as a clearinghouse for action researchers across disciplinary boundaries. Information that could be made available on the website might include: criteria for IRB review of AR projects, examples of successful AR grants, publication outlets, and general discussion of action research practices.
The general discussion that came out of these group sessions focused on ways of engaging community partners in NAARA and the importance of having this engagement be useful and accessible. We also discussed ways in which we might continue to support a website.
After the lunch break we took some time out to look at the existing NAARA website. This site was developed by Carla Shafer and includes both a homepage and wiki. Anu Sabhlok described a recent project she did with a group of critical geographers to develop a common vision statement and we heard from Vassi about the development of preparation courses for students doing international projects.
After brainstorming a number of ideas for further group discussion we settled on three general topics: community organizing, pedagogy and teaching action research, and structures of higher education including issues of dissemination. The goal was to come up with some initial recommendations for further action and development.
The group on Pedagogy and Teaching Action Research divided their list into contributions that might be added to the website and off-line collaborations. In terms of the website they suggested we think of the website as a clearinghouse of materials that could include the following: effective practices and sample exercises, recommended readings, bibliographies and FAQs, sample teaching assignments and assessments. They also recommended that we consider posting successful teaching narratives to provide models for faculty going up for tenure and examples showcasing faculty leadership in curriculum development, as well as the creation of discussion spaces and a bulletin board. The off-line collaboration would provide an opportunity for people from different universities to come together on a common project, e.g. a book or special issue of a journal.
The Community Organizing group suggested that we find ways to document the principles of community organizing and community based research in order to determine the extent to which one translates into the other and to identify gaps between the two. Specifically they want to examine what the community organizing model might contribute to the practice of action research in terms of capacity building on both the academic and community side.
The Structures of Higher Education and Dissemination group focused in part on a further discussion of the NAARA website as a place where people could come from different disciplines and find resources. They discussed the possibility of having “area editors” for different components of the website which might be focused on issues such as: ethical issues and IRB, grant writing and fundraising, teaching and curricular issues, training modules, conferences and announcements regarding other action research related events, and a list of journals and other publication opportunities. The group also discussed other strategies for disseminating action research related work including the development of a monograph series, regional and international conferences, topical conferences or workshops, as well as some kind of shared writing activity such as the project discussed by Anu earlier in the day which might lead to both a vision statement to be posted on the website as well as a collaborative publication. In order to do this, we would need volunteers to be the point person to receive all the stuff that people send in on a given area. Their task would be to pull together the materials, look for quality, organize and upload.
In the general discussion following the small group reports it was clear that there were many areas of common interest and concern. A shared priority was on developing the website and in gathering relevant materials. We agreed that it made more sense to develop a single call for materials for all areas of the website and that before anyone could take over overall responsibility for the website we would need to contact Carla to find out the current status of the site and whether she wants to continue to work on it as well as to determine which of our institutions might be able and willing to provide technical support.
We agreed to assign specific tasks at our Saturday morning session apart from those participants unable to stay overnight. (A full list of task assignments appears at the end of this document.)
Participants: Gary Anderson, Mary Beckman, Mary Brydon-Miller, Jay Caponigro, Zaria Davis-Humphries, Sandra Good, Kathryn Herr, Laura Hampton, Joyce Long, Sue Noffke, Phil Nyden, Tim Ready, Randy Stoecker, Lisa Vaughn, Patrick Vrooman, Bernard Young.
Qualitative Inquiry Conference at University of Illinois Urbana-Champaign — Sue will hold a place for us and perhaps some of us can meet there to help hold accountability.
Gary mentioned that Michelle Fine, Sonia Ospina, etc. are in the broader metro area of NYC with the potential for a regional gathering there.
In terms of the website, Mary Brydon-Miller will be the initial point person. She will contact Carla about her role with the website; Patrick will check into his university to see if it would be the webmaster; Mary will pay for updating current site if needed. Others will see if they can get the website assistance at their universities. We prefer to keep it outside a university for now. Could give credit to a university, though, for its assistance. Mary will get back to Patrick and Randy and Sue about the situations at their institutions to give help. For the rest, we’ll go ahead with text
Mary Beckman will facilitate a check in probably as conference call. Lisa will check on webx. If that doesn’t work, we’ll do a conference call. Mary will check into conference call costs. We’ll do it May 25th, Friday, noon eastern time.
Mary Beckman will keep files, lists, etc., but Mary Brydon-Miller will be the back up for this.
We discussed the possible need a few extra people to be part of a “steering committee” and decided to wait till the conference call in May to make a decision.
(The list of tasks and responsible people appears on the next page. For additional information on the scope of these tasks, see original meeting notes)
Finally, our deepest thanks for Joellen Conrardy, Ezinne Ndukwe, Shawn Finlen, Kevin Bailey, Joyce Long, and Mary Beckman of the Center for Social Concerns at the University of Notre Dame for all their work in organizing and hosting this event!
Preparation of meeting notes—Mary Beckman and Mary Brydon-Miller
Website development—Mary Brydon-Miller, Randy Stoecker, Patrick Vrooman, Sue Noffke
IRB and Research Ethics—Gary Anderson and Mary Brydon-Miller
Gathering collect syllabi and other artifacts for suggestions on how AR is taught — Sue Noffke and Joyce Long
Collecting methods materials—Lisa Vaughn and Kathryn
Developing publications and other forms of dissemination and calls for papers and conference announcements on website—Patrick Vrooman, Mary Brydon-Miller, and Phil Nyden
Documenting principles of community organizing and community based research—Randy Stoecker, Sandra Good, Bernie Young, Tim, Jay Caponigro , Sue Noffke, Joyce Long
Arts—Mary Beckman and Patrick Vrooman
Grants, funding and new philanthropy—Laura Hampton (we volunteered Phil Nyden here, too.).
Faculty support and institutional policy—Mary Beckman and Phil Nyden
Pre- and post-departure and assessment—Vassi Tsitsopoulou
Collaborative writing project, vision statement—Anu Sabhlok and Lisa Vaughn
Conceptualizing teaching action research project—Jardana Peacock
Teaching portfolio—Radhika Gajjila
Executive Summary prepared by Mary Beckman and Sue Noffke as well as Mary Brydon-Miller.
NAARA Lead Contacts:
The National Conferences on Undergraduate Research (NCUR), established in 1987, is dedicated to promoting undergraduate research, scholarship, and creative activity in all fields of study by sponsoring an annual conference for students. Unlike meetings of academic professional organizations, this gathering of young scholars welcomes presenters from all institutions of higher learning and from all corners of the academic curriculum. Through this annual conference, NCUR creates a unique environment for the celebration and promotion of undergraduate student achievement, provides models of exemplary research and scholarship, and helps to improve the state of undergraduate education. In addition to providing a forum for student presentations and performances through its annual conference, NCUR also
The Board of Governors of the National Conferences on Undergraduate Research (NCUR) and the Trustees of the Alice and Leslie E. Lancy Foundation have provided grants to colleges and universities throughout the country since 1999 to support the development of interdisciplinary undergraduate research programs.
The program focus is on helping to build communities of student and faculty scholars spanning the academic disciplines but working on a unifying theme. An institution that receives an NCUR/Lancy award has a cadre of faculty with the time, energy, and interest to supervise six to ten undergraduates for a period of eight to ten weeks during the summer, and an administrative support structure that nurtures this activity. Scholars supported by an NCUR/Lancy award present their work at the annual NCUR conference. The program aspires to catalyze efforts of faculty, administrators and development officers to build a sustainable program.
Both NCUR and the Lancy Foundation are committed to the notion that a broad interdisciplinary perspective is vital for an educated member of contemporary society. Thus, NCUR/Lancy summer support is available to students majoring in any discipline, and proposals must stipulate how interdisciplinary representation in the sciences, humanities, arts, and social sciences will be achieved.
The National Forum on Higher Education for the Public Good has announced the launch of its new website. Although the address remains the same (www.thenationalforum.org), the appearance and organization have changed dramatically.
The National Forum's mission is to significantly increase awareness, understanding, commitment, and action relative to the public service role of higher education in the United States.
If you have any comments or questions, please contact email@example.com or (734) 615-8882.
The Society for Community Research and Action (SCRA), Division 27 of the American Psychological Association, serves many different disciplines that focus on community research and action. Our members are committed to promoting health and empowerment and to preventing problems in communities, groups, and individuals.
The SCRA Mission: The Society for Community Research and Action (SCRA) is an international organization devoted to advancing theory, research, and social action. Its members are committed to promoting health and empowerment and to preventing problems in communities, groups, and individuals.
Four broad principles guide SCRA:
SCRA serves many different disciplines that focus on community research and action. Our members have found that, regardless of the professional work they do, the knowledge and professional relationships they gain in SCRA are invaluable and invigorating. Membership provides new ideas and strategies for research and action that benefit people and improve institutions and communities.
There are SCRA Interest Groups in the following areas:
We are kindly inviting your participation in the University-Community Partnership for Social Action Research network (UCP-SARnet).
How to effectively organize multicultural and interdisciplinary collaboration, which connects local community issues within the larger global perspective, has been a main topic discussed during national and international gatherings. To provide vehicle for such collaboration UCP-SARnet project was formed in cooperation with several prominent institutions and many esteemed colleagues from around the world.
The platform has recently made a major transition by partnering with IGLOO - International Governance Leaders and Organizations Online ( http://www.igloo.org/). IGLOO is an international online network (located in Canada) which facilitates knowledge exchange and international collaboration on projects related to global issues.
The mission of the UCP-SARnet project is to encourage the involvement of faculty and students in their respective communities, promote participatory social action research, and endorse community leadership that is mindful of cultural diversity and welcoming to the opportunity that this diversity brings. Our collective goal is to create an international online community, which is open to researchers, instructors, students, community leaders and community professionals. Our hope is that such community will contribute to better understanding of an impact cultural context has on the organization and effectiveness of community programs.
Becoming a member of the UCP-SARnet community is free. Members are connected to a global network of like-minded individuals, have access to many useful resources (such as a centralized repository of information and research, ideas and best practices), and are offered many options for local and international collaboration. Members can contribute to further development of UCP-SARnet community and can benefit from it by:
Please visit the UCP-SARnet web application (http://ucpsarnet.asu.edu/) to learn more about its structure, content and participating partners. If you have any questions, please contact directly from the platform a relevant member of our Editorial Team. In the case you are interested in becoming a member of UCP-SARnet community, please contact the Editor, Dr. Marek Wosinski, Department of Psychology, ASU, tel. 480-965-6253; http://ucpsarnet.asu.edu ; email: firstname.lastname@example.org) and you will receive an invitation with an instruction how to complete the process of registration.
UCP-SARnet Editorial Team
Dr. Marek Wosinski
Department of Psychology, ASU, tel. 480-965-6253; http://ucpsarnet.asu.edu
Community-Campus Partnerships for Health (CCPH) is excited to release Achieving the Promise of Authentic Community-Higher Academic Partnerships: Community Partners Speak Out!, a new report about community partner perspectives on community-higher education partnerships.
The report is one of many outcomes of the Community Partner Summit that brought together experienced community partners from across the U.S. at the Wingspread Conference Center in Racine, Wisconsin in April 2006. In addition to offering key ingredients and a framework for authentic community-higher education partnerships, the report details a vision for these partnerships articulated by the Summit's community partner participants, along with strategies and recommendations on how to achieve this vision. The report also describes the work that has been done by these community partners and CCPH since the Summit in the areas of peer mentoring, policy development and advocacy.
The report is available as a PDF document on the Community Partner Summit webpage at http://depts.washington.edu/ccph/cps-summit.html#Products (while you're on the site, check out the other Summit publications and resources)
Learn more about the work that's continued since the Summit, including opportunities to get involved, at http://depts.washington.edu/ccph/cps.html.
We invite community members, community partners and community-academic liaisons to connect with their peers through the Community Partner Listserv at https://mailman1.u.washington.edu/mailman/listinfo/communitypartnerlistserv
The Community Partner Summit was co-sponsored by Community-Campus Partnerships for Health, the WK Kellogg Foundation, the Johnson Foundation and the Atlantic Philanthropies. Summit supporting organizations included the Community-Based Public Health Caucus of the American Public Health Association, the National Community-Based Organization Network and the National Community Committee of the CDC Prevention Research Centers Program.
Gateways is an academic electronic journal concerned with the practice and processes of community engagement. It provides a forum for academics, practitioners and community representatives to pursue issues and reflect on practices related to interactions between tertiary institutions and community organisations; academic interventions in community; community-based projects with links to the tertiary sector and community initiatives. The journal publishes evaluative case studies of community engagement initiatives, analyses of the policy environment and theoretical reflections that contribute to the scholarship of engagement.
The journal addresses community engagement occurring across scholarly disciplines and at all levels of community, including:
The journal also aims to engage academics and policymakers more fully with the concerns of the community and community engagement. It also seeks to articulate creative tensions between theory and practice.
Community engagement requires institutional change in the ways in which community, universities and government see themselves and their partnerships. There is also a need to promote the value of research that is needs driven rather than curiosity driven. Gateways will explore these vital concerns for the enhancement of Community Engagement in its many forms.
Jointly edited and managed by the UTS Shopfront at the University of Technology, Sydney (UTS) and the Centre for Urban Research and Learning (CURL) at Loyola University, the journal is published by UTS ePress and available at http://epress.lib.uts.edu.au . Gateways welcomes contributions from authors working in both the academy and the community to submit articles dealing with both the theory and the practice of Community Engagement.
The new report, "New Times Demand New Scholarship II: Research Universities and Civic Engagement: Opportunities and Challenges focuses on opportunities and challenges in four areas critical to expanding and institutionalizing civic engagement within research universities:
The report also includes models from a range of participating research universities.
Download the report at http://www.compact.org/initiatives/research_universities/Civic_Engagement.pdf
For more information, contact Dr. Timothy Stanton of Stanford University at email@example.com
The California Breast Cancer Research Program (CBCRP) believes that communities should actively participate in research about issues that concern them. The Community Research Collaboration (CRC) awards, developed in 1997, requires a partnership between community members (such as a breast cancer advocacy organization, a community clinic or organization serving women with breast cancer, or a member of a California community affected by breast cancer) and experienced research scientists. The partnership works together to identify the research question, develop the research plan, carry out the research, interpret the results, and disseminate information to the community.
The following links describe their Community Research Colloboration program and several community-based participatory research projects they have undertaken:
The Democracy Collaborative at the University of Maryland has published a new book, Linking Colleges to Communities: Engaging the University for Community Development. Electronic copies are available at http://www.community-wealth.org/articles/index.html
The preface, authored by Ted Howard, Director of the Democracy Collaborative, appears at the bottom of this email.
The Democracy Collaborative's website includes a section on university-community partnerships (www.community-wealth.org/strategies/panel/universities/index.html) and another that focuses more broadly on anchor institutions (www.community-wealth.org/strategies/panel/anchors/index.html).
They update their website on a quarterly basis and their work on universities, community partnerships, and the economic role of anchor institutions is ongoing. If you have suggestions for additional links and information they might want to add to the site, please email them to the report's principal author Steve Dubb at firstname.lastname@example.org.
Community-Campus Partnerships for Health manages a number of related listservs you may be interested in subscribing to: anchor institutions, community-engaged scholarship, community-based participatory research and community partner peer mentoring/advocacy. To learn more and sign up, go to http://depts.washington.edu/ccph/faq.html#Listservs
The theme of the latest issue of the Wingspread Journal (Summer 2007) is "Beyond the Ivory Tower." The issue features two landmark Wingspread conferences:
For more information on the Summit and the work that has been taking place since, visit http://depts.washington.edu/ccph/cps.html
The complete Wingspread Journal issue is available in PDF format at http://www.johnsonfdn.org/Publications/WSJournals/2007/WSJournalEducation07.pdf
The latest issue of the Journal of Higher Education Outreach and Engagement (JHEOE) features a section of 4 papers based on presentations made at the 2006 Community-Campus Partnerships for Health (CCPH) conference:
To download and read the articles, go to: http://depts.washington.edu/ccph/pastpresentations.html#ninthconf
To learn more about the Journal, visit http://www.uga.edu/jheoe/about.htm
CCPH and JHEOE are collaborating on a 2008 issue that will feature selected papers based on presentations from the 2007 CCPH conference. To stay on top of the latest news from CCPH, subscribe to our free monthly E-News at https://mailman1.u.washington.edu/mailman/listinfo/ccph_news
The theme of the latest issue of Faculty Vitae, a web-based publication of the Association of American Medical Colleges' Faculty Development and Leadership section, is "Community-Based Research: New Networks for Health."
The issue's feature article by Ann Steinecke, PhD, and Amy Addams, "Expanding Scholarship in Community-Based Research" (http://www.aamc.org/members/facultydev/facultyvitae/spring07/feature.htm) cites the report of the Commission on Community-Engaged Scholarship in the Health Professions (http://depts.washington.edu/ccph/kellogg3.html) and points readers to the Community-Engaged Scholarship for Health Collaborative website at http://depts.washington.edu/ccph/healthcollab.html for "several resources that can inform faculty and administrators in developing criteria for reviewing community-based scholarship in the promotion process." The link to the CES Toolkit should be: http://www.communityengagedscholarship.info
Other articles in the issue include:
View full issue at: http://www.aamc.org/members/facultydev/facultyvitae/spring07/start.htm
New this month from Sylus Publishing's Service Learning for Civic Engagement Series:
Race, Poverty, and Social Justice Multidisciplinary Perspectives through Service Learning
Edited by Jose Z. Calderon Foreword by Robert A. Corrigan
This volume explores multiple examples of how to connect classrooms to communities through service learning and participatory research to teach issues of social justice. The various chapters provide examples of how collaborations between students, faculty, and community partners are creating models of democratic spaces (on campus and off campus) where the students are teachers and the teachers are students. The purpose of this volume is to provide examples of how service learning can be integrated into courses addressing social justice issues. At the same time, it is about demonstrating the power of service learning in advancing a course content that is community-based and socially engaged.
Jose Z. Calderon is Professor of Sociology and Chicano Studies at Pitzer College.
Robert A. Corrigan is President, San Francisco State University.
Details, including table of contents: http://styluspub.com/books/BookDetail.aspx?productID=138766
Other service-learning books published by Stylus: http://styluspub.com/books/Books.aspx?type=topic&ID=334
Many of you were unable to sign up for the Learn and Serve America Clearinghouse webinar "Increasing Community Voice in Higher Education," hosted by Barbara Holland. California Campus Compact is pleased to announce the availability of our free, downloadable executive summary of our research findings (many of which will be covered in the webinar): Community Voices: A California Campus Compact Study on Partnerships, authored by Dr. Marie Sandy.
This report is based upon work supported by the Corporation for National and Community Service under Learn and Serve America Grant No. 03LHHCA004. Opinions or points of view expressed in this document are those of the authors and do not necessarily reflect the official positions of the Corporation or the Learn and Serve America Program.
The research team for this project included Elaine Ikeda, Ph.D., Principle Investigator, Nadinne Cruz, M.A., Barbara Holland, Ph.D., Kathleen Rice, Ph.D., and Marie Sandy, Ph.D. The data analysis for this project was the result of the collective effort of this team, in collaboration with community partners. We are especially grateful to the service-learning directors and coordinators at the participating campuses and the 99 community partners for helping to make this project possible.
This report is not copyrighted. Photocopying for nonprofit educational purposes is permitted and encouraged.
If citing this document, cite as:
Sandy, M. (2007). Community voices: A California Campus Compact Study on partnerships executive summary. San Francisco: California Campus Compact.
This study grew out of a conversation among service-learning practitioners at a retreat hosted by California Campus Compact. "What do our community partners think about service-learning? We think they are benefiting, but how do we know?" This is the largest study of community partner perspectives that we are aware of in the literature.
Research Question and Structure
As recommended (Cruz & Giles, 2000), our unit of analysis was the community-campus partnership, perceived through the lens of community partner eyes. The study considers their perspectives on effective partnership characteristics as well as benefits, challenges, and motivations. Service-learning coordinators at eight California campuses self-selected a total of 99 experienced or advanced (Dorado and Giles, 2004) community partners to participate in fifteen focus groups, making it the largest study of community partners in the literature to date. A mix of urban and rural, four-year and community college, public and private, faith-based and secular, research-intensive and liberal arts institutions were included from diverse regions of California. Participants were primarily staff members from non-profit organizations and public institutions, such as K-12 institutions, libraries and hospitals. The ethic of reciprocity (Sandy, 2007) informed the research model of this qualitative study. This resulted in a two-tiered approach that included: 1) designing eight campus reports with information particular to each participating campus, and 2) synthesizing findings from all sites to inform service-learning practitioners and researchers more broadly.
published in 2002 by the Pew Partnership for Civic Change
Finding out what works. That is how we at the Pew Partnership for Civic Change described what we set out to do in 1998 with our Solutions for America initiative. The task seemed straightforward enough. We would find an expert researcher and send him or her off to investigate the practices of the nineteen sites we had selected to take part in the project. In time, we would have amassed a collection of validated strategies and examples of what communities were doing to solve tough problems across the country.
But something kept nagging at us: nearly all of the Solutions sites were located in communities that contained colleges and universities. Why then, we asked, were we planning to parachute in an academic researcher from outside those communities to examine local programs?
We backtracked and took a different approach in structuring the research. Instead of sending a sole researcher to each Solutions community, we decided to partner program staff at each site with academics from colleges and universities in their own backyards. We also asked two researchers from the University of Virginia, Kathleen Ferraiolo and Paul Freedman, to track these university-community research partnerships over the course of the project. Their findings are profiled in Part 1 of this report. The results of these local partnerships, we have found, are promising and exciting for all those involved: practitioners in the nonprofit and government sectors, researchers from higher education, and the funding community.
To help us place the findings from Solutions for America into a larger context, the Pew Partnership joined with the University of Virginia provost’s office to convene a distinguished cross-section of individuals in October 2002 to discuss the potential for these university-community research partnerships. Representatives from higher education, the funding community, nonprofit organizations, and local government offered their reactions to the findings and grappled with a crucial question: What do these sectors need from one another in order to develop more effective university-community partnerships? The discussion was both reaffirming and inspiring. No longer working in isolation, academics and practitioners are forging effective partnerships, often with the help of the funding community. Nonetheless, there are still specific steps that will enhance these collaborative research ventures. The findings and recommendations from our discussion are summarized in Part 2 of this report.
Download Full Publication: University + Community Research Partnerships (228k, PDF)
The National Service-Learning Partnership, in collaboration with the University of Minnesota and Learn and Serve America's National Service-Learning Clearinghouse, is happy to announce the production of a new journal on K-12 research: Information for Action: Journal on Service-Learning Research with Children and Youth. The IFA Journal will be an on-line publication, hosted on the Partnership website, made available for a small subscription price (approximately $6/year). The first year publication will occur in September, with two subsequent publications in 2008.
We are currently soliciting articles for the first publication. Articles are welcomed from three audiences:
Each submission will be peer reviewed by individuals who are familiar with the specific level of research reported. Deadline for the first submission, a one page abstract or precis, is due to the editor by May 10, 2007.
Participate in the exciting launch of this new publication designed to add important information to the growing literature on K-12 service-learning research. Visit the Partnership 92s website, www.service-learningpartnership.org for more details.
Nelda Brown, Executive Director, National Service-Learning Partnership Rob Shumer, Editor, Information for Action Journal, University of Minnesota (email@example.com)
by Nila Ginger Hofman & Howard Rosing, Editors
This book is about building public interest partnerships between institutions of higher education and local community-based organizations. It is not a how-to guide, but rather a compilation of case studies that discusses the implications, successes, and failures of such partnerships. In particular, this book documents the ways in which course-based action research (CBAR) within the social sciences functions as an effective resource for establishing and reinforcing partnerships among students, academic officers, and local communities. Students and faculty, guided through CBAR, learn how to develop advocacy strategies for marginalized communities through firsthand exposure to local-level politics and power imbalances in these communities.
Nila Ginger Hofman is assistant professor of anthropology, and Howard Rosing is an anthropologist and executive director of the Steans Center for Community-based Service Learning, both at DePaul University.
ISBN 978-1-933371-09-2 clothbound, 6 x 9 202 pages (c) 2007 $38.00
To order Pedagogies of Praxis, please visit Anker Publishing's web site at www.ankerpub.com.
Edited by Bonnie Leadbeater, Elizabeth Banister, Cecilia Benoit, Mikael Jansson, Anne Marshall, and Ted Riecken of the University of Victoria.
Published in 2006 by the University of Toronto Press, it is available in cloth and paper versions.
DESCRIPTION: Efforts to apply ethical guidelines and regulations to vulnerable populations are often problematic. Consequently, health and social scientists sometimes shy away from the challenges of research, particularly when it means addressing value-laden social problems such as sexuality, drugs, and racism. Ethical Issues in Community-Based Research with Children and Youth is a collection of essays that describe the uniqueness of community-based research, outlining several of the ethical concerns that it engenders. The contributors examine such issues as the scope of informed consent to multiple stakeholders, determining competence to give consent in marginalized populations, and managing dual roles as participant researchers. The collection suggests that a more collaborative, ongoing, and discursive approach is needed by researchers and by ethical review boards to ensure that research on sensitive social problems with high risk populations is supported and also conducted with a clear understanding of the highest ethical standards possible.
TABLE OF CONTENTS
Part I: The Ecology of Informed Consent in Vulnerable Child and Youth Populations and First Nations
Part II: Longitudinal Samples: Protecting Privacy and Maintaining Consent
Part III: Weighing Benefits and Preventing Harms
Part IV: The Special Case of Research with Groups
Part V: Child Protection Issues in Research with Vulnerable Children and Youth
Part VI: Summary and Recommendations for Ethical Guidelines, Research, and Training
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.
An international, interdisciplinary journal which is a forum for the development of the theory and practice of action research.
Active Learning in Higher Education
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
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
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
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.
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
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.
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
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
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
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
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
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
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
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.
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
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
The National Youth Leadership Council publishes The Generator three times a year. Contact: Maddy Wegner, Director of Publications, NYLC, Ph. 651-999-7354, firstname.lastname@example.org
Global Public Health
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
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.
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
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
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
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.
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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
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.
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.
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.
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.
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.
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.
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.
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
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.
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
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.
The Michigan Journal of Community Service Learning (MJCSL) is 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 MJCSL aims to:
Special MJCSL edition on Community-Based Research (Volume 9, No. 3 (CBR) (Summer 2003):
RESEARCH AND THEORY
With funding from the W.K. Kellogg Foundation, Community-Campus Partnerships for Health (CCPH) in October 2003 convened the Commission on Community-Engaged Scholarship in the Health Professions to take a leadership role in creating a more supportive culture and reward system for health professional faculty involved in community-based participatory research, service-learning and other forms of community-engaged scholarship.
In February 2005, the Commission released a report, "Linking Scholarship and Communities," that outlines a national strategy for closing the gap between the promise of health professional schools as community-engaged institutions and the reality of how faculty members are typically judged and rewarded. The report, available at www.ccph.info, contains detailed recommendations for action by health professional schools and their national associations that can support community-engaged scholarship and cites promising practices that illustrate their implementation.
The US Department of Housing and Urban Development's Office of University Partnerships has just published Scholarship in Action: Applied Research and Community Change. The monograph highlights the benefits derived from engaged, community-based research; showcases emerging applied research; and identifies the challenges associated with applied research. The unifying theme throughout this collection is how much communities and universities can achieve by working together in research partnerships.
The 84 page publication's contents are as follows:
You can download a PDF version of the document at http://www.oup.org/files/pubs/scholarship.pdf.To request a free hard-copy version, call the Office of University Partnerships Clearinghouse at (800) 2452691 and choose option 3 from the voice menu. You may also request publications online at email@example.com.
by Cassandra Ritas, MPP Hunter College Center on AIDS, Drugs and Community Health
For Community-Campus Partnerships for Health, July 2003
“The best way to understand something is to try to change it.” - Kurt Lewin
This 52 page tool-kit is designed for community-based participatory research (CBPR) institutional and community partners who want to create or change policies that affect health in their communities.
Download here in PDF format.
Excerpt on the Background of this Project
This Tool-kit is based, in part, on work conducted at the Harlem Urban Research Center (URC), one of three Centers for Disease Control and Prevention (CDC) funded community-based participatory research (CBPR) centers. The URC in Harlem is guided by a community action board (CAB) comprised of researchers, city and state government representatives, local service providers, and community activists. The URC focuses its research on the social determinants of health and health disparities. As part of this work the URC developed a policy work group (PWG) to develop and implement policy interventions in areas identified through research by the CAB members.
Over the course of the last three years the policy work group has identified policy barriers to health in the community (specifically related to re-entry of people returning from jail), developed policy recommendations to facilitate community health, built an advocacy coalition, and implemented a multi-pronged policy change strategy. This tool-kit combines the insights gleaned from this process and similar CBPR partnerships with general organizing and policy analysis skill building tools and recommendations.
by Randy Stoecker
Everyone is a member of a community, and every community is continually changing. To successfully manage that change, community members need information. Research Methods for Community Change: A Project-Based Approach is an in-depth review of all of the research methods that communities use to solve problems, develop their resources, and protect their identities.
With an engaging, friendly style and numerous real world examples, author Randy Stoecker shows readers how to use a project-based research model in the community. The four features of the model are
At every stage of this model there are research tasks, from needs and assets assessments at the diagnosis stage to process and outcome studies at the evaluation stage. Readers will also learn the importance of involving community members at every stage of the project and in every aspect of the research, making the research part of the community-building process.
Research Methods for Community Change is perfectly suited as a text for undergraduate and graduate research methods courses across the social sciences, including sociology, social work, and public health. Community service workers, professional researchers, and consultants will also find this an invaluable guide to effecting change in their communities.
Edited by Barbara A. Israel DrPH, Eugenia Eng DrPH, Amy J. Schulz PhD, Edith A. Parker DrPH
Written by distinguished experts in the field, this book shows how researchers, practitioners, and community partners can work together to establish and maintain equitable partnerships using a Community-Based Participatory Research (CBPR) approach to increase knowledge and improve health and well-being of the communities involved. What distinguishes CBPR from other approaches to research is the active engagement of all partners in the process.
This book provides a comprehensive and thorough presentation of CBPR study designs, specific data collection and analysis methods, and innovative partnership structures and process methods. This book informs students, practitioners, researchers, and community members about methods and applications needed to conduct CBPR in the widest range of research areas including social determinants of health, health disparities, health promotion, community interventions, disease management, health services, and environmental health.
"This book is a major contribution to the public health field. The editors are some of our most outstanding leaders in community-based participatory research." — From the Foreword by David Satcher, M.D., Ph.D., interim president, Morehouse School of Medicine; 16th U.S. Surgeon General
"Missing from the emerging field of university-community partnerships is a broad-based discussion of methods for partnership formation and sustainability. This must-have edited volume is an important contribution to building the field. Based on federally-funded collaborative research with multiple community stakeholders, it offers readers across disciplines and sectors a set of conceptual and practical tools and case materials for application and teaching." — Jean J. Schensul, Ph.D., senior scientist and founding director, Institute for Community Research
By Kerry Strand, Sam Marullo, Nick Cutforth, Randy Stoecker, and Patrick Donohue San Francisco: Jossey-Bass 2003.
"Guide to incorporating a new form of scholarship into academic settings. Presents a model of community-based research (CBR) that engages community members with students and faculty in the course of their academic work."
From the inside cover:
Community-Based Research and Higher Education is the long-awaited guide to how to incorporate a powerful and promising new form of scholarship into academic settings. The book presents a model of community-based research (CBR) that engages community members with students and faculty in the course of their academic work. Unlike traditional academic research, CBR is collaborative and change-oriented and finds its research questions in the needs of communities. This dynamic research model combines classroom learning with social action in ways that can ultimately empower community groups to address their own agendas and shape their own futures. At the same time it emphasizes the development of knowledge and skills that truly prepare students for active civic engagement.
Community-Based Research and Higher Education is written by five academics from different disciplines with extensive experience in community-based research as teachers, researchers, administrators, scholars, and community activists. They draw on their own and others' experience to develop concrete guidelines for creating and sustaining partnerships through CBR projects as they also outline the principles that guide decisions about research design and methods. The authors offer extensive practical suggestions for incorporating CBR into courses and curricula; include voices and experiences of people from across the country who are doing CBR on their campuses and in their communities; and describe a wide range of exemplary research projects with diverse community partners, such as the Southwest Improvement Council in Denver, Washington D.C.'s Council of Latino Agencies, and Youthbuild, a job training program based in New Jersey. The authors conclude by detailing a series of action steps that can help institutions realize a vision of higher education based on research-oriented campus-community partnerships.
Book review by John Wood, Assistant Professor Sociology, UNC-Asheville