Resources > Bibliography > A - D

  • Adamany, D.  “Sustaining University Values While Reinventing University Commitments to our Cities.”  Teachers College Record.  Vol. 95, No. 3.  New York, NY:  Blackwell Publishing, 1994.

"Discusses how universities can serve the American city within the context of traditional university values, thus promoting change in a context of extraordinary institutional continuity. The paper examines the value of university-owned and operated public schools, explaining their effectiveness in addressing acute urban problems."

"This article discusses the way that America’s land-grant universities have historically offered non-elites access to higher education while developing and disseminating new, practical knowledge and how this mission was eclipsed by other institutional concerns in the late 20th century. Efforts now are under way around the country to revive that tradition within higher education and make it relevant to the social and economic needs of citizens and communities in the twenty-first century. This article highlights how the University of Maryland at College Park’s Engaged University Initiative is working to help refocus the institution’s commitments and resources to build toward a civic engagement service that will help to shape land-grant universities nationally."

“The Agency for Healthcare Research and Quality (AHRQ), through its Evidence-Based Practice Centers (EPCs), sponsors the development of evidence reports and technology assessments to assist public- and private-sector organizations in their efforts to improve the quality of health care in the United States.  This report is on Community-based participatory research (CBPR) – a collaborative approach to research that combines methods of inquiry with community capacity-building strategies to bridge the gap between knowledge produced through research and what is practiced in communities to improve health. Interest is growing rapidly for academic institutions, health agencies, and communities to form research partnerships; few agreed-upon guidelines describe how to develop or evaluate CBPR proposals or what resources are required to promote successful collaborative research efforts. This analysis found that many CBPR studies had strong community-institution collaborations; relatively few combined this type of collaboration with solid research methods. The synthesis of this literature enabled the AHRQ to produce guidelines to improve the quality of and funding for CBPR.”

"This guide describes new and existing partnerships between institutions of higher education and communities. Based on these initiatives, it identifies a set of core results and mechanisms to help evaluate progress, gather data, guide investments, and hold the Foundation accountable for producing evidence showing how one program makes a lasting difference in the lives of children, families, and neighborhoods."

  • Behringer, B.A., Bach, B.C., Daudistel, H., Fraser, J.W., Kriesky, J., and Lang, G.E. eds.  Pursuing Opportunities through Partnerships:  Higher Education and Communities.  Morgantown, WV:  West Virginia University Press, 2004.

"In 1998, the W.W. Kellogg Foundation provided funding for four universities to collaborate with surrounding communities on mutually beneficial projects, through the Expanding Community Partnerships Program. In a series of innovative learning collaborations, East Tennessee University, the University of Texas at El Paso, West Virginia University, and Northeastern University established strong, sustainable partnerships with organizations in their local communities.

Although each university approached its partnering differently, they all shared the goal of benefiting the underserved communities where they are located and transforming their institutions by enhancing students’ educational experiences and strengthening faculty, student, administration, and staff relationships with local residents. This book shares those relationship-building experiences of the four universities and communities."

"In this article, the authors argue that the academic-practitioner divide is largely a product of the Platonic false dualism between “superior” pure theory and “inferior” applied practice. The authors call for a Dewey-inspired implementation revolution to build local democratic neighborly communities as a means for advancing academic-practitioner collaboration, fulfilling America’s democratic promise, and overcoming the influence of Plato’s aristocratic philosophy on American higher education. The authors describe the University of Pennsylvania’s Center for Community Partnerships’ work with public schools as an experiment in progress designed to advance academic-practitioner collaboration and a “democratic devolution revolution.” Academically based community service learning and research and communal participatory action research are highlighted as particularly useful approaches for improving scholarship and communities and forging democratic, mutually beneficial, and mutually respectful university-school-community partnerships."

  • Burstein, J.  Impact of Community Outreach Partnership Centers Impact Faculty and Students.  6th Annual Conference of Coalition of Urban and Metropolitan Universities, October 16-19, 1999, Boise, ID. 
  • Byrne, John V.  Public Higher Education Reform Five Years After The Kellogg Commission on the Future of State and Land-Grant Universities.  National Association of State Universities and Land-Grant Colleges and the W.K. Kellogg Foundation, January 2006. 
    http://www.nasulgc.org/Kellogg/KCFiveYearReport.pdf

"The Kellogg Commission on the Future of State and Land grant Universities existed between 1996 and 2000 in order to create awareness among public universities of the need for higher education reform.  Five years after the Commission’s final meeting it is appropriate to address the lasting impact the Commission had on higher education reform. An assessment is presented here of the influence of the Commission based on thirty-five responses to a letter sent to presidents, chancellors, and friends of public higher education. The presidents and chancellors were requested to express their views on the effectiveness of the Commission and to share examples of transformative changes on their campuses during the past five years. If possible, they were to relate those changes to the recommendations of the Kellogg Commission.

All who responded indicated the work of the Commission was important to creating an awareness of the need for higher education reform and that at their university significant change was underway."

  • CEOs for Cities, and Initiative for a Competitive Inner City.  Leveraging Colleges and Universities for Urban Economic Revitalization:  An Action Agenda.  Boston, MA:  2002.

"This study stresses that colleges and universities have significant investments in the land, workers, and economy of their surrounding community, and are therefore a significant and yet often untapped economic resource. The study implements research obtained by surveys of 20 colleges and universities as well as 100 professionals in the field and 10 university presidents, in order to develop a strategic framework to accelerate urban economic revitalization."

  • Chaskin, R.J., Chipenda-Dansokho, S., and Toler, A.K.  Moving Beyond the Neighborhood and Family Initiative:  The Final Phase and Lessons Learned.  Chicago, IL: Chapin Hall Center for Children at the University of Chicago, 2000. (free registration required, scroll to bottom of page) http://www.chapinhall.org/article_abstract.aspx?ar=1295

"This report is the sixth and final in a series of reports on the Ford Foundation’s Neighborhood and Family Initiative and marks the end of Chapin Hall’s 9-year involvement in NFI as national evaluator. From the beginning, the evaluation had three central purposes: (1) to refine, through conceptual exploration, Ford’s model of comprehensive, participatory community development;
(2) to document the process of implementation and evaluate the significance of the developing model; and (3) to investigate the implications of what is learned and explore the ways in which the initiative can inform similar endeavors. ...This report provides an update on the activities of the initiative since November 1996 and distills the lessons learned by NFI over much of its implementation through June 2000, placing these lessons within the context of what has been learned by other comprehensive community initiatives (CCIs). It is organized in three parts."

  • Cisneros, H.G.  The University and The Urban Challenge.  Washington, DC:  U.S. Department of Housing and Urban Development, 1995. (Book)
  • Cityscape:  A Journal of Policy Development and Research.  “Community Outreach Partnership Centers:  Connecting Communities and Institutions of Higher Education.”  Vol. 5, No. 1.  Washington, DC:  U.S. Department of Housing and Urban Development, and Office of Policy Development and Research, 2000.  A special issue which includes 16 articles. http://www.huduser.org/periodicals/cityscpe/vol5num1/current.html

"Since 1994, when HUD established the Office of University Partnerships (OUP) within the Office of Policy Development and Research, the Department has created programs to move college faculty, staff, and students out of their ivory towers and into the grassroots of their inner-city neighborhoods. Through dedication and hard work, institutions of higher education and their community partners are breaking down the barriers of distrust that have historically separated them, transforming a divide into an atmosphere of mutual respect and cooperation. In the past 6 years, one such program, HUD’s Community Outreach Partnership Centers (COPC), has provided seed money for community-building efforts to 119 colleges and universities in 37 States.

The articles in this issue add to the growing library of literature demonstrating the emergence and importance of the university-community partnerships while illustrating their maturing role along with their inherent strength and diversity. HUD is proud to help facilitate the continued growth of these partnerships."

“This companion volume to Lynton’s Making the Case for Professional Service delivers specifics for developing faculty professional service/outreach that is documented and subjected to peer review.  The protocol calls for teams of faculty and administrators to reach consensus on goals, definitions, and logistics through guided reflection and discussion of prototype portfolios. Sixteen prototypes are included in the volume, the product of a 3-year Kellogg-funded project.”

"The Fannie Mae Foundation developed the University-Community Partnership Initiative in 1998 to increase affordable housing and services in university neighborhoods. This study of best practices is based on the eleven biggest project sites that often had very different goals; for example homeowner counseling, home rehabilitation, pooling loans, etc."