Research Service Learning and Community-Based Research

1. Research Service Learning and Community-Based Research Nick Cutforth Associate Professor University of Denver University of Colorado, Boulder April 17 2006

2. Introductions • Who am I? • Who are you? • Why are you here?

3. Community-Based Research (CBR) Defined CBR is collaborative, change-oriented research that engages faculty members, students, and community members in projects that address community-identified needs. From “Introduction” to Community Based Research and Higher Education: Principles and Practices. Strand, Marullo, Cutforth, Stoecker, Donohue. Jossey-Bass, 2003.

4. Principles of CBR • Collaborative enterprise between faculty, students, and community partners • Validates multiple methods of knowledge discovery and dissemination • Social action and social change for the purpose of achieving social justice

5. How CBR/RSL Benefits Faculty • Opportunity to combine teaching, research, and service • Context in which to contribute skills and knowledge to society in a broader, more meaningful, and accessible way • Opportunities for practical testing of our theories and assumptions • Faculty scholarship makes relevant, immediate contribution

6. A Faculty Perspective “CBR benefits both the students and the community. The students love the hands on and applied work. There is no need for them to undertake "imaginary" research scenarios when they can go out and work on real world environmental issues of concern to the local public. A complete win-win situation. Many of my students have ended up networking with so many people that they now have jobs in their disciplines that they might not otherwise have had the chance at.” – Cathy Conrad, Associate Professor, Geography Department, Saint Mary's University, Halifax, Nova Scotia, Canada

7. How RSL/CBR Benefits Students • Connects coursework and the challenges faced by communities • “Learning by doing” + critical analysis • Provides research skills and knowledge • Reinforces students’ commitment to democratic participation • Enhances employment potential

8. A Student Perspective “The exciting part of CBR is working with different people, using all of my skills, using my education to make a difference in normal people’s lives, not just the rich.” -- Pam Howard, DU Student

9. How CBR/RSL Benefits Universities • Good PR/image through deeper relationships with the community • Offers universities the chance to contribute to meaningful community improvement and social change • Promotes the civic engagement mission

10. A University Administrator’s Perspective “Students get the best of active, experiential learning and leave here with skills, knowledge, and a commitment to active participation in society – just like our mission statement promises. We are truly engaged with our community.” -- Dr. Ginger Maloney, Dean, College of Education, University of Denver

11. How CBR Benefits Communities • Infusion of energy and expertise from the university • Builds capacity of community partners in terms of research, strategic planning, and evaluation • Leads to program change and better services • Projects can leverage funding

12. A Community Partner Perspective “The students created a replicable evaluation tool that adds credibility to our data. But the thing that struck me the most was the passion these students showed for their work.” -- Chris Tombari, Employment Training Manager, Spring Institute, Denver

13. Who are our Community Partners? • Local health department • Community action agency • Government service agencies • Residents’ or neighborhood associations • Advocacy organizations • Public schools or education programs • Non-profit organizations • Who are your community partners?

14. Getting Started in RSL/CBR • Build on and deepen existing relationships with partners who are interested in research • Project organization (faculty projects, student mentored independent study, class projects). • Include IRB staff • Agree on a project structure (e.g., communication, timelines, roles and responsibilities) • Be reasonable!

15. Program evaluation Documentary research (e.g., oral history) Data analysis Needs assessment Promising practices Training programs Types of CBR projects

16. Stages in a CBR Project • Identifying a research question • Choosing a research methodology • Collecting the data • Analyzing the results • Reporting on the results • Action

17. Surveys Focus groups Interviews Observation Archival research Methods Used in CBR/RSL Projects

18. Challenges of Teaching RSL/CBR Classes • Finding a disciplinary connection • Building CBR into the curriculum • Ensuring student readiness • Structuring the CBR experience

19. CBR Opportunities for Denver Students Introductory Knowledge QRM 4920 Structural Foundations of Research in the Social Sciences 2-hour lecture PhD students CP 4730 Program Development and Evaluation 2-hour guest lecture MA students

20. CBR Opportunities for Denver Students (cont.) Coursework • CUI 4036 Community-Based Research in Urban Settings • 3 credits • 2-4 CBR projects • Student research teams • CUI 4037 Community-Based Research Practicum • 1-5 credits

21. CBR Opportunities for Denver Students (cont.) Independent Research Opportunities • Community-Based Research Internship • Community work study funding • 10-15 hrs/week, 9 months • Metro Organizations for People/El Centro Humanitario • Paid Opportunities • 3 months-2+ years • Grants and contracts • $10-20/hr • Consulting • Degree-Related Projects (e.g., u/grad and master’s theses and doctoral dissertations)

22. National Networks • Living Knowledge Network (www.livingknowledge.org) • Community Campus Partnerships for Health (www.ccph.info) • Loka Institute (www.loka.org)

23. Growing Legitimacy of CBR • Grant funding (e.g., Centers for Disease Control, NIH, HUD, Kellogg, Robert Wood Johnson) • Post-doctoral fellowships (e.g., Kellogg Health Scholars, School of Health, UNC Chapel Hill, Anne E. Casey Foundation) • Journal articles, theme issues (Health Education & Behavior, The American Sociologist, American Journal of Preventive Medicine, American Behavioral Scientist, Michigan Journal of Community Service-Learning) • Listservs • Community Campus Partnerships for Health • Living Knowledge • Loka • CBR connects to scholarships of teaching, application, and engagement • Scholarship of Engagement discussion and resources at http://schoe.coe.uga.edu

24. Continuing Challenges and Issues • Community distrust of academic institutions • Time intensive work • Skepticism about rigor, validity, and value of CBR • Faculty review, promotion, and tenure policies

25. Institutionalizing RSL/CBR • Curriculum integration • Create center/network to support CBR • Effective fundraising • Insure IRB procedures accommodate CBR • Alter/create new professional norms for scholarship • Endow centers or positions to undertake CBR

26. Developing CBR at U.C. Boulder: Possible Next Steps • Develop professional learning community around CBR (students, faculty, community partners) • Link with other university organizations (e.g., CU Service Learning, IECE , Honors Program, UROP, others?) • Fund CBR projects • Raise visibility through symposia, poster sessions, etc. • Strategic community partnerships and funding support

27. What do you think? • How does CBR fit into the mission of U.C. Boulder, your department? • Are you considering collaborating with community groups/partners? • Are you considering developing a CBR project or class? • What challenges are you facing?

28. Contact • Nick Cutforth ncutfort@du.edu • Colorado Community-Based Research Network (www.ccbrn.org)