<i>Notes From the Field</i>: Service Learning and the Development of Multidisciplinary Community-Based Research Initiatives

Rosing, Howard; Hofman, Nila Ginger

doi:10.1080/10705422.2010.490101

Cited by 17 publications

(16 citation statements)

References 11 publications

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“…Reciprocity encompasses mutual trust and mutual respect (Janke, 2013), and these characteristics are highlighted in the literature as key to CSL/CUP success (Austin, 2010;Costandius, Rosochacki, & le Roux, 2014;Rosing & Hofman, 2010). A tangible way they are demonstrated by the faculty partner is through long-term investments that transcend the artificial time frame of the semester (Gerstenblatt & Gilbert, 2014;Rosing & Hofman, 2010;Rutherford et al, 2011;Wills, Chinemana, & Rudolph, 2010).…”

Section: Characteristicsmentioning

confidence: 99%

“…Community service-learning (CSL) that is valued by the community has been found to be situated within a community-university partnership (CUP) (Bringle, Clayton, & Price, 2009;Oberg De La Garza & Moreno Kuri, 2014;Rosing & Hofman, 2010). CSL within a CUP (CSL/CUP) are collaborations between communitybased organizations and universities that work toward identified goals through mutually beneficial practices and outcomes (Eckerle Curwood, Munger, Mitchell, Mackeigan, & Farrar, 2011).…”

Section: Introductionmentioning

confidence: 99%

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A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

Sweatman¹

2020

Michigan Journal of Community Service Learning

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The research investigates the processes and characteristics of community-valued undergraduate community service-learning (CSL) initiatives that are housed within long-term community-university partnerships (CUPs). Using a case study design, the study used in-depth, semi-structured interviews, document review, and observation to understand three CSL/CUPs within a small, liberal arts university in Atlantic Canada. In total, 54 interviews were conducted with individuals involved with the partnerships, including the community organization partners, staff/volunteers of the community organizations, community residents, students, faculty, and university administrators. Part of the analysis process involved co-writing the stories of each of the CSL/CUPs with the community organization partner and the faculty member partner from each CSL/CUP. From the three CSL/CUP stories and current literature, a conceptual model was developed. This model depicts the processes (development, co-creation, implementation, and care) and key characteristics (reciprocity, dialogue, and praxis) of long-term CUPs that are committed to a shared domain and community-valued development outcomes.

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Section: Characteristicsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

Sweatman¹

2020

Michigan Journal of Community Service Learning

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“…Still other models of CU partnerships attempt to redefine the contributions that academic institutions can provide to community partners such as the "catalyst process" outlined by Milofsky (2006), which views the academic partner as a "catalyst" for changes that might not occur without a neutral, outside presence with the time, technical knowledge and, most importantly, resources to move forward a particular project or aim of the partner. CU partnerships have also been conceptualized as settings for participatory action and university-led community based research (Allen, Culhane-Pera, Pergament, & Call, 2011;Kearney, Wood, & Zuber-Skerritt, 2013;Rosing & Hofman, 2010), providing opportunities for innovative research that can be readily used by community partners while contributing meaningfully to the available scientific literature on a particular topic.…”

Section: Community-university Partnerships: Definitions and Potentialmentioning

confidence: 99%

A Capacity Building Framework for Community-University Partnerships

Hogan

Tynan

Covill

et al. 2017

CJCRP

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With a focus on organizational capacity building, community-university (CU) partnerships have the potential to yield valuable resources for community nonprofits, which increasingly have to accomplish more with fewer resources. Although a growing body of literature documents the success of such arrangements, both community agencies and universities often face challenges in managing such partnerships. With a focus on student involvement, this paper describes a framework for conceptualizing CU partnerships around capacity building, with efforts designed to address particular program needs as related to the organization's capacity goals. These needs can be viewed as involving five levels of capacity building: 1) monitoring and documenting program outcomes or processes, 2) enhancing staff skills, 3) modifying program processes, 4) supporting adaptation, and 5) developing infrastructure. Conceptualizing partnerships along these levels helps frame communication about the agency's capacity building agenda, focuses efforts on addressing organizational needs, and establishes expectations for the scope of student work. Efforts to address these levels can take the form of internal or external models of partnership, varying in their degrees of student involvement and faculty supervision, and can leverage various mechanisms to compensate students for their work. Over time, opportunities for student involvement transform as the needs, goals, and resources of the agency evolve, and the potential of the university to influence the agency grows. Simultaneously, the opportunities open to students for professional development, competency building, and career networking continue to develop as they implement higher-level capacity building within an organization.

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“…Local universities and colleges in the city have always been intricately linked to the transformation of these contexts through their land and neighborhood development practices and local research projects. In more recent decades, civic and community engagement initiatives -including DePaul's many programs -involving students working with underserved populations are viewed as a key teaching strategy; faculty increasingly find ways to align their scholarship and teaching agendas with urban food access issues (Rosing, 2007;Rosing & Hofman, 2010). Some authors have argued that such initiatives can be understood as part of a broader decline in state-sponsored social welfare, emphasizing local and volunteer solutions to community challenges (Hyatt, 2001;Petras, 1997).…”

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confidence: 99%

Demystifying the Local: Considerations for Higher Education Engagement with Community Food Systems

Rosing

2012

JAFSCD

Self Cite

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Citation: Rosing, H. (2012). Demystifying the local: Considerations for higher education engagement with community food systems. Journal of Agriculture, Food Systems, and Community Development, 2(4) AbstractMany universities and colleges have started to channel resources toward understanding and supporting small-scale food systems development in low-income communities. These efforts are often embedded into institutional sustainability initiatives that incorporate new curricula, research agendas, and community engagement. Students, staff, and faculty increasingly engage in community-based research, service-learning opportunities, internships, practicum and/or pro bono technical assistance in support of local food projects. These forms of engagement frequently operate in urban sectors where access to fresh food is challenged, for example, by historical patterns of racial segregation and social exclusion. Drawing on insights from ongoing anthropological research in Chicago on the role of higher education institutions in supporting community food systems development, this commentary presents a short set of considerations for higher education institutions that engage in local food projects within lowincome communities. The author suggests that prior to such engagement, academics more fully comprehend how communities perceive local and alternative food initiatives, and that higher education institutions formulate outreach initiatives that embed food systems development within a community development and social justice framework.

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Notes From the Field: Service Learning and the Development of Multidisciplinary Community-Based Research Initiatives

Cited by 17 publications

References 11 publications

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

A Model for Understanding the Processes, Characteristics, and the Community-valued Development Outcomes of Community-University Partnerships

A Capacity Building Framework for Community-University Partnerships

Demystifying the Local: Considerations for Higher Education Engagement with Community Food Systems

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