Resources > Bibliography > E - H

  • Fannie Mae Foundation.  University-Community Partnerships in Housing:  Enhancing Local Capacity to Rebuild Communities.  Research Roundtable Series.  Pasadena, CA:  November 4, 1998.
  • Forrant, R. and Silka, L., eds.  Inside and Out:  Universities and Education for Sustainable Development.  Amityville, NY:  Baywood Publishing Company, 2005.

"Two overarching questions permeate the literature on universities and civic engagement: How does a university restructure its myriad activities, maintain its academic integrity, and have a transformative impact off campus? And, who ought to participate in the conversations that frame and guide both the internal restructuring process and the off-campus interactions? The perspective of this book, based on research and projects in the field, is that long-term, sustainable social and economic development requires strategies geared to the scientific, technical, cultural, and environmental aspects of development. Much of the work in this volume challenges traditional university practices. Universities tend to reproduce a culture that rejects direct interaction across traditional academic department boundaries and beyond the campus. Yet, interdisciplinary work is important because it more aptly mirrors what is taking place in the regional economy as firms collaborate across manufacturing boundaries and community organizations and neighborhood groups work to solve common problems. What is distinctive within the range of scholarship and practice in this volume is the inclination on the part of increasing numbers of professors on more and more campuses to collaborate across disciplinary lines. ...The chapters in this book illustrate the strikingly different and exciting ways in which universities pursue education for sustainability."

"This booklet is a publication of the Berkeley National Writing Project Corporation and the result of The Excellence through Collaborative Opportunities (ECO) Center’s 1996 national conference, "Identifying Cornerstones of Collaboration." The 140-page booklet discusses collaboration and education."

"As America's colleges and universities welcome a new cohort of first-year students and resume their fall academic activities, and as annual rankings of universities are released, attention is focused on the complex operations of public higher education.

Universities tackle issues of financing, competition, outreach, student engagement, maintaining academic standards. Examining the mission, priorities and challenges of America's public research universities - among the most complex educational institutions - is a daunting task, carried out comprehensively in this book, which originated from and has been edited by leaders from The Pennsylvania State University."

  • Green, L.  “Caveats on Coalitions:  In Praise of Partnerships.”  Health Promotion Practice.  Vol. 1, No. 1.  Washington, DC:  Sage Publications, 2000.

"Although an often desired goal, true partnership between community members and university researchers can be difficult to achieve. Strategies implemented in a diabetes prevention and control program in a Latino community may be effective in overcoming hurdles to collaborative research. The development of selection criteria can be useful for objectively choosing a community organization as a partner agency. The implementation of formal partnership principles is proposed as a strategy for building a successful partnership. Partnership principles are a powerful mechanism to assure ethical relations between collaborators. As a strategy for process evaluation, they can help organize data on the extent to which intent has translated into action. They provide a structure for project stability that can outlast individual commitments and a mechanism to keep project commitment on course and maintain active engagement."

"What have several decades of health education, promotion, and engagement with community and academic partners taught us about community-based research in public health? We know that some lessons derive from specific studies, others from reviews of international research literature and still others from guides that help practitioners apply their apparent lessons. This commentary blends the findings of these various studies, reviews, and guides with general principles and guidelines that have emerged from our combined experience and observations in academic, foundation, federal, state, and local situations in the United States, Canada, Australia, and other countries.

Our comments center on community-based partnerships, coalitions, and infrastructure building, but we emphasize that horizontal community coalitions and partnerships must be based on strong vertical relationships between local entities and their state and national counterparts or headquarter organizations. We assume that university-based researchers are often, but not necessarily or always, part of community based partnership.

In order to answer our first question, we pose additional questions: Why is some partnering essential to community-based research? How much partnering is needed to facilitate the research, community planning, and execution of programs? What are the principles and components of good community partnerships, and how do they fit with the principles of participatory research and the particular demands of academic-community partnerships? What are some cautions for partnerships that become large coalitions? Finally, what lessons have the large community trials in chronic disease prevention taught us?"

"Higher education is relentlessly challenged to change and align its roles to respond proactively to the needs of students, communities and society as a whole. Economic relationships with the community and neighboring families are part of this challenge and this report highlights some of these "best practices" in the hopes of fostering such relationships. Every college and university serves to some extent as an economic "anchor" in its respective community. They create jobs and many offer training and education for local residents; most support local businesses through the procurement of goods and services; some advance community development through real estate projects; others facilitate community service projects that have an economic component; and nearly all partner with government and civic groups to strengthen the economic health of the community. Occasionally, genuine issues arise through economic practices that can lead to strained relationships and destabilizing effects for all concerned. With a little planning and dedication however, colleges and universities can be tremendous economic and social assets for families and neighborhoods."

  • Harkavy, I.  “Historical Evolution of University Community Partnerships.”  Community News.  Vol. 12, No. 2.  Lansing, MI:  Michigan State University Center for Urban Affairs, Community and Economic Views and Development Program, 2000.

"Since the early 1990’s, universities have increasingly come to recognize and accept their responsibilities to their local communities and acted to fulfill them. Urban universities should, could, and will do more in the future to contribute to its local community in ways that simultaneously benefit both its enlightened institutional self-interest and the moral and civic education of its students. Urban universities should make university-community partnerships among their very highest institutional priorities."

  • Hoereth, J.K., Packnett, D., and Perry, D.C. University Employer-Assisted Housing (Working Paper)
    University-Community Partnerships. The Lincoln Institute of Land Policy, June 2007.

"The paper critically explores the potential for EAH programs to not only meet the needs of universities, but also contribute to the improvement of the communities that reside in “the shadows” of universities. The research seeks to uncover the ways in which EAH programs serve to catalyze relationships between universities and those communities. The authors identify the motivations for and common models of university employer assisted housing (EAH) programs, and use these motivations and models as a framework for a scan of twenty-two university EAH programs across the country. The framework is then applied to three more in-depth case studies of university EAH programs... Analysis of the case studies reveals that EAH can be an effective way for universities to address a housing shortage for its employees, or a particular segment of its staff. However, while most EAH programs are designed to respond to the university need to provide more accessible housing for its staff, the efficacy of EAH as a tool with which to both revitalize a community and improve university-community relationships is not quite as clear. Trust between universities and their neighboring communities is identified as a key factor in limiting or enhancing the community development outcomes of university EAH programs. Universities may be best advised to ensure that EAH is first and foremost a true exercise in partnership; where the first goal is to build relations of trust with the community, rather than just provide housing to their employees."

"As long as there have been campuses located in communities, there has been attention to the impact each has on the other. The last decade has opened an era of new, more purposeful efforts to create constructive, mutually-beneficial and enduring interactions through formal partnerships between communities and their academic residents. The nature of economic, cultural, social and political conditions for both sectors evolved to a point where the need to learn to work together became so urgent and compelling it could no longer be ignored or denied. Public and private funders and policymakers pushed this discussion along with various funding and policy strategies meant to create incentives for partnerships. As is often the case in human endeavors, incentives attract our attention, and the exploration of the community-campus relationship was accelerated rapidly by actions such as the creation of the Corporation for National and Community Service, the HUD Office of University Partnerships, and various foundation program initiatives requiring collaborative approaches. The resulting interactions and evaluations inspired partners to document the features of their partnerships and capture effective practices. The desire to disseminate and exchange ideas inspired the formation of new affiliate groups, such as Community-Campus Partnerships for Health (CCPH), that provide specific venues for further exploration of the practice of partnerships."

"On March 24, 1998, a small group of faculty and administrators decided to create a learning community to engage in a deliberative dialogue about recognizing and documenting outreach scholarship in the University. We chose UniSCOPE, University Scholarship and Criteria for Outreach and Performance Evaluation, as a title to encapsulate our mission. Our goal was to consider the meaning of scholarship in the contemporary university and to consider the role of outreach therein. We did this in the context of the Penn State promotion and tenure system to gain a better understanding of its effect on scholarship. We quickly learned that outreach scholarship cannot be examined in isolation and we broadened our deliberations to consider the full range of scholarship as articulated in the Carnegie Commission (Boyer) report.
This proposal articulates the UniSCOPE learning community’s suggested model for
scholarship in the 21st century, of which outreach scholarship is a key component and
presents our recommendations for action."