In this interview, current CUMU Executive Director and past MUJ journal editor Valerie Holton interviews Barbara Holland who served as editor of the journal from 1997-2016. Dr. Holland is a professor, researcher and consultant recognized internationally for her scholarship and expertise on organizational change in higher education with a special focus on the strategic impacts of community engagement as a method of teaching, learning and research. She has served in senior academic administrative roles at several universities in the United States and Australia, held a visiting scholar role in the US Department of Housing and Urban Development headquarters for two years during the Clinton and Bush administrations, and was Executive Director of the federally funded National Service-Learning Clearinghouse for seven years. The library collection, upon the closing of the Clearinghouse, was moved to the Criss Library at University of Nebraska Omaha in 2011 and is called The Barbara A. Holland Collection for Service-Learning and Community Engagement. In 2018, CUMU launched the Barbara A. Holland Scholar-Administrator Award in recognition of her contributions to the field and her legacy as a scholar-administrator. In this interview, Dr. Holland discusses her work with CUMU and MUJ since she became part of the organization in 1990.
在本期访谈中，现任 CUMU 执行主任、《MUJ》期刊前任编辑瓦莱丽-霍尔顿（Valerie Holton）采访了 1997-2016 年期间担任期刊编辑的芭芭拉-霍兰（Barbara Holland）。Holland 博士是一位教授、研究员和顾问，她在高等教育组织变革方面的学术和专业知识在国际上享有盛誉，尤其擅长将社区参与作为一种教学、学习和研究方法的战略影响。她曾在美国和澳大利亚的多所大学担任高级学术行政职务，在克林顿和布什政府执政期间，曾在美国住房和城市发展部总部担任访问学者两年，并在联邦政府资助的国家服务学习信息交流中心担任执行主任七年。信息交流中心关闭后，图书馆藏书于 2011 年迁至内布拉斯加大学奥马哈分校的克利斯图书馆，并命名为 "芭芭拉-A-霍兰服务学习与社区参与藏书"（The Barbara A. Holland Collection for Service-Learning and Community Engagement）。2018 年，CUMU 设立了芭芭拉-A-霍兰学者-管理者奖，以表彰她对该领域的贡献以及她作为学者-管理者的遗产。在这次访谈中，霍兰博士谈到了她自1990年加入CUMU和MUJ以来与CUMU和MUJ的合作。
{"title":"Interview with Barbara Holland","authors":"Valerie Holton","doi":"10.18060/27996","DOIUrl":"https://doi.org/10.18060/27996","url":null,"abstract":"\u0000In this interview, current CUMU Executive Director and past MUJ journal editor Valerie Holton interviews Barbara Holland who served as editor of the journal from 1997-2016. Dr. Holland is a professor, researcher and consultant recognized internationally for her scholarship and expertise on organizational change in higher education with a special focus on the strategic impacts of community engagement as a method of teaching, learning and research. She has served in senior academic administrative roles at several universities in the United States and Australia, held a visiting scholar role in the US Department of Housing and Urban Development headquarters for two years during the Clinton and Bush administrations, and was Executive Director of the federally funded National Service-Learning Clearinghouse for seven years. The library collection, upon the closing of the Clearinghouse, was moved to the Criss Library at University of Nebraska Omaha in 2011 and is called The Barbara A. Holland Collection for Service-Learning and Community Engagement. In 2018, CUMU launched the Barbara A. Holland Scholar-Administrator Award in recognition of her contributions to the field and her legacy as a scholar-administrator. In this interview, Dr. Holland discusses her work with CUMU and MUJ since she became part of the organization in 1990. \u0000","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139532503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nina Wallerstein, Shannon Sanchez-Youngman, Elizabeth Dickson, Prajakta Adsul, Michael Muhammad, Tabia Henry Akintobi, Rhonda Holliday, LaShawn Hoffman, Howard Grant, Melissa Kottke, Lisa Goldman Rosas, Anisha Patel, Patricia Rodriguez Espinosa, Ysabel Duron, Starla Gay, Jason A. Mendoza, Kathy Briant, Rachel Ceballos, Elizabeth Carosso, Diane Mapes, Bridgette Hempstead, Tung Nguyen
No abstract for a commentary
没有摘要作为评论
{"title":"Power of community in “Engage for Equity PLUS” for strengthening equity-centered patient and community engaged research in academic health centers","authors":"Nina Wallerstein, Shannon Sanchez-Youngman, Elizabeth Dickson, Prajakta Adsul, Michael Muhammad, Tabia Henry Akintobi, Rhonda Holliday, LaShawn Hoffman, Howard Grant, Melissa Kottke, Lisa Goldman Rosas, Anisha Patel, Patricia Rodriguez Espinosa, Ysabel Duron, Starla Gay, Jason A. Mendoza, Kathy Briant, Rachel Ceballos, Elizabeth Carosso, Diane Mapes, Bridgette Hempstead, Tung Nguyen","doi":"10.18060/27595","DOIUrl":"https://doi.org/10.18060/27595","url":null,"abstract":"No abstract for a commentary","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"38 4","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136104662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community-based participatory research (CBPR) is an effective approach for addressing health disparities by integrating diverse knowledge and expertise from both academic and community partners throughout the research process. However, universities and funding agencies have not done enough to invest in the foundational infrastructure and resources that are necessary for building and maintaining lasting trusting research partnerships and supporting them to generate impactful research projects and solutions. Small CBPR Grants Program is a CBPR-seed-funding program that may be particularly helpful to minority-serving institutions’ and universities’ goal to invest in genuine community-engaged research. The Morgan State University Prevention Sciences Research Center, in collaboration with other community and academic organizations, provided 14 small CBPR awards to new partnerships, and evaluated the success and challenges of the program over a period of three years. To achieve our goal, technical support and training were provided to these partnerships to help with their growth and success. The expected outcomes included trusting relationships and equitable partnerships, as well as publications, presentations, and new proposals and awards to work on mutually identified issues. The program’s results included: continued partnerships beyond the program (in most cases), a founded CBPR Center, and a few secured additional funding. One key to the program’s success was supporting the formation of research partnerships through networking opportunities and information sessions, as well as providing small grants to incentivize the development of innovative concepts and projects. A learning network and local support group were also created to enhance productivity and the overall impact of each project.
{"title":"Small CBPR Grants Program","authors":"Payam Sheikhattari, Jummai Apata, Gillian Beth Silver, Shiva Mehravaran, Emma Mitchell, Shervin Assari","doi":"10.18060/27204","DOIUrl":"https://doi.org/10.18060/27204","url":null,"abstract":"Community-based participatory research (CBPR) is an effective approach for addressing health disparities by integrating diverse knowledge and expertise from both academic and community partners throughout the research process. However, universities and funding agencies have not done enough to invest in the foundational infrastructure and resources that are necessary for building and maintaining lasting trusting research partnerships and supporting them to generate impactful research projects and solutions. Small CBPR Grants Program is a CBPR-seed-funding program that may be particularly helpful to minority-serving institutions’ and universities’ goal to invest in genuine community-engaged research. The Morgan State University Prevention Sciences Research Center, in collaboration with other community and academic organizations, provided 14 small CBPR awards to new partnerships, and evaluated the success and challenges of the program over a period of three years. To achieve our goal, technical support and training were provided to these partnerships to help with their growth and success. The expected outcomes included trusting relationships and equitable partnerships, as well as publications, presentations, and new proposals and awards to work on mutually identified issues. The program’s results included: continued partnerships beyond the program (in most cases), a founded CBPR Center, and a few secured additional funding. One key to the program’s success was supporting the formation of research partnerships through networking opportunities and information sessions, as well as providing small grants to incentivize the development of innovative concepts and projects. A learning network and local support group were also created to enhance productivity and the overall impact of each project.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149584","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
To advance and encourage partnerships between institutions and their greater communities, academic reward structures must be designed in ways that support those who choose to leverage their expertise, resources, and time to engage with community in meaningful and mutually beneficial ways. This study investigates how school- and department-level promotion and tenure committees define, understand, and evaluate faculty’s engaged research. Specifically, this study explored what goes into making evaluative decisions and how evaluative decisions are made (e.g., how review committees define and categorize faculty’s engaged research, what metrics are used to assess it). In this single case multi-site qualitative study 12 participants across five R1 institutions classified as engaged by the Carnegie Foundation participated in semi-structured interviews. All participants were tenured, engaged scholars with experience serving on a school- and/or department-level promotion and tenure review committee. Findings demonstrate that review committees struggle to define, categorize, and evaluate community engaged research in promotion and tenure, as they are forced to exclusively rely on a traditional set of metrics to evaluate the engaged work of their peers. Though universities are making strides to institutionalize engagement, appropriate recognition of engaged research within promotion and tenure is not yet a reality.
{"title":"Evaluating Community-Engaged Research in Promotion and Tenure","authors":"Lauren Wendling","doi":"10.18060/26658","DOIUrl":"https://doi.org/10.18060/26658","url":null,"abstract":"To advance and encourage partnerships between institutions and their greater communities, academic reward structures must be designed in ways that support those who choose to leverage their expertise, resources, and time to engage with community in meaningful and mutually beneficial ways. This study investigates how school- and department-level promotion and tenure committees define, understand, and evaluate faculty’s engaged research. Specifically, this study explored what goes into making evaluative decisions and how evaluative decisions are made (e.g., how review committees define and categorize faculty’s engaged research, what metrics are used to assess it). In this single case multi-site qualitative study 12 participants across five R1 institutions classified as engaged by the Carnegie Foundation participated in semi-structured interviews. All participants were tenured, engaged scholars with experience serving on a school- and/or department-level promotion and tenure review committee. Findings demonstrate that review committees struggle to define, categorize, and evaluate community engaged research in promotion and tenure, as they are forced to exclusively rely on a traditional set of metrics to evaluate the engaged work of their peers. Though universities are making strides to institutionalize engagement, appropriate recognition of engaged research within promotion and tenure is not yet a reality.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149410","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Stephan A Viehweg, Jere Odell, Ted Polley, Nouri McLucas
IUPUI’s Center for Translating Research Into Practice (TRIP) and IUPUI University Library (Library) developed a partnership to enhance community access to faculty scholarship resulting from community-engaged and translational research. Library staff archive the scholarship of faculty affiliated with TRIP in IUPUI ScholarWorks, the campus’s open access institutional repository. The TRIP Scholarly Works Program was launched in 2013 and outcomes include benefits for faculty authors (increased readership) and for a world of readers (free access). After almost 10 years in existence, Library and TRIP staff sought to evaluate the success of this program. A survey was distributed to TRIP affiliated faculty to assess the impact of open access to their scholarship on their work as community-engaged and translational scholars. Faculty participants report a variety of benefits and yet, also indicate a need for increased program communication and fewer barriers to participation.
{"title":"Completing the Circle","authors":"Stephan A Viehweg, Jere Odell, Ted Polley, Nouri McLucas","doi":"10.18060/27042","DOIUrl":"https://doi.org/10.18060/27042","url":null,"abstract":"IUPUI’s Center for Translating Research Into Practice (TRIP) and IUPUI University Library (Library) developed a partnership to enhance community access to faculty scholarship resulting from community-engaged and translational research. Library staff archive the scholarship of faculty affiliated with TRIP in IUPUI ScholarWorks, the campus’s open access institutional repository. The TRIP Scholarly Works Program was launched in 2013 and outcomes include benefits for faculty authors (increased readership) and for a world of readers (free access). After almost 10 years in existence, Library and TRIP staff sought to evaluate the success of this program. A survey was distributed to TRIP affiliated faculty to assess the impact of open access to their scholarship on their work as community-engaged and translational scholars. Faculty participants report a variety of benefits and yet, also indicate a need for increased program communication and fewer barriers to participation.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149593","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Community-Based Research (CBR) presents a wide range of benefits in higher education to students, community partners, and universities. Yet on our campus (and many others), CBR remains less common than other high-impact practices (HIPs) such as service learning and undergraduate research due to lack of effective institutionalization. Moreover, when CBR projects are undertaken, they result in a level of engagement with CBR that produces fewer of the expected benefits than is ideal. Here we detail our efforts to institutionalize CBR on our campus to appropriately expand the practice and its resulting benefits. These efforts focus on three initiatives: raising the visibility of CBR, diffusing expertise to implement CBR, and providing critical support for designing and implementing CBR. We also include our assessment plan which had to be postponed due to the COVID-19 pandemic. This plan utilizes a mixed-methods approach and will explore how our initiatives have made an impact on faculty and community partners involved with CBR, as well as assess interest and knowledge about CBR among faculty and community partners who are currently involved in service learning but not yet involved in CBR. We present our efforts as a model for other universities seeking to increase implementation of CBR.
{"title":"Institutionalizing Community-Based Research","authors":"Leslie Abell, Dennis Downey, Pilar Pacheco","doi":"10.18060/26877","DOIUrl":"https://doi.org/10.18060/26877","url":null,"abstract":"Community-Based Research (CBR) presents a wide range of benefits in higher education to students, community partners, and universities. Yet on our campus (and many others), CBR remains less common than other high-impact practices (HIPs) such as service learning and undergraduate research due to lack of effective institutionalization. Moreover, when CBR projects are undertaken, they result in a level of engagement with CBR that produces fewer of the expected benefits than is ideal. Here we detail our efforts to institutionalize CBR on our campus to appropriately expand the practice and its resulting benefits. These efforts focus on three initiatives: raising the visibility of CBR, diffusing expertise to implement CBR, and providing critical support for designing and implementing CBR. We also include our assessment plan which had to be postponed due to the COVID-19 pandemic. This plan utilizes a mixed-methods approach and will explore how our initiatives have made an impact on faculty and community partners involved with CBR, as well as assess interest and knowledge about CBR among faculty and community partners who are currently involved in service learning but not yet involved in CBR. We present our efforts as a model for other universities seeking to increase implementation of CBR.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"218 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149412","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Elaine Ward, Eleanor Shonkoff, Cynthia Carlson, Christopher Stuetzle
Merrimack College is a Catholic Augustinian College. This single institutional case study shares the work of faculty and the College to institutionalize community engaged research through the development of a Community Engaged Action & Research Cluster (CERC). Through the case study, we elucidate the sphere of influence of faculty with regard to community engagement and the ways in which that sphere of influence can add value to individual careers and the institution as a whole. This case study also demonstrates the impact of institutional engagement initiatives on faculty research and civic engagement in food justice.
{"title":"Can we have it all?","authors":"Elaine Ward, Eleanor Shonkoff, Cynthia Carlson, Christopher Stuetzle","doi":"10.18060/27154","DOIUrl":"https://doi.org/10.18060/27154","url":null,"abstract":"Merrimack College is a Catholic Augustinian College. This single institutional case study shares the work of faculty and the College to institutionalize community engaged research through the development of a Community Engaged Action & Research Cluster (CERC). Through the case study, we elucidate the sphere of influence of faculty with regard to community engagement and the ways in which that sphere of influence can add value to individual careers and the institution as a whole. This case study also demonstrates the impact of institutional engagement initiatives on faculty research and civic engagement in food justice.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"164 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149586","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This special issue of Metropolitan Universities Journal was conceived to further the discussion about the role of colleges and universities in supporting community-engaged research. Their investment in partnering with communities to promote positive social and economic change is prominent in initiatives that range from community service and service-learning to innovating in spaces such as workforce and community development. Community-engaged research is a critical component of the community engagement landscape, as well as broadening the research enterprise at urban campuses to include communities. Yet the importance of coordinating, tracking, creating relationships, training, funding, providing recognition
{"title":"Envisioning the Engaged University through Intentional Development and Support of Community-Engaged Research","authors":"Emily Zimmerman, Sarah Raskin","doi":"10.18060/27619","DOIUrl":"https://doi.org/10.18060/27619","url":null,"abstract":"This special issue of Metropolitan Universities Journal was conceived to further the discussion about the role of colleges and universities in supporting community-engaged research. Their investment in partnering with communities to promote positive social and economic change is prominent in initiatives that range from community service and service-learning to innovating in spaces such as workforce and community development. Community-engaged research is a critical component of the community engagement landscape, as well as broadening the research enterprise at urban campuses to include communities. Yet the importance of coordinating, tracking, creating relationships, training, funding, providing recognition","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135149589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Professional experiences in community engagement are often distinctly separated from educational theories and practices, yet the work of many community engagement professionals sits at the intersection of theory, practice, experience, and context. Intentionally and critically exploring this untapped third space offers an exploration into professional educational identity, practice, and scholarship. This exploration has indicated a gap between theory and practice and between professional experience and scholarship. Interrogating experience as a source of knowledge and recognizing the centrality of practice and context, this piece explores the scholar-administrator's potent role. Offering potential strategies for scholar-administrators to leverage their role through inquiry leading to scholarshiop, an inquiry framework is provided situating the need to fill the practice-theory gap as an imperative for the field.
{"title":"Scholar-Administrator Imperative:","authors":"Patrick M. Green","doi":"10.18060/26863","DOIUrl":"https://doi.org/10.18060/26863","url":null,"abstract":"Professional experiences in community engagement are often distinctly separated from educational theories and practices, yet the work of many community engagement professionals sits at the intersection of theory, practice, experience, and context. Intentionally and critically exploring this untapped third space offers an exploration into professional educational identity, practice, and scholarship. This exploration has indicated a gap between theory and practice and between professional experience and scholarship. Interrogating experience as a source of knowledge and recognizing the centrality of practice and context, this piece explores the scholar-administrator's potent role. Offering potential strategies for scholar-administrators to leverage their role through inquiry leading to scholarshiop, an inquiry framework is provided situating the need to fill the practice-theory gap as an imperative for the field.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45377239","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The challenge: Evaluation of community-campus partnerships is a contested topic and, in many ways, still at an early stage of development. With growing momentum behind community-university collaboration and increased pressure to document the positive impact of universities, there is a pressing need for research and innovation in this area. Potential consequences: Many community engagement professionals are looking for new and creative approaches to evaluating partnership work — approaches that capture the depth, complexity, and values of the work, and that can be used to foster learning, community accountability, collaboration, and systems change. Description/analysis/methods: This article proposes six promising directions for research and practice related to evaluating campus-community partnerships: They emerged as themes from an interactive session of CUMU’s Community Engagement Evaluation Huddle at the annual CUMU conference. Rationale/reflection/replication: Drawing on the collective knowledge of Huddle participants, we identified the following directions: 1) evaluating systemic racism, 2) community-driven evaluation, 3) community impact and benefit, 4) evaluating relationships, 5) alignment of stakeholders, and 6) blended approaches. We offer these directions, along with key questions and examples from the field, as a first step toward a field-wide agenda for advancing evaluation in a critical, participatory, community-based spirit.
{"title":"Toward a Research and Practice Agenda for Evaluation in Community-Campus Partnerships","authors":"Paul J. Kuttner, Marcie Washington, Lisa Rawlings","doi":"10.18060/26786","DOIUrl":"https://doi.org/10.18060/26786","url":null,"abstract":"The challenge: Evaluation of community-campus partnerships is a contested topic and, in many ways, still at an early stage of development. With growing momentum behind community-university collaboration and increased pressure to document the positive impact of universities, there is a pressing need for research and innovation in this area. \u0000Potential consequences: Many community engagement professionals are looking for new and creative approaches to evaluating partnership work — approaches that capture the depth, complexity, and values of the work, and that can be used to foster learning, community accountability, collaboration, and systems change. \u0000Description/analysis/methods: This article proposes six promising directions for research and practice related to evaluating campus-community partnerships: They emerged as themes from an interactive session of CUMU’s Community Engagement Evaluation Huddle at the annual CUMU conference. \u0000Rationale/reflection/replication: Drawing on the collective knowledge of Huddle participants, we identified the following directions: 1) evaluating systemic racism, 2) community-driven evaluation, 3) community impact and benefit, 4) evaluating relationships, 5) alignment of stakeholders, and 6) blended approaches. We offer these directions, along with key questions and examples from the field, as a first step toward a field-wide agenda for advancing evaluation in a critical, participatory, community-based spirit.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45206084","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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