NTERNATIONAL INSTITUTE ON ARTNERSHIPSPortland State University’s second International Institute on...

INTERNATIONAL INSTITUTE ON PARTNERSHIPSFrom Reciprocity to Collective Transformation: Achieving the Potential of Community-Campus Partnerships

MAY 23RD - 25TH, 2011

WELCOME TO PORTLAND STATE UNIVERSITY!Dear Colleagues,

Welcome to Portland State University!

Portland State University’s second International Institute on Partnerships – 2011 is designed to support this important moment in the history of higher education. Th e debate about the importance of community-university partnerships is largely complete; the establishment of the Carnegie Foundation’s Elective Classifi cation for Community Engagement, along with the development of several important rubrics, articles, and books supported by important national and international organizations, is testament to the permanent role that community-engaged partnerships will play for colleges and universities worldwide as the 21st century progresses. Yet, as many of you know, there is a paucity of scholarship concerning community-campus partnerships. Th is Institute is the next step in Portland State’s intentional response to address this important gap in our collective understanding. We are delighted you have chosen to join us; we count on you to help us continue to expand and disseminate the scholarship of partnerships.

Briefl y, since early 2008, the Offi ce of Academic Aff airs has funded Portland State’s overall Partnership Initiative, designed and implemented by our Center for Academic Excellence (CAE). Working closely with CAE faculty and staff , Amy Driscoll has assisted us in our eff orts to:

• Host a National Partnership Forum (March, 2008);

• Produce an online resource called the Guide for Reciprocal Partnerships - http://www.pdx.edu/sites/www.pdx.edu.cae/fi les/media_assets/Guide_corrected_041808.pdf (April, 2008);

• Fund nine Portland State faculty/community partner research projects (May, 2008);

• Develop an extensive partnership literature review (Available on-line at: (http://www.pdx.edu/sites/www.pdx.edu.cae/fi les/media_assets/LIT_REVIEW.pdf );

• Undertake a campus-wide research project to investigate and disseminate promising partnership strategies (Phase I: May 2009);

• Support 12 Portland State faculty researchers to each produce case studies of their community-engaged research partnerships (2010); and

• Host the fi rst and second International Institute on Partnerships (May, 2009 and 2011)

It is imperative that community engagement in higher education be further developed and sustained through reciprocal community-campus partnerships. We appreciate your Institute attendance and especially your continued collaboration with us in our eff orts to help:

• Disseminate the knowledge base and resources on partnership development

• Provide models and mentors for institutions

• Establish a research base on partnerships

• Guide scholars who wish to pursue the scholarship of partnerships

• Demonstrate curriculum for promoting partnership understandings and practices for faculty and students.

Enjoy your time in Portland, and visit us again soon.

Best regards,

Roy W. Koch, Provost

The International Institute on Partnerships would not be possible without the support of our co-sponsors:

Association of American Colleges and UniversitiesAmerican Association of State Colleges and Universities

Community-Campus Partnerships for HealthHands On Greater Portland

I Have a Dream Foundation, Oregon Indiana University-Purdue University Indianapolis, Center for Service and Learning

International Partnership for Service-learning and LeadershipLumina Foundation for Education

Multicultural Center, Portland State University New England Resource Center for Higher Education

Oregon Campus CompactPHC Ventures

Talloires NetworkUnited Way of the Columbia-WillametteUniversity North Carolina Greensboro

The Talloires Network

PHC VenturesPatti Clayton

Multicultural Center

Without the tireless work of students and staff in the

CAE, this event would not have been possible. Special

thanks to the Institute Planning Committee:

Jaime Becker

Amy Driscoll

Emily Gilliland

Anya Hankin

Emily Hoffer

Kevin Kecskes

Esther Lim

Patrice Morris Hudson

Katie Shaw

Amy Spring

CAE staff and students

The Center for Academic Excellence (CAE) is a

source of leadership and innovation for Portland

State University communities. The CAE is dedicated

to excellence in teaching, learning, assessment,

research, and community-university partnerships.

Visit us on-line at www.pdx.edu/cae

NATIONAL ADVISORY BOARD

The wisdom and experience of this diverse group has shaped our thinking and guided Portland State University’s Partnership Initiative activities.

Maria Avila, Occidental College

Bob Bringle, IUPUI: Center for Service and

Learning

Celestina Castillo, Occidental College

David Cox, University of Memphis

Jessica Denning, Portland State University

Cathy Doyle, Paul S. Sarbanes, Center for

Public and Community Service

Amy Driscoll, Carnegie Foundation

Nikki Falbo, Portland State University

Bob Franco, Kapiolani Community College

Elmer R. Freeman, Center for Community

Health Education Research and Service, Inc.

Zoë Freeman, Pike Market Senior Center

Julie Hatcher, IUPUI: Center for Service and

Learning

Kevin Kecskes, Portland State University

Seanna Kerrigan, Portland State University

Dick Kinsley, Ohio Campus Compact

Roy Koch, Portland State University

Mark Langseth, I Have A Dream Foundation

Eric Mankowski, Portland State University

Leslie McBride, Portland State University

George Mehaff y, American Association of State

Colleges and Universities

Barry Messer, Portland State University

Carol Morgaine, Portland State University

Jenna Padbury, St. Francis Dining Hall

George Pernsteiner, Oregon University System

Michael Reardon , Portland State University

Andrew Reed, SE Works, Inc.

Vicki Reitenauer, Portland State University

Leslie Rennie-Hill

Gene Rice, Antioch University

Shawn Smallman, Portland State University

Amy Spring, Portland State University

Joshua Todd, Multnomah County Commission on

Children, Families & Community

Dilafruz Williams, Portland State University

David Wu, US Representative

IIP has engaged a variety of social networking approaches to support our work

together. Join us in our eff orts to cultivate interactive, on-line conversations

about Institute learnings, refl ections, and emerging questions.

Post your comments and IIP photos at facebook.com/pdxIIP during and after

the Institute. *You do NOT need a facebook account to post on the site!

With any questions or concerns during the Institute, please contact Patrice Morris Hudson, Program Administrator at 503.725.5642 or

[email protected]. With urgent logistical concerns upon arrival, contact Amy Spring, Assistant Director, Community-University

Partnerships, on her cell, 503.866.5452.

From Reciprocity to Collective

Transformation: Achieving the Potential

of Community-Campus Partnerships

MAY 23-25, 2011

Building Locations:Smith Memorial Student Union - 1825 SW Broadway

Simon Benson House - 1803 SW Park Avenue

Cramer Hall - 1721 SW Broadway

East Hall - 632 SW Hall

Academic Student Recreation Center

(ASRC) - 1812 SW 6th Avenue

INTERNATIONAL INSTITUTE ON PARTNERSHIPS

SMIT

H

MEM

ORIAL

UNIO

N

HOTEL

MODERA

PARKING

STRUCTURE III

UNIVERSIT

Y

PLACE

HOTEL

EAST

HALL

PARKING

STRUCTURE I

PARKING

STRUCTURE II

SW CLAY

SW MARKET

SW MILL

SW MONTGOMERY

SW COLUMBIA

SW HARRISON

SW HALL

SW COLLEGE

SW JACKSON

SW LINCOLN

SW MONTGOMERY

SW MILL

SW

4T

H

SW

4T

H A

VE

SW

5T

H A

VE

SW

6T

H A

VE

SW

BR

OA

DW

AY

SW

BR

OA

DW

AY

SW CLAY

CRAMER

HALL

SIMON

BENSON

HOUSE

SW

PA

RK A

VE

NU

E

ASRC

MONDAY, MAY 23rd - WELCOME & NETWORKING SOCIAL

6

Th e IIP team welcomes you to the 2011 Institute in typical Portland fashion—with great conversation and scrumptious eats! Get acquainted with this vibrant city by experiencing our distinctive Portland food scene. While enjoying delicious Peruvian tapas; sampling the diversity of food cart delicacies; eating fresh seafood along the river; or sipping local ale; connect with IIP participants and mingle with key presenters and facilitators in small, participant-centered dinner groups. Over drinks and dinner we will engage in some facilitated casual conversation and activities that will help guide our time together throughout the Institute. Each group will be hosted by a local community-campus partner who will arrange transportation for their group— we will reach our dining destinations via cab, streetcar, on foot, or pedicab. Your group host will contact you with specifi c details. See you there!

1) Andina Restaurant: A Taste of Peru in the Pearl $$-$$$ www.andinarestaurant.com | 1314 NW Glisan

2) Clarklewis: Farm to Table $$-$$$ www.clarklewispdx.com | 1001 SE Water Avenue # 160

3) Deschutes Brewery & Public House: Local ale $-$$ www.deschutesbrewery.com | 210 NW 11th Avenue

4) East India Co. Grill & Bar: Indian $-$$$ www.eastindiacopdx.com | 821 SW 11th Avenue

5) Food Carts: Unique Portland Cuisine $ www.foodcartsportland.com

6) Higgins Restaurant and Bar: Northwest Regional Cuisine $$-$$$ higgins.ypguides.net | 1239 SW Broadway

7) McCormick & Schmick’s Harborside at the Marina $-$$$ www.mccormickandschmicks.com | 0309 SW Montgomery

8) Silk: Vietnamese Restaurant and Bar $-$$ www.phovanrestaurant.com/silk| 1012 NW Glisan

9) Southpark: Seafood Grill & Wine Bar $$ http://southparkseafood.com | 901 SW Salmon

10) Urban Farmer: Sustainable Steakhouse $-$$$ www.urbanfarmerrestaurant.com | 525 SW Morrison, Nines Hotel




7:30 to 8:00 a.m. in Ballroom 355 REGISTRATION

8:00 to 9:45 a.m. in Ballroom 355 BREAKFAST: WELCOME AND REFLECTIONS ON PARTNERSHIPS - President Wim Wiewel, Portland State University

CHALLENGE TO PARTICIPANTS OF THE INTERNATIONAL INSTITUTE ON PARTNERSHIPS -

Kevin Kecskes, Associate Vice Provost for Engagement, Portland State University

REFLECTION AND PREPARATION FOR THE DECONSTRUCTION SESSION -

Amy Driscoll, Senior Scholar, Portland State University

10:00 a.m. to 12:00 noon DECONSTRUCTING TRANSFORMATIVE PARTNERSHIPS

Dynamic partner teams will share accomplishments, challenges, strategies, and issues in response to audience probing, analyzing, and interpretation. Facilitators will assist in the elaboration and examination of the concepts of reciprocity and transformation in the context of actual partnerships. The interactions are directed to extending understandings of the kind of philosophy, approaches, and “day-to-day” communication that promote transformation. Facilitators will also guide the synthesis of what is deconstructed into a set of recommendations for initiating, developing, and sustaining reciprocal and transformative partnerships. Select one of the three sessions outlined below.

7

WELCOME, REFLECTIONS, AND FRAMING FOR PARTICIPATION TUESDAY, MAY 24th

Smith 228

South Memphis Revitalization Action Project,Memphis, Tennessee

The South Memphis Revitalization Project is a resident-led neighborhood effort involving local residents, community leaders, elected offi cials from South Memphis, and a growing number of University of Memphis students and faculty. The project, initiated by St. Andrew American Methodist Episcopal Church, involved more than 1,000 residents in the development of a comprehensive revitalization plan that was adopted by the Memphis City Council in March 2010. During the past year, the revitalization has achieved signifi cant infrastructure, funding, and several community projects.

Team Partners include: Karen McGee, Steering Committee Member, South Memphis Revitalization Action Project; Kathryn Lambert Pennington, Asst. Professor, Department of Anthropology, University of Memphis; Kenneth M. Reardon, Professor, City and Regional Planning Department, University of Memphis; and Curtis Thomas, Executive Director, The Works, Inc.

Facilitators: Johnell Bell, Multnomah County Representative for U. S. Senator Jeff Merkley; Patti Clayton, Consultant with PHC Ventures, Senior Scholar Indiana University, Purdue University, Indianapolis

*This session is facilitated in collaboration with IUPUI Center for Service and Learning, and UNC Greensboro

Smith 333

The Chinatown Renewal Project, Salinas, California

The Chinatown Renewal Project is a comprehensive community-based revitalization effort in the historically rich, though currently economically blighted, Chinatown neighborhood of Salinas, California. Working with the Chinese Confucius Church, the Japanese Buddhist temple, the Filipino-American Cultural Center, the Salinas Redevelopment Agency, and the agencies providing services to homeless in the neighborhood, CSU Monterey Bay has collaborated with energy, vision, and resources to support this dynamic process of community revitalization. The University has become an integral part of the re-birth of Salinas’ Chinatown with the involvement of 762 service learning students and more than 20 faculty and staff.

Team Partners include: Larry Hirahara, Past President of the Salinas Buddhist Temple; Seth Pollack, Professor of Service Learning and Director of the Service Learning Institute, CSU Monterey Bay; Don Reynolds, Salinas Redevelopment Agency; Monique Rutland, Visual and Public Arts Student CSU Monterey Bay; and Rick Slone, Mission Director, Franciscan Workers of Junipero Serra.

Facilitators: Maria Avila, Director of Community-based Learning, Occidental College; Rey España, Director – Community Development, Native American Youth & Family Center, Portland

Smith 327/8

Community Watershed Stewardship Program, Portland, Oregon

The Community Watershed Stewardship Program (CWSP) is a joint venture of the City of Portland Bureau of Environmental Services and Portland State University. The partnership began in 1994, and since that time, has provided an essential mechanism for the partners to focus on furthering their primary institutional roles as well as on a mutual intent with innovative efforts to increase community capacity. Ultimately those efforts have worked to improve the quality of water in Portland’s watersheds and to provide a platform for education and research by students and faculty to address important community challenges, consistent with PSU’s mission to “let knowledge serve the city.” The CWSP has funded and worked with over 100 partners in diverse communities throughout the city of Portland. In 2009, CWSP was recognized as the fi rst awardee of the Jimmy and Rosalyn Carter National Partnership Award for Campus community Collaboration.

Team Partners include: Jennifer Devlin, Watershed Programs Manager, The Community Watershed Stewardship Partnership, Barry Messer, Professor of Urban and Urban Affairs, Portland State University; Garrett Phillips, Graduate Student, Portland State University, and Bridger Wineman, Community Liaison.

Facilitators: Matt Hartley, Associate Professor and Chair, Higher Education Studies, University of Pennsylvania; Sarena Seifer, Executive Director, Community-Campus Partnerships for Health

TUESDAY, MAY 24th

8

12 noon to 1:00 p.m. in Ballroom 355 LUNCH - Display/Discussion of Insights from Partnership Deconstruction Session

1:15 p.m. to 2:45 p.m. TOPICAL PARTNERSHIP WORKSHOPS - Select one of the three sessions outlined below.

Smith 333

Building Capacity for Reciprocal Partnerships: Identities, Roles, Competencies, and Growth of All Partners as Co-Educators, Co-Learners and Co-Generators of Knowledge

Reciprocity in partnerships includes not only mutual benefi t but also a power shift and co-creation. All partners share responsibility for and have a voice in designing, implementing, and assessing the work of the partnership. In this session, we will explore the ways in which it is counter-normative for students, community members, and faculty/staff to embody and enact co-roles, while examining associated challenges and opportunities. Participants will leave the session with concrete ideas for professional development activities that target all partners.

Presenters: Patti Clayton, Consultant with PHC Ventures; Senior Scholar at Indiana University Purdue University at Indianapolis

Kathleen Edwards, Graduate Student, University of North Carolina at Greensboro

Brandon Whitney, Co-founder and Director of Operations in Our Backyard (ioby), Greensboro, North Carolina

Smith 236

Racial Disparities Unmasked: Opportunities, Struggles, and Impacts in Partnered Research

Imagine university researchers working closely with a powerful, local Communities of Color Coalition to attempt to document the state of racial inequities in a major urban setting. Now imagine what might occur when multiple voices interact throughout the major stages of research. This effort began in 2008, and continues. The complexities and impacts of this partnership will be shared. A refl ective case study of this work is part of larger institutional network of community-engaged scholars at Portland State University. The process and emerging insights of this network will frame the discussion. We will share how Portland State has institutionally supported partnered research such as this important work.

Presenters: Ann Curry-Stevens, Associate Professor, School of Social Work, Portland State University

Cynthia Gomez, Community Partner: Program Director, Civic Engagement and Leadership Programs, Latino Network

Kevin Kecskes, Associate Vice Provost for Engagement, Portland State University

Valerie Palmer, Senior Research Associate, Global Health Center, OHSU; and President, Immigrant and Refugee Community Organization

Katie Shaw, Graduate Student, Portland State University

2:45 p.m. to 3:00 p.m. BREAK

Smith 327/8

Research on Partnerships: Insights from Collaboration with Philanthropy

An innovation in community engagement is the creation of meaningful partnerships between practitioners, administrators, educators, government leaders, and local philanthropic organizations. This session summarizes insights about partnerships based on a national demonstration program. Fifty local partnerships involving over 200 funders and more than 450 community partners have been created to develop local solutions to a common problem. The partnership processes and experiences have been rigorously studied and evaluated through multiple methods. Lessons about establishing effective partnerships will be shared.

Presenters: Thomas Aschenbrener, President, Northwest Health Foundation

Sherril B. Gelmon, Professor of Public Health and Chair of the Division of Public Administration, Hatfi eld School of Government, Portland State University

Judith Woodruff, Program Director, Health Workforce, Northwest Health Foundation

9

TUESDAY, MAY 24th

3:00 p.m. to 4:30 p.m. INTERACTIVE WORKSHOPS FACILITATED BY COMMUNITY/HIGHER EDUCATION PARTNERS Select one of the eight sessions outlined below (continued next page).

Smith 333

Building Capacity for Partnership Assessment and Improvement: A Visual Approach

Building the capacity of individuals to critically evaluate the quality of relationships embedded in collaborative projects is vital to improving outcomes for those involved in and affected by partnership activities. Drawing from research focused on expanding the conceptual model of partnerships and measuring attributes of partnership relationships, this session will engage participants in an interactive refl ection activity in which individuals graphically model relationships contributing to a given collaboration. The resulting graphic model will reveal implicit assumptions, untapped or underdeveloped resources, and asymmetries of communication between and among individuals/groups. To date, this method has been used with faculty engaged in improving service learning partnerships; however it can be used with any constituency. Session facilitators will also present strategies for using this method across multiple stakeholders, for program evaluation, and/or research purposes.

Presenters: Mary F. Price, Service Learning Specialist, Offi ce of Service & Learning, IUPUI Center for Service & Learning

Starla Offi cer, Coordinator, Offi ce of Neighborhood Partnerships, IUPUI Center for S&L

Smith 329

Student Leaders Strengthening Community Partnerships and Enhancing Student Learning

Service-learning is designed to be benefi cial to community organizations, but with many experiencing budget cuts and staff layoffs, organizations have less time to oversee service-learners. University of San Francisco assists community organizations to coordinate service-learning through the Advocates for Community Engagement (ACE) program, which places student leaders on-site at organizations. ACEs function as student and faculty recruiters, liaisons, project managers, logistical administrators, and refl ection leaders to enhance service-learning experiences and strengthen relationships among stakeholders. As peer leaders, ACEs provide resources, guidance, and refl ection to deepen student learning. In this session, a community partner, ACE, and service-learning administrator will discuss the ACE goals and outcomes, training curriculum, and practical application. Participants will brainstorm, discuss, and plan a similar student leadership program/role for their own use.

Presenters: Andrea Wise, Coordinator of Community-based Learning, University of San Francisco

Hilary Douglas, Volunteer Coordinator, Project Open Hand, USF

Jasmine Giblin, Advocate for Community Engagement, McCarthy Center, USF

Smith 294

The CBR Fellows Program: Enhancing Student and Community Outcomes

With funding from a National CBR Networking Initiative Innovation Subgrant, Bates College’s Harward Center for Community Partnerships created a co-curricular CBR Fellows Program that empowers students to learn with and across boundaries of discipline and purpose; community, student, staff, and faculty partners collaborate on projects of appropriate scale that meet community needs, creating CBR that is more empowering and responsive than many course-based models. Nearly all Fellows� projects grow out of long-term engagement with their community partners, so mutual trust grounds their collaboration. And as the model works with small teams, community partners are vital co-teachers whose concerns are co-equal. The program uses at least three of the “Five High-Impact Practices” from AACU’s 2010 publication, offering a new model for rigorous CBR with signifi cant community voice and impact. Community partners have expressed interest in their own parallel Fellows program in the future.

Presenter: Anna Sims Bartel, Independent Scholar/Consultant; Former Director, Harward Center for Community partnerships, Bates College

Georgia Nigro, Interim Director, Harward Center for Community partnerships, Bates College

Smith 328

Social Solidarity and the Assessment of University-Community Partnerships in International Settings

Creating and sustaining international “partnerships” pose unique challenges. Based on the Dutch sociologist, Aafke Komter, Social Solidarity and the Gift (2005), the presenters offer a social solidarity rubric to assess progress towards transformative partnerships in international settings. Using such a tool can assist partners to assess progress towards a robust relationship by clarifying operational assumptions and making benefi ts explicit. The purpose of the social solidarity rubric is to provide a framework to assist US based higher education institutions in institutionalization partnerships in international community-based settings, by focusing on latent factors like trust, power, sustainability, and reciprocity. Participants may fi nd this discussion and rubric useful in framing critical issues related to international university-community partnerships, or as part of a continuous improvement planning for emerging and developed partnerships in international contexts.

Presenters: Mark Falbo, Director, Center for Community-based Learning, University of No. Florida

Heather Burk, Assistant Director, Center for Community-based Learning, UNF

Joseph Cistone, Executive Director and CEO, International Partners in Mission

Jean Ann Sekerak, Managing Director, International Partners in Mission

10

TUESDAY, MAY 24th

3:00 p.m. to 4:30 p.m. INTERACTIVE WORKSHOPS FACILITATED BY COMMUNITY/HIGHER EDUCATION PARTNERS (continued from page 9)

Smith 327

Five Points of Partnership: A Campus and Community Partnership Approach to Building Healthier Communities

The Five Points of Partnership workshop will prepare participants to effectively participate in creating healthier communities and overcoming complex societal problems that require collaborative solutions. Participants will discuss what makes healthy communities, examine the decline in civic participation, defi ne individual roles in active citizenship, engage in a fi ve-step process of developing effective partnerships, discuss opportunities for incorporating engaged teaching, research and service into partnership activities, and process next steps and opportunities to engage respective campuses and communities in partnership endeavors. Five Points of Partnership and WKU’s Campus & Community Network provide replicable opportunities for engaged scholarship activities such as service-learning and community-based research. This session will provide steps in developing an applied learning experience aimed at building capacity for democratic engagement.

Presenters: Leah Ashwill, Director, ALIVE Center for Community Partnerships, Western Kentucky University

Terry Shoemaker, Program Coordinator, WKU Institute for Citizenship & Responsibility

Courte Voorhees, Assistant Professor, WKU Institute for Citizenship & Social Responsibility

Nadia DeLeon, Community Engagement Coordinator, WKU Center for Community Partnerships

Smith 298

The Battle between “Helping” and “Serving”: Creating Learning Environments that Model Reciprocity

Utilizing Rachel Remen’s “Helping, Fixing or Serving” paradigm this interactive and refl ective presentation will facilitate a discussion on how to promote meaningful learning and service outcomes while forging reciprocal campus-community partnerships. With the assumption that community engaged partnerships must challenge students’ notions of helping and fi xing to prepare them to emerge as leaders for social change, the session will explore the roles of faculty, supporting staff and community partners in creating a learning environment that fosters equality and reciprocity in relationships, instills the desire to move beyond quick-fi xes into understanding the root causes of social issues, and encourages continued commitment to social change. Participants will work collaboratively to examine challenges and opportunities inherent in promoting this learning paradigm shift throughout the different phases of partnership building and sustainability.

Presenters: Rosangela Boyd, Director, Community Involvement and Service Learning, Texas Christian University

Mary Kathleen Baldwin, Associate Director, Texas Christian University

Smith 236

Service Learning as Relational Learning: The Transformative Power of Partnerships

Since 1995 over 2,000 college students at Portland State (PSU) have participated in this university’s largest partnership, Camp Kiwanis, a camp for children and adults with special needs. Researchers studied the impact that participation in this partnership had on PSU graduates (1-15 years post-graduation). The results of the study of PSU graduates were profound. Through a critical incident interview technique graduates reported that this Capstone course was one of the most signifi cant learning experiences in their college career as they described the ways with which they deepened their appreciation of the diversity of the human experience, how they critically analyzed previously held stereotypes, and how these new attitudes transformed their lives post-graduation. This session provides a model that can be replicated to produce greater research on long-term impact of partnerships especially the effects that transformational relationships have on graduates.

Presenters: Seanna Kerrigan, Capstone Program Director, Portland State University

Ann Fullerton, Professor of Special Education, Portland State University

Vicki Reitenauer, Instructor, Women’s Studies, Portland State University

Smith 296

Transforming Partnerships for Change

Literature positions reciprocity as a fundamental aspect of partnerships but universities and communities continue to grapple with the nature of partner relationships. At the same time that we create, maintain, and nurture our campus-community partnerships, our ultimate goals of mutual transformation and capacity building require that we also critique the nature of these partnerships in two fundamental ways. First we have to deconstruct the powerful structural and institutional forces that make such partnerships diffi cult in the fi rst place. We need to examine the patterns and traditions of politics and elite interests that separate most colleges and universities from the communities that surround them. And we need to ask, “How can we work across both academic and community organizations to break down historic barriers and build new skills and values that facilitate reciprocity?” Second, we have to create a collective vision of what these relationships should become as we move from more traditional “partnership” with overlapping interests to a more collaborative model. In this presentation/workshop/collaboration, Holland and Dolgon will look at the institutional and structural challenges both campus and community people face in developing and maintaining relationships. We will offer a brief case study or two to demonstrate these challenges and how some have succeeded and others failed in addressing the challenges. We’ll conclude by facilitating a discussion about the potential for transcending the traditional notions of partnerships and creating more collaborative and democratic relationships.

Presenters: Corey Dolgon, Professor Sociology, and Director, Offi ce of Community-based Learning, Stonehill College

Barbara Holland, Professor, University of Sydney

11

4:30 p.m. to 4:45 p.m. BREAK

4:45 p.m. to 5:30 p.m. INFORMATIONAL PRESENTATIONS BY COMMUNITY/HIGHER EDUCATION PARTNERS

Select one of the eight sessions outlined below (continued next page).

TUESDAY, MAY 24th

Smith 236

Community Engagement in Overseas Studies: A Partnership Model

Stanford University’s Community Health in Oaxaca Program, begun in 2007, incorporates sustained community-campus partnerships that offer students the opportunity to make meaningful contributions towards meeting local health needs. Once trust is established, projects are developed and implemented to meet partners’ self-identifi ed needs. Collaborations are built and sustained over time based on partnership principles developed by Centers for Disease Control, Community-Campus Partnerships for Health and others. The ongoing investment and engagement of Stanford faculty and staff has played a particularly critical role. This presentation will illustrate a replicable model for substantive community engagement and service within international study programs, and will highlight a multi-year research collaboration between Stanford medical students and a not-for-profi t supporting nutrition and agriculture initiatives in rural Oaxacan communities.

Presenters: Ann Banchoff, Program Director, Offi ce of Community Health, Stanford University

Elizabeth Goldsmith, Medical Student, Stanford University School of Medicine

Gabriel Garcia, Professor of Medicine, Stanford University School of Medicine

Smith 296

Deepening Levels of Partnership: Models of Community-based Research

Campuses respond to communities with the capacity to provide community-based research as a valued resource and partnership. The opportunity and challenge facing campus-community partnerships is that there is no one recipe for how to make them work or how to design projects in a way that works for everyone. Four projects at a small liberal arts college are presented as models of CBR with degrees of partnership and success and compared with a university setting. Projects demonstrate different depths of community engagement, student learning, and faculty and administrative involvement. Implications for best practice and meaningful partnerships impact each project’s value to the community and to students, and include ethical considerations or tensions in current research. Discussion focuses on the unique structure and resources.

Presenter: Judith Owens-Manley, Director, Center for Civic Engagement and Learning, University of Alaska Anchorage

*Cramer 335

Diversity in Faculty and Community Partner Perspectives about Achieving Reciprocity in Partnerships

Challenges inherent in building and sustaining productive academic-community partnerships may deter researchers from engaging communities in their research. In a study of one institution’s research partnerships, we interviewed faculty members and their community partners to assess experiences with and attitudes toward community engagement. Our results reveal dramatic differences in faculty and community partner perspectives and underscore areas where academic researchers may fall short of “walking the talk” of community-based research. We will discuss the implications of these fi ndings in terms of strategies for preparing graduate students and faculty members to engage effectively in community-based intervention research and infrastructure supports that may improve academic institutions’ capacity to respond to community needs.

Presenter: Melinda Forthofer, Associate Professor, University of South Carolina

*NOTE: This session is in Cramer Hall, not in SMSU. Please see map.

Smith 327

How Can We Enhance Collaboration between Researchers and Practitioners in the Psychosocial Field

Research shows that collaboration between researchers and practitioners improve receptivity toward research-based evidences, and thus increase the quality of psychosocial services. However, there is a need to better understand what determinants and strategies have to be adopted in order to enhance collaboration between research and practice. A critical review of articles that examine strategies and determinants associated with research-practice collaboration was conducted with key databases. A conceptual framework was then developed in order to represent the principal determinants and strategies retrieved from the literature review. To illustrate how those determinants and strategies can be applied, a case study will be discussed. This case illustrates an intervention that was implemented in a Youth center in order to increase collaboration between researchers and practitioners and to assist the organization in shifting to an evidence-based approach to monitor its programs.

Presenters: Marie-Joelle Gervais, Ph.D. Candidate, and Francois Chagnon, Universite du Quebec a Montreal, Canada

Nico Trocme and Lise Milne, McGill University

Claude Laurendeau, Director of Professional Services, Batshaw Youth and Family Centres

12

4:45 p.m. to 5:30 p.m. INFORMATIONAL PRESENTATIONS BY COMMUNITY/HIGHER EDUCATION PARTNERS (continued from page 11)

Smith 238

Using a Partnership to Develop Community Standards for Engagement with Colleges and Universities

The session will review the roles, processes and values embedded in a partnership between Hill District Stakeholders and Duquesne University. Together we are creating a model for how a community can devise a set of standards and principles for collaborating with campuses. The session is rooted in theories of democratic engagement (Saltmarsh, Hartley, & Clayton, 2009) and mutually transformative partnerships (Jameson, Clayton, & Jaeger, 2010). It advances partnerships by providing an example of one that is democratically oriented and illustrates how communities can organize, and include campuses in that organizing process, to claim their agency in community-campus engagement. Participants will learn about the ways that communities can draw campuses into their problem-solving and organizing processes rather than the reverse.

Presenters: Lina D. Dostilio, Director, Academic Community Engagement, Duquesne University

Terri L. Baltimore, Vice President, Neighborhood Development, Hill House Association

Smith 328

A Student-Centered, Anti-Hunger/Nutrition Project in an Urban City Involving Five Community Partners

The Campus Kitchen at Atlantic City is sponsored by The Campus Kitchens Project, a food recycling and hunger relief program involving over 30 colleges and universities nationwide. College students reclaim un-served, usable food from school cafeterias, prepare nutritious meals for needy families, and deliver the meals to them. The program also offers nutrition workshops to community members. The program is student led: student leaders oversee the process and recruit student volunteers to assist in the work. Our model is the only one that uses 5 community partners to operate a kitchen. This project is an example of how education and community partners can work together to address a practical community need. Research on university-assisted community schools indicate community transformation occurs when colleges work with urban communities in addressing “real world” issues. This presentation will give an overview of project operations, lessons learned, and ideas for duplication.

Presenters: Reva Curry, Executive Director of Community Partnerships, Richard Stockton College of New Jersey

Joseph Rubenstein, Professor Anthropology, Faculty Coordinator of Community Partnerships, RSCNJ

Smith 333

Sustaining Community-Campus Partnerships through the Development of a Student Civic Fellows Program

Sustaining community-campus partnerships can be a complicated endeavor. Many such partnerships fall victim to the constraints of the academic calendar, as well as frequent organizational changes in community organizations. Our presentation will discuss how the development of a Student Civic Fellows Program has enabled the University of Washington Bothell to continue a vital partnership with 21 Acres Farm. The farm most notably demonstrates the ability to organically cultivate crops in an environmentally sound way in a suburban setting. UW Bothell was faced with the loss of this valuable partnership due to a reorganization of the farm. By appointing a Student Civic Fellow as a liaison to the Farm, we were able to maintain this relationship. As a result, faculty can continue using this unique site for community-based learning, partners receive much needed assistance and students are able to develop their leadership skills, while gaining valuable insights into complex social issues.

Presenters: Karen Ericson, Director, Offi ce of Community-based Learning and Research, University of Washington, Bothell

Kara Casey Adams, Community Partnerships Coordinator, UWB

Gretchen Johnson, Student Civic fellow, UWB

Karama Blackhorn, Civic Engagement Coordinator, Teaching & Learning Center, Washington Campus Compact

Rosy Smit, Farm Manager, 21 Acres Farm

AmeriCorps VISTA

TUESDAY, MAY 24th

5:30 p.m. to 7:00 p.m. (SMSU 250 & SMSU 298) HOSTED RECEPTION, POSTERS, AND BOOK SIGNING (continued on next page)

WELCOME FROM PROVOST ROY KOCH; Refl ections on Partnerships at Portland State University

Book Signing: Carol Beere, University of Northern Kentucky, Becoming An Engaged Campus: A Practical Guide for Institutionalizing Public Engagement by Carole A. Beere, James C. Votruba, & Gail W. Wells (2011) The Jossey-Bass Higher Education Series.

Christine M. Cress, Peter J. Collier, and Vicki L. Reitenauer, Learning through Serving: A Student Guidebook for Service-Learning Across the Disciplines, (2005) Stylus Publishing

Amy Driscoll, Developing Outcomes-Based Assessment for Learner-Centered Education: A Faculty Introduction by Amy Driscoll and Swarup Wood (2007) Stylus Publishing

Dannelle Stevens, Journal Keeping: How to Use Refl ective Writing for Learning, Teaching, Professional Insight and Positive Change by Dannelle Stevens and Joanne E. Cooper (2009) Stylus Publishing

13

5:30 p.m. to 7:00 p.m. HOSTED RECEPTION, POSTERS, AND BOOK SIGNING (continued from page 12) TUESDAY, MAY 24th

Posters Developed by Students, Faculty, and Community Partners:

Grow Great Citizens through Community-based Learning

Presenter: Julie Merten, Instructor/Faculty Internship Director, University of North Florida

Students are graduating into a world that demands a dynamic work-ready individual with a practical skill set, so professionally prepared students are more important than ever. The required skill set of a successful practitioner is constantly evolving and academic requirements should advance to better prepare students. This session will discuss an innovative course to have students operate a business, plan, implement and evaluate a health program for a community non-profi t. The course can be modifi ed for any discipline. The students, instructor and community partner work side-by-side to develop and implement the program. Throughout the process, the relationship between the University and community is strengthened.

Immigrant Children's Affi rmative Network: Promoting Resilience in Youth

Presenters: Rachel Becker, Graduate Student, University of Miami, and Amelia Swanson, Graduate Student, University of Miami

The number of children to immigrants has increased in the United States in the past twenty years and many of these youth reside in Florida. The Immigrant Children Affi rmative Network (ICAN) works to coordinate the University of Miami, a local non-profi t that provides art-based and educational programs, and a local underperforming high school in a project to promote the well-being and positive youth development of these immigrant youth. The ICAN program utilizes a semi-structured group format that incorporates input from youth participants, youth facilitators and graduate student facilitators to achieve these goals. This program is based on positive youth development research,

particularly emphasizing the fi ve Cs of positive development as well as the fi ve Cs of empowerment. The implementation of the ICAN program provides an example of a partnership that affords a variety of benefi ts to the partners, including the participants, youth facilitators, community and university partners.

An Innovative Framework: The Community and Educational Well-Being Research Center

Presenters: Rachel Becker, Graduate Student, University of Miami, and Krithika Malhortra, Graduate Student, University of Miami

This poster will outline the work of an innovative university center, the Community and Educational Well-Being Research Center (the CEW). The CEW seeks to pair the talent and resources of the university with the needs and challenges of the community. Two specifi c partnerships will be presented, focusing on: the implementation of community-based participatory research (CBPR), the role of and impact on graduate students, cultural considerations, and conceptualizations of the contribution of community agencies. Given the sensitive nature of one topic, domestic violence, special considerations were necessary for the forging of a collaboration. The second topic will explicate an iteration of CBPR, based on the work of Juan Marconi Tassara. This research identifi es the strengths and resources of the different partners, then utilizes a pyramidal structure to organize their specifi c contributions. This poster aims to provide an analysis of the CEW's approach to partnership development.

Intentional Partnerships: Preparing the Early Child Teacher to be a Community Leader

Presenters: Katrina Hall, Associate Professor, University of North Florida; Elizabeth Fullerton, Assistant Professor, University of North Florida; Gigi Morales David, Visiting Assistant Professor, University of North Florida; and Pam Bell, Center Director, University of North Florida Child Development Research Center

This presentation will provide an overview of an early childhood teacher training program designed to move students through the fi ve components of community-based learning: outreach, instruction, immersion, apprenticeship, and research. The curriculum, based on feedback from our stakeholders, is redesigned to provide students with designated community partners, outside of the public school system, to promote civic engagement. Presenters describe how they work to help students use and engage in inquiry and research to positively impact the lives of children and families. The program is based the idea that student engagement is key in long-term learning and meaningful higher education experiences (Kuh, 2003). Providing students with opportunities to participate in critical activities in the classroom and the community at large is an important aspect of their ability to apply practice, think critically, and develop leadership skills in their discipline (Pascarella & Terinizin, 2005).

The Sticky Side of Service: Ethical Issues in Cross-Cultural and International Service Learning

Presenters: Peter Leung, Past President, NAACP, Benton County; Jun Xing, Professor & Co-Chair, SLICE; Aaron Leung; Wilson Xing; and Xiaoyong Zheng, Director, CEAIE

Service learning, like any learning, is not culturally neutral but deeply embedded in the political and cultural systems of a given society. Both learning and service activities relate to human differences, due to race, gender, ethnicity, class, and other

cultural dynamics. It also involves power differences through the teaching and learning processes. In the larger context of partnerships, this poster intends to highlight specifi c benefi ts of cross-cultural and international service learning for all of the stakeholders, and to outline ethical issues of campus-community partnerships. The poster will showcase the potential pitfalls of building such partnerships, and recommend a code of ethics for service learning practitioners and scholars for developing and maintaining campus-community partnerships.

Launching a National Survey to Assess Student Learning Outcomes of Community-Based Research

Presenters: Trisha Thorme, Assistant Director, Community-based learning Initiative, Princeton University; Gary Lichtenstein, Principal, Quality Evaluation Designs; Nick Cutforth, Professor, Morgridge College of Education, University of Denver; Martin Tombari, Senior Research Associate, Quality Evaluation Designs

Community-based research (CBR) grows out of mutually benefi cial partnerships between members of the community and of higher education institutions. As the practice of CBR grows, interest in documenting its outcomes has increased. We sought codifi cation of the impact of CBR on student learning and developed a CBR Student Learning Outcomes Survey. The project began with individual interviews and focus groups with 70 undergraduates and faculty at six colleges and universities nationwide discussing perceived benefi ts of CBR. Based on analyses of these interviews, fi ve CBR outcome constructs were derived: academic skills, educational experience, civic engagement, professional skills, and personal growth. The presentation will include information on those constructs, survey development, and a pilot of the survey in Spring 2009. We will share the instrument and invite comment on its uses and our plans for a national study of CBR outcomes.

(continued on page 14)

14

The Process of Establishing and Sustaining a Partnership between Academia and Community

Presenters: Angela Sun, Executive Director, Chinese Community Health Resource Center, San Francisco; Quynh Bui, Assistant Professor, Department of Family and Community Medicine, University of California, San Francisco (UCSF); Tung Nguyen, Professor of Medicine, University of California, San Francisco (UCSF); Janice Tsoh, Associate Professor of Psychiatry, University of California, San Francisco (UCSF); Ky Lai, University of California, San Francisco (UCSF); Joyce Cheng, Program Manager, Chinese Community Health Resource Center (CCHRC)

This partnership was for a study on palliative care for Asian community, which begun through a previous project, and was solidifi ed by the current study. Both partners saw the need and believed the study was a fi t for the partnership, for expertise from both parties can be synergistic. A research team was formed. Both parties engaged in proposal development. Tasks were divided according to their expertise. Community partner will lead as the study PI while the academic personnel will provide guidance and expertise in research theory and methodology. The research plan, budget, human subject protection protocol were developed by both. Community was responsible for soliciting support from its network, draft sections of proposal related to the community’s skills, and grant submission process. Academic’s tasks were to draft sections on literature review, theory and methodology. The grant proposal is now approved and funded. Expertise from each party contributed to the study’s success.

Rebuilding Trust and Community Partnerships: Lessons Learned from Research Mis-steps

Presenter: Michelle Montgomery, Senior Fellow, Center for Genomics and Healthcare Equality, University of Washington, Seattle

Two cases have recently been publicized

as examples of research mis-steps: the Henrietta Lacks (HeLa) story, describing the origin of the widely used HeLa cells from a sample taken without permission or knowledge from a poor Black woman, and the Havasupai experience, in which samples collected for diabetes research were used for other purposes without permission or knowledge of the tribe. The reaction to these cases - in which sharing of de-identifi ed samples was done in compliance with current research regulation indicate that there is still a need for research practices to nurture trustworthiness and respect for participants. A discourse analysis of these cases was conducted through the lens of Critical Race Theory to illuminate the social and historical experiences of Blacks and American Indian communities. These outcomes suggested mis-trust maybe more likely among disadvantaged people, and therefore threaten the potential for research to engage disadvantage populations.

SouthCoast Serves: Building a Regional Infrastructure for Service

Presenters: Matthew Roy, Assistant Provost and Director, Center for Civic Engagement, University of Massachusetts, Dartmouth; and Deirdre Healy, Community Service Coordinator, SouthCoast Serves

Our presentation will examine how the University of Massachusetts Dartmouth has entered into a collaborative partnership with over 40 community based organizations, called SouthCoast Serves (SCS), to build a culture of service in our region. The SouthCoast Serves collaborative believes that by encouraging service/volunteerism in schools, businesses, and communities, we can take responsibility for our region’s future and foster an ethos of service. The vision of SCS is to engage our region as a place where people integrate service into their everyday lives while building capacity for community based organizations - a vision that is replicable. It is through our collective resources that we approach the unmet needs of our community using an asset based community development model (McKnight, 1993). SCS promotes effective

and effi cient strategies, shares best practices and maximizes organizational strengths that assure true reciprocity in community-campus partnerships.

University-Entrepreneur Partnership to Enhance High School Student Personal Financial Literacy

Presenter: Kevin Corcoran, Professor of Psychology, Northern Kentucky University; and Stuart Crickmer, President, Omniology, LLC

This presentation provides an overview of a collaboration—involving university, entrepreneur, high schools, and funding agencies—designed to enhance high school students’ understanding of personal decisions regarding fi nancial planning. This focus is particularly relevant given state mandates for “personal fi nance” programs in high schools, a mandate teachers feel underprepared to deliver. This model features the Portfolios Investment simulation, an engaging, realistic (incorporating math models used in option pricing), relevant, and memorable learning experience that overcomes many hurdles to effective school-based fi nance education. Formal and informal assessment suggests an engaging experience, enhancing student (and teacher) understanding of personal fi nancial. Program implementation--with over 70 high schools (inner city, suburban, and rural), as well as with corporations and organizations, the National Football League, Fidelity Investments--suggests transferability.

Film Festivals as Classroom-Community Partnerships: Engaged Pedagogy through Media

Presenter: Tami Blumenfi eld, Visiting Assistant Professor, Portland State University

Film festivals are powerful tools for building community and developing shared identities. They can be particularly effective when combined with engaged

teaching practices. This presentation discusses a course built around these events at UW Bothell and one noncourse related (research-related) fi lm festival collaboration in China. On campus, students joined committees to help plan a campus fi lm festival or engaged in community-based learning by helping with off-campus fi lm festivals. The research-related fi lm festival involved collaboration with a community museum in southwest China, applying critical and indigenous methodologies. Festivals may share rhythms with academic calendars and can complement classroom curricula with various themes; they can also be an excellent forum for campus-community dialog. Nonetheless, fi lm festivals have been infrequently discussed within community-based learning literature. This presentation analyzes their use and gives suggestions for adapting them.

From Issue to Impact – A model for deepening student leadership & community engagement

Presenter: Debra Kiliru, Director of Community Leadership, Warren Wilson College

How do we get students from all over the world to understand the issues surrounding their new campus and be able to make effective contributions to the over all wellbeing of the community?

The Heart of the Issue Workshop is a 10 week student-led program that partners with area organizations in order to increase students’ breadth of engagement and depth of understanding within one pressing local issue. It challenges student to move beyond direct service, by incorporating policy work, advocacy, site visits, dialogue with community leaders and on-going refl ection. After the program, students report an increased sense of belonging, responsibility and commitment to the local community. They also say they have gained an understanding of root causes, strategies to infl uence policy, as well as skills in team building,

TUESDAY, MAY 24th 5:30 p.m. to 7:00 p.m. HOSTED RECEPTION, POSTERS, AND BOOK SIGNING (continued from page 13)


(continued on page 15)

15

TUESDAY MAY 24TH

networking and social media. In addition they enhanced a number of skills including critical thinking, goal setting, refl ection, problem solving and communication. The presentation will outline this issue-based approach to community and campus collaboration with examples from various issue areas.

The Indiana University Student Outreach Clinic – An interdisciplinary student run clinic with School’s of Medicine, Pharmacy, Law, Social Work, Dentistry, and Business

Presenter: Gregory Martens, Medical Student, Indiana University School of Medicine

The Indiana University Student Outreach Clinic (IU-SOC) is an academic-community partnership on the near-East side of Indianapolis that provides preventive screening, acute and chronic medical care, laboratory testing, STI testing, medications, legal aid, social work, and dental care to the underserved. The clinic provides students a setting to better appreciate social, cultural, and fi nancial infl uences on healthcare delivery. It also offers the opportunity to expand clinical decision-making skills, explore healthcare administration, and understand resources available for patients within the community, as well as an opportunity for professional students across multiple disciplines.

A Graduate Student’s Experience with Community Research

Presenter: Krithika Malhotra, Doctoral Student, University of Miami.

In the world of academia, traditional research methodologies have been emphasized and utilized for years, often at the cost of ignoring community-based methods. Working in the community, with the community, and for the community are essential pieces of the puzzle with regards to improving our community. The Partnership for Domestic Violence Prevention is one such example, where-in we are developing a teen dating

violence prevention program primarily for Hispanic youth, based on the needs identifi ed by the Hispanic community. Another such project is the Fathers’ and Children’s Initiative, a social movement to increase the involvement of fathers in their children’s lives. The abovementioned projects both use Community Based Participatory Research as their methodological framework. These partnerships highlight how the university can utilize its resources and talents by using research as a forum to address and benefi t the needs of the community in which it exists.

Community Based Research on Resiliency and Immigration

Presenter: Amelia Swanson, Graduate Student, University of Miami

As a graduate student, my research interests are centered on issues of resiliency, trauma and immigration using community based research. I am particularly interested in community-based research as a way to facilitate direct benefi t to communities impacted by issues being researched. A community-based approach is used in implementing an intervention program to promote resiliency in immigrant youth in South Florida through a partnership with a community agency and middle school. Some of the goals of the project are to promote resiliency among youth, empirically evaluate a community-based program, and develop a partnership that promotes sustainable change. Another project that utilizes a similar approach is a partnership with a community agency that provides therapy for trauma survivors. By evaluating a program focused on immigrant women, the project hopes to increase community and academic knowledge of an effective treatment for a traditionally underresearched population.

Toward a framework for understanding community-based partnerships as essential to social justice teacher education

Presenter: Michael Bowman, Ph.D. student, University of Washington, Seattle

Social justice teacher education programs aim to prepare teachers to provide high quality, equitable opportunities to learn to all students, to advocate for the transformation not only of individual classrooms but of whole schools, and to consider their work as connected to broader networks of people and organizations engaged in supporting children, youth, and families. While a number of approaches have been advocated over the past two decades to meet this aim, there is increasing interest in ‘immersion’ experiences in community or non-school settings. However, teacher education programs cannot afford to be romanced by the ideal of community engagement; they must work to build partnerships that advance teaching practice by making explicit the relational and pedagogical expertise found in both the University and community organizations. This poster outlines the fi ndings of a three year research study on the partnership between the University of Washington’s Teacher Education Program and a set of community-based youth organizations in the Seattle area. It also suggests a restrictive-expansive framework for the development of future partnerships.

Bringing Hope to Colombia in the Midst of Systematic Violence & Injustice: American University Students in Colombian Peace Communities

Presenter: Maria Franco, Graduate Student, American University

Since 2000 the US has provided over 7 billion dollars to Colombia in mostly counter narcotic and military aid. However Colombia’s 45-year internal confl ict endures and the country remains one of the world’s largest humanitarian crises. As such through American University’s Alternative Break Program students

partnered with the NGO Witness for Peace to learn more about the confl ict and our role in its continuation. Together we traveled to Colombia, trekked to targeted Peace Communities, witnessed the violence, and return to Washington DC to advocate for urgent policy reform. This session will discuss the experience of the student’s, their struggles and empowerment, as well as the potential for growing and advancing student, University, NGO, and community relations across borders.

Let [Our] Knowledge Serve the City: Student Leaders for Service at Portland State University

Presenter: Student Leaders for Service program, Portland State University

Student Leaders for Service (SLS) was founded in 1999 to enhance student civic engagement and community-based learning experiences and to actively strengthen Portland State University’s community-higher education partnerships. What began ten years ago as four students has since evolved into a 25-student, award-winning, internationally-replicated program (by American University in Cairo, Egypt and University of Science in Ho Chi Minh City, Vietnam). SLS’s mission is to cultivate a body of engaged student leaders who foster meaningful connections between the university and community, making manifest PSU’s motto, “Let Knowledge Serve the City.” Through a year-long placement with a community partner, a weekly leadership development meeting, and opportunities to engage fellow PSU students in community-based work, SLS offers programming that directly contributes to student success and provides opportunities for students to: explore theoretical and practical approaches to service, democratic citizenship and community building; engage in critically self-refl ective placements with local organizations; and develop effective communication skills, as well as teamwork, leadership, and diversity awareness skills.

5:30 p.m. to 7:00 p.m. HOSTED RECEPTION, POSTERS, AND BOOK SIGNING (continued from page 14) TUESDAY, MAY 24th


16

7:45 a.m. to 8:45 a.m. HOSTED BREAKFAST (SMSU Ballroom 355)- Acknowledgements and Appreciations of the International Institute on Partnerships Co-Sponsors, and Overview of Research Support for Study Sessions – Kevin Kecskes, Associate Vice Provost for Engagement, PSU

9:00 a.m. to 10:30 a.m. RECIPROCITY IN ACTION: STUDY SESSIONS FOR UNDERSTANDING OUR PARTNERS - Select one of fi ve sessions below.

These in-depth sessions are designed to explore the distinctive features of community and campus partner types or sectors including Non-profi t Organizations, Schools and Educational Programs; For-Profi t Organizations, City/County Government, and Higher Education (colleges and universities). Representatives from each sector will facilitate an examination of the overarching culture of each partner group, probing the history, traditions, politics, and infrastructures. The study sessions will ultimately foster better understanding from which to enhance reciprocity and enable relationships to be mutually transformative.

Smith 236

Opportunities and Challenges: Partnering with Non-Profi t Organizations

This session will explore aspects of non-profi t organizations with an emphasis on the infl uence of non-profi ts in everyday life. The continuum of non-profi t size and scope, varying sources of revenue, and status of non-profi t organizations will be described with special emphasis on the impact of the economy of volunteerism. Challenges and barriers to building partnerships will be probed as well as the organizational skills to be developed in those relationships.

Facilitators: Dennis Morrow, Executive Director, Janus Youth Programs, Adjunct Professor of Public Administration, Portland State University; Andreas Schroeer, Assistant professor of Public Administration, Associate Director of the Center for Non-Profi t Management, Portland State University

Smith 296

The Complexities of Partnerships with City/County Governments

The facilitators will review important national data about cities and counties across the U. S. – data with implications for partnerships. The city of Portland and several other large cities will be the focus of information relevant for relationships, and county governments will be explored in different regions of the country. The facilitators will work with their participants to brainstorm a list of questions that are critical to the initiation stage of a partnership.

Facilitators: Joshua L. Todd, Director, Multnomah Commission on Children, Family, and Community; and Johnell Bell, Multnomah County Representative for U. S. Senator Jeff Merkley

Smith 329

What We Know and Don’t Know: Partnering with Schools and Educational Programs

This session will encourage participants to discuss the information that is easily available about schools while surfacing questions not so easily answered, but important for working relationships. The facilitators are engaged in a partnership and will contribute their insights to a set of understandings about schools and other educational programs that have been effective for their work.

Facilitators: Nicole Rigelman, Assistant Professor of Mathematics Education, Graduate School of Education, Portland State University; and Sascha Perrins, Principal, Jason Lee School, Portland, Oregon

Smith 323

Going Inside the Campus: Partnering with Higher Education

This session is designed specifi cally for community partners to respond to interests, misinformation, curiosities, and the need for relevant explanations for institutional policies. Experience and research has pinpointed topics of interest to community partners --topics such as tenure, grading, and curriculum development in the academic side and topics such as volunteerism, student development, and the impact of community involvement on student health on the co-curricular side of higher education. The session is an opportunity to raise issues that interfere with partnerships and suggest information that will contribute to partnerships.

Facilitators: Gary Withers, Executive Vice President, Concordia University; Susan Hopp, Vice President for Student Affairs and Athletics, Linfi eld College; Craig Kolins, Interim President, Portland Community College, Southeast Extension; Roger Rennekamp, Associate Dean, Outreach and Engagement, College of Health and Human Services; Oregon State University; and Leslie McBride, Associate Vice Provost of Teaching and Learning, and Assessment, Portland State University

Smith 333

The Promise and Challenge of Private Sector-University Cooperation: First Year Thoughts on the PGE-PSU Partnership

Nearly 14-months ago, Portland General Electric (PGE) and PSU committed to a strategic partnership where both enterprises would work together on research, economic development, community projects, and professional training aligned with two main themes: “Urban Mobility” and “Integration of Energy and Sustainable Design.” The goal of the partnership was to leverage these joint activities in support of a strong and vibrant regional economy. So far, the partnership has done some promising work, but the real payback, like any strategic investment, is not in short-term dividends, but long-term growth, and that requires a high degree of cultural alignment, integration, commitment and stamina. Through the lens of this fi rst year partnership this session will explore the private sector with particular focus on the promise and challenge of cooperation between two large, complex leaders in the Portland region. The discussion will consider shared agenda-setting, decision making, differences in market perspective, communication challenges, institutional identities, and thoughts on how to make it all work.

Facilitators: Charlie Allcock, Economic Development Director at Portland General Electric (PGE); George K Beard, Alliance Manager, Research & Strategic Partnerships; and Jonathan Fink, Vice President, Research & Strategic Partnerships, Portland State University

WEDNESDAY, MAY 25th

Se

ssio

n C

an

cele

d D

ue

to

Ill

ne

ss

17

WEDNESDAY, MAY 25th

10:30 a.m. to 10:45 a.m. BREAK

10:45 a.m. to 12:15 p.m. INTERACTIVE WORKSHOPS FACILITATED BY COMMUNITY/HIGHER EDUCATION PARTNERS Select one of the eight sessions outlined below (continued on page 18).

Smith 236

A Collaborative Partnership Response to a City Need-CHEF (Creating Health Education through Food)

CHEF not only demonstrates successful on-the-ground application strategies for theoretical partnership frameworks, it provides a highly relevant and relatable case study of the North American campus-community landscape today. Communities across the continent are ripe with opportunities to develop impactful solutions by uniting core competencies and building shared capacity. CHEF tells the story of how education, health, government, and social service organizations tackled health and poverty issues in Toronto. It exemplifi es both common and basic tenets of social partnership theory, and the three interactive and cyclical concurrent processes involved in social partnership development. This presentation explores models, mutual benefi ts, and the unique art of community partner „brokering�. Our goal is to spur dialogue, research and adaptation of best practices related to the role post-secondary education institutions can play in brokering impactful and lasting community partnerships.

Presenters: Brenda Pipitone, Director, Community Partnerships Offi ce, George Brown College; Joe Stapleton, Community Projects Manager, GBC; Joe Baker, Chair, Continuing Education, Apprenticeship & Community Programs-Centre For Hospitality & Culinary Arts, George Brown College; and Community Partners

Smith 323

Devising an Assessment Strategy of Civic Engagement Activities at Anchor Institutions

Anchor institutions are defi ned as stakeholders that can rethink their range of resources to contribute more directly to the improvement of their communities, cities, and regions (Toolkit for Anchor Institutions, March 2008). This presentation and discussion will introduce participants to a civic engagement assessment tool and strategy developed at Widener University that will enable our institution to rethink allocation of internal and external resources. This civic engagement assessment tool will provide data to more closely examine the university’s role in the community, to explore strengths and areas for improvement, and to pose questions and seek answers on how to contribute to neighborhood sustainability. This session will help attendees identify meaningful local community and economic impact at their respective institutions. The session will guide participants through a series of exercises and discussions about issues that must be addressed for an effective assessment.

Presenters: Marcine Pickron-Davis, Assistant to the President, Community Engagement and Diversity Initiatives, and Widener University; Steven Kauffman, Associate Professor, Center for Social Work Education, Widener University

Smith 296

Magical Thinking's Importance in Trust Building in Impoverished Communities

This multimedia workshop will share stories from residents in the most ethnically diverse, urban neighborhood in Kansas that demonstrate the fragility of community-campus relationships during the "courtship" period when trust is being tested. Using clips from video-taped interviews of partners whose willingness to suspend suspicion of one another's credibility ultimately led to a vibrant 13-year partnership which signifi cantly enriched both groups. Not only did community resources develop where none had previously existed, but the resulting organization became a popular host for a wide range of academic experiences. Commitment to CBPR framed the original initiative but more importantly, the lessons learned from thousands of partner encounters allowed us to access depths of understanding about such relationships that are rarely found in the literature. Using guided imaginary interviews, participants will learn the value of magical thinking's role.

Presenter: Ruth (Toni) Pickard, Associate Professor, Wichita State University

*Simon Benson House

Six Conversations that Transform Partnerships by Building Individual Ownership and Commitment

If we continue to have the same conversations we have always had, we often reach an impasse in our partnerships or fi nd ourselves working against each other in our efforts to move our communities forward. In this experiential workshop, participants will practice Six Conversations that will give them tools to create a future that is distinct from the past, bringing of reconciliation to the community. This session is based on the work of Peter Block, an organization development expert who developed the six conversations after years of consulting with organizations and not seeing lasting change. The methodology is simple and the impact is lasting. The work is based on creating a future where accountability is chosen, ownership is co-created and individuals are committed to the success of their community with no promise of personal rewards. Participants will understand how to take these simple techniques and use them to transform their own community, organization and life!

Presenters: Gail Hilleke, Executive Director, Kentucky Campus Compact; and Margaret Rahn, Adjunct Faculty, Ivy Tech State College of Indiana

*NOTE: This session is in the Simon Benson House, not SMSU. Please see map.

WEDNESDAY, MAY 25th

10:45 a.m. to 12:15 p.m. INTERACTIVE WORKSHOPS FACILITATED BY COMMUNITY/HIGHER EDUCATION PARTNERS Select one of the eight sessions outlined below (continued from page 17).

Smith 355 Ballroom

Searching for Common Ground: International and USA University Partnerships for Faculty Development

This interactive session will explore the partnerships, investigating the processes – including the signifi cant challenges and modest successes – involved, and the cross-cultural and political issues encountered. Most recently PSU and Northwestern Universities and An-Najah and Bethlehem Universities, in the Occupied Palestine Territories have established formal partnerships to creatively broaden and deepen engaged teaching and learning excellence at each of the institutions. This and other unique international collaborations allow our universities to strengthen their respective institutional goals and learn about challenges and opportunities germane to organizational development in the context of establishing reciprocal global partnerships.

Presenters: Denise Drane, Associate Director, Searle Center for Teaching Excellence, Northwestern University; Marcus Ingle, Professor, Portland State University, Gregory Light, Director, Searle Center for Teaching Excellence, Northwestern University; Esther Lim, Graduate Assistant, Portland State University; Kevin Kecskes, Associate Vice Provost for Engagement, and Amy Spring, Assistant Director for Community University Partnerships, Portland State University

Smith 329

Strengthening Partnerships through Written Agreements

This very practical, “how to” session will present specifi c information on developing successful partnerships that adhere to standards of best practices. The session is organized around the idea of a signed, written agreement negotiated by all of the partners. Experience suggests that a signed agreement leads to a more focused and productive partnership than would otherwise exist. It ensures that the partners have a shared understanding of the important issues prior to undertaking the work of the partnership, and in so doing, avoids many of the problems that might otherwise develop. Both the process of reaching agreement and the fi nal document are important. During the session, the presenters and the participants will develop the elements of a written agreement and explore the process, challenges, and advantages of developing an agreement. The information in this session can be useful regardless of the setting, the partnership, or the experience level of the partners.

Presenters: Carole Beere, Retired Associate Provost for Outreach, Northern Kentucky University; Gail Wells, Provost and Vice President for Academic Affairs, Northern Kentucky University; and James Votruba, President, Northern Kentucky University

*East Hall 109

Student Learning about Health and Communication from the Interdisciplinary Puppetry Partnership

Diabetes affects 10.2% of people across Eastern North Carolina. This problem develops from poor eating patterns learned early in life, so our initiative shares healthy eating messages with children using child-sized puppets. Honors undergraduates were trained as puppeteers by theatre/performance faculty and internationally-known puppetry experts. Students were coached about working collaboratively in the community. Relevant topics from medicine, nutrition, family studies and communication were shared by faculty and practitioners. Students carried out a series of puppet shows at local afterschool programs. This session details themes and levels of critical thinking identifi ed in written refl ections. The session explores ways interdisciplinary partnerships can transform student understanding about a societal problem and encourage action using puppetry. Implications for future research and other puppetry initiatives developed collaboratively with community organizations will be shared.

Presenters: Rebecca Dumlao, Associate Professor, Communication, Vice-Chair, Service Learning Committee, East Carolina University; Kelly Jarrell, Graduate Student, East Carolina University; and Leslie Moore, Graduate Student, East Carolina University

*NOTE: This session is in East Hall, not SMSU. Please see map.

Smith 333

Learning Together: Penn State University, Kansas State University, and the CYEC Kenya Partnership for Youth Empowerment

For three years Kansas State University has fostered a unique international, inter-institutional partnership with the Children and Youth Empowerment Centre (CYEC) in Nyeri, Kenya and Pennsylvania State University. The partnership is multi-institutional and multi-sector in the US and Kenya. Learning is cross and inter-disciplinary, involving curricular and co-curricular offerings, and involves colleagues across campus. Our work in Kenya demonstrates the power of partnerships that bridge students, faculty, and staff from distinct institutions and the private and public sectors. We aim to broaden and deepen the partnership to advance student learning and institutional research efforts while building capacity within a promising youth development initiative. This partnership challenges us to learn from our experiences and others’ how best to mobilize and sustain partnerships over time. We propose a working session to articulate promising practices and construct a research agenda to advance the work of the CYEC and inform the study of partnerships.

Presenters: Mary Hale Tolar, Director, School of Leadership Studies, Kansas State University; and Trisha Gott, Program Assistant/Instructor, School of Leadership Studies, Kansas State University

18

WEDNESDAY, MAY 25th

12:15 p.m. to 1:00 p.m. LUNCH

1:15 p.m. to 2:45 p.m. TOPICAL PARTNERSHIP WORKSHOPS - Select one of the three sessions outlined below.

19

Smith 236

Challenging Our Assumptions: Exploring International Partnership Practices

Higher education institutions around the world are building partnerships between universities and community that refl ect the public context and issues of their nation or region, and many are seeking partnerships across national borders. The Talloires Declaration Network has identifi ed networks of engaged institutions on almost every continent, yet North America has been the dominant source of research on community/university practices. In this session, we will discuss our assumptions and questions about the relevance of the research literature to international settings and partnerships. Using a “town hall’ format, the facilitator will engage key resource professionals and audience participants in critical refl ection on partnership principles and practices to identify new and unique lessons about international partnerships.

Facilitator: Barbara Holland, Professor, University of Sydney

Key Resource Professionals: Maria Avila, Director of Community-based Learning, Occidental College (Ireland); Kevin Kecskes, Associate Vice Provost for Engagement, PSU (Mexico, Middle East, Japan, Vietnam); Seth Pollack, Professor of Service Learning, Director of the Service Learning Institute, CSU Monterey Bay (South Africa); and Stephanie Stokamer, Instructor, Department of Educational Leadership & Policy, Program Director, International Partnership for Service-Learning & Leadership (Jamaica), and Amy Spring, Assistant Director for Community University Partnerships, PSU (Palestine, Vietnam)

Smith 296

Faculty for the Engaged Campus: New Strategies for Promoting Community-Engaged Scholars

Faculty who defi ne their teaching, scholarship, and service in the context of community engagement face multiple challenges as they prepare for tenure and/or promotion review. Their choice of teaching and research strategies, their involvement of community partners as peers and the substantive focus of their scholarly work may challenge traditional disciplinary approaches. This session draws upon a national initiative to illustrate ways to strengthen community-engaged career paths through innovative competency-based models of faculty development, peer-reviewed publication of diverse scholarly products, and changes to the promotion and tenure system. Roles and contributions of community partners in these strategies will be specifi cally articulated.

Facilitators: Sherril B. Gelmon, Professor of Public Health and Chair of the Division of Public Administration, Hatfi eld School of Government, Portland State University

Sarena Seifer, Executive Director, Community-Campus Partnerships for Health

Smith 333

Critically Examining the Use of Technology in University/Community Partnerships: Beyond the Hype

In this interactive session, we will examine the ways in which technology (including the web, social media, and mobiles) can enable enhanced forms and expressions of partnership, redefi ne and nurture community, and allow actors to create and deepen relationships. Examining case studies from a variety of contexts, including through the lens of core concepts such as reciprocity, we will co-generate a critical understanding of the democratizing potential of new technologies, the conditions under which that potential is and is not fulfi lled, and implications for how individuals, higher education institutions, and community organizations connect and collaborate.

Facilitators: Brandon Whitney, Co-founder/Director of Operations, in our back yard (ioby)

Kathleen Edwards, Graduate Student, University of North Carolina, Greensboro

Patti Clayton, Consultant with PHC Ventures, Senior Scholar, Indiana University Purdue University, Indianapolis.

2:45 p.m. to 3:00 p.m. BREAK

Smith 323

Advancing Campus Community Partnerships: Course Design and Institutional Integration

In its efforts to promote service learning as a complement to its undergraduate curriculum, the Community-based Learning (CBL) program at the American University in Cairo (AUC) is unique among universities in the Arab world. While the program has been successful in implementing service learning, CBL still faces challenges in institutional support through curriculum integration and evaluation of community partnerships. Student participation and faculty interest remain strong allowing partnerships to fl ourish. In light of this, the assimilation of CBL into the core curriculum remains to be seen. This study attempts to understand the impact of institutional integration of campus/community partnerships by asking faculty and community partners to assess the impact of course design and institutional support on them. The session will include research fi ndings, strategic planning, and capacity for replication at universities in Egypt and other Arab countries.

Presenters: Amy Newcomb Rowe, Program Coordinator, American University in Cairo, Egypt; and Amani Elshimi, Program Director, American University in Cairo, Egypt

Smith 236

Assessing Community Impact and Leveraging Civic Engagement Data for Capacity Building

Collecting, analyzing, and disseminating civic engagement impact data involves strategic methods and creative planning. This session will provide multiple assessment frameworks, examples of data analysis and display, and opportunities for participants to use existing and newly learned skills to create a civic engagement assessment impact plan. The goal is to provide participants with ideas and strategies for utilizing existing or newly collected data to inform program improvement, student learning, effective faculty-community partnerships, enhanced client services, and successful securing of grants and other funding sources.

Presenters: Christine M. Cress, Ph.D., Educational Leadership & Policy, Postsecondary, Adult, & Continuing Education (PACE), Graduate School of Education, Portland State University, and Sarah Drummond Hays, Research Associate, Portland State University

Smith 262

Video Vignette Sessions

Capturing the complexity of community-university partnerships is often best done visually. Documenting the stories and impact with the use of video helps bring to life the human element inherent in these partnerships while also being an effective marking and communications tool. IUPUI (Indiana University-Purdue University Indianapolis), North Carolina State, and Portland State University have produced several of these videos and have provided them for preview during this session. Relax and enjoy.

Indiana University-Purdue University Indianapolis

North Carolina State

Portland State University

Smith 328

The DEEP Service Model: Sustainable, Development, Reciprocal Community Partnerships

In 2007, Siena College embarked on the development of a new model of partnership with Community Based Organizations (CBOs). This new model sought to take into account all of the best practices known in the fi eld at that point, as well as emerging trends in higher education partnerships.

Presenters: Jennifer Simek, AmeriCorps *VISTA, Siena College; and Matthew Johnson, Director of Academic Community Engagement, Siena College

Smith 296

Sustainability and Reciprocity in a Partnership Community in Mexico City, ITESM, and Santa Fe

Undergraduate students include communitarian Learning-Service strategies to improve citizenship, social participation and responsibility. Tecnologico de Monterrey Campus Santa Fe has developed enterprises around the campus. Students develop ethics and citizenship competencies that allow them to transcend their student life through curricular and co-curricular experiences. Kecskes and Kerrigan confi rm that the undergraduate terminal courses are most pertinent to include an involvement and commitment to citizenship integrated within curricula. This is an example of social methodology implemented in a Latin American country (Mexico).

Presenter: Dolores Chavez, Professor, Instituto Tecnologica y de Estudios Superiores de Monterrey (ITESM), Mexico

20

WEDNESDAY, MAY 25th

3:00 p.m. to 3:45 p.m. INFORMATIONAL PRESENTATIONS BY COMMUNITY/HIGHER EDUCATION PARTNERS Select one of the eight sessions outlined below (continued on page 21).

Smith 333

Engaged Knowledge Citizens: Exploring the Aspirations and Decisions of Graduate Students, Early Career Scholars, and Practitioners

The professoriate of American higher education is in the midst of a signifi cant and multidimensional demographic shift. At the same time, we are witnessing the prevalence of important and sustained conversations about re-conceptualizing knowledge creation and implications for faculty roles and rewards. In this context, understanding the needs of emerging scholars and practitioners committed to publicly engaged scholarship is an essential element of responding to transnational economic and social concerns. Situated at the intersection of academic missions and practices, these understandings are critically important to the academy’s commitment and intent to develop community partnerships with integrity.

Presenter: Timothy K. Eatman, Assistant Professor of Higher Education, Director of Research, Syracuse University

Smith 327

Introducing a Culture of Community Engagement within Chicago Public Schools

Our presentation will focus upon lessons learned from DePaul University’s initiative to promote sustainable local community-school partnerships in Chicago. In collaboration with the municipal public school system, the initiative seeks to improve the quality of education and increase resources available to residents in underserved communities. Drawing on theories from the political economy of education, social movement theory, and asset-based community development, DePaul has employed asset mapping, a community engagement certifi cation program, school-based community liaisons, and university service learning courses to develop long-term university-school partnerships based on skills training, knowledge sharing, and capacity building. Working within an expanding network of public schools in Chicago, our long- range objective is to produce a replicable model of community-school partnerships that can impact educational policy and practice locally, at the municipal level and beyond.

Presenters: Howard Rosing, Executive Director, Steans Center, DePaul University; John Ziegler, Director, Egan Urban Center, DePaul University; Nadya Engler, Research Associate, Egan Urban Center, DePaul University; and Cynthia Smith, Community Liaison, Spencer Technology Academy

WEDNESDAY, MAY 25th

3:00 p.m. to 3:45 p.m. INFORMATIONAL PRESENTATIONS BY COMMUNITY/HIGHER EDUCATION PARTNERS (continued from page 20)

3:45 p.m. to 4:00 p.m. BREAK

4:00 p.m. to 5:30 p.m. in *ASRC 001 USING POPULAR EDUCATIONAL PEDAGOGY TO REFLECT AND SYNTHESIZE THE INSTITUTE

Noelle Wiggins, Manager, Community Capacitation Center, Multnomah County Health Department

Noelle Wiggins will lead the participants through a highly interactive and personal refl ection and synthesis of the Institute insights using a set of “popular education” approaches. Participants will be engaged in unique and diverse processes that have impact in both cognitive and affective forms of learning, thereby promoting long-term and applied outcomes of the Institute.

*NOTE: This session is in the Academic and Student Recreation Center, not SMSU. Please see map.

Conference materials will be available on our website: www.pdx.edu/cae/iip

Smith 329

Friend or Foe: A Five Year Journey to Build Trust and Share Power in a Campus-Community Partnership

Niagara University's Community Outreach Partnership Center (COPC) was established in 2005 in order to build capacity and improve the quality of life for Niagara Falls (New York) residents. This interactive workshop will describe a fi ve-year journey to build trust and share power in one university-community partnership. From the unique perspectives of both community members and university representatives, the presentation will highlight several tipping points along the way in a transformation that began amidst initial tensions and resistance and ended with mutual respect, collaboration and reciprocity. Through a series of short role-play exercises and small group discussions, participants will confront some of the challenges in building relationships based on trust and shared power. The presentation will also discuss the intentional steps that Niagara University has taken internally to insure partners that it is friend and not foe to the community.

Presenters: David Taylor, Associate Professor, Niagara University; Charletta Tyson, Executive Director, Highland Community Revitalization Committee, Inc.; Jill Shuey, Executive Director, ReNU, Niagara (COPC); Willie Dunn, Service Coordinator, Niagara Falls Housing Authority; and Adrienne Leibowitz Director of Sponsored and Research, Niagara University

21

Institute co-sponsors include:

Association of American Colleges and Universities

American Association of State Colleges and Universities

Community-Campus Partnerships for Health

Hands On Greater Portland

I Have a Dream Foundation, Oregon

Indiana University-Purdue University Indianapolis, Center for Service and Learning

International Partnership for Service-learning and Leadership

Lumina Foundation for Education

Multicultural Center, PSU

New England Resource Center for Higher Education

Oregon Campus Compact

PHC Ventures

Talloires Network

United Way of the Columbia-Willamette

University North Carolina Greensboro




NTERNATIONAL INSTITUTE ON ARTNERSHIPSPortland State University’s second International Institute on...

Documents

Transcript of NTERNATIONAL INSTITUTE ON ARTNERSHIPSPortland State University’s second International Institute on...