The following links provide lists of relevant journals and periodicals.
Community-Based Participatory Research (CBPR) in the Classroom
"Community-Based Research is collaborative, change-oriented research that engages faculty members, students, and community members in projects that address a community-identified need." (Strand et al, 2003)
“A collaborative approach to research that equitably involves all partners in the research process and recognizes the unique strengths that each brings. CBPR begins with a research topic of importance to the community and has the aim of combining knowledge with action and achieving social change...”~ Community Health Scholars Program.
In the classroom, undergraduate students involved in community-based participatory research can provide community groups with valued services that address community-identified needs and questions. Through CBPR, students have the opportunity to practice research skills in an applied setting and see the direct impact their work can have on a local community.
In successful community-based research, campus and community partners:
(Adapted from Principles of Best Practice for Community-Based Research1)
- Participate equally in shaping the research focus of the course project.
- Enhance organizational capacity and student learning.
- Agree at the outset about goals and strategies for the partnership.
- Strive to meet both partners' primary interests.
- Respect each others' time, knowledge, and needs.
- Communicate clearly with one another and listen fully.
RESOURCES FOR CBPR
The KU Community Toolbox is an excellent resource to help build healthier communities.
In particular, chapter 36, section 2 specifically discusses CBPR, provides a checklist, and examples.
The Community-Campus Partnerships for Health website provides excellent resources for faculty in any field.
· Community-Engaged Scholarship Toolkit provides faculty, post-docs and graduate students with a set of tools to carefully plan and document their community-engaged scholarship and produce strong portfolios for promotion and tenure.
· Other resources include syllabi and course materials, peer-reviewed articles, online discussion groups, and more.
EXAMPLES OF CBPR at KU
|Course||Community Partner(s)||Research Project|
|HSES 465: Community Health Program Assessment & Evaluation||Douglas County AIDS Project||As part of HSES 465/Program Assessment & Evaluation, Community Health majors are asked to partner with an on- or off-campus program to conduct a program evaluation over the course of a semester. In spring of 2013, a group of students worked with the Douglas County AIDS Project, analyzing the locations and populations attending DCAP’s educational and outreach programs over the previous 2 years. DCAP has subsequently reformatted their outreach surveys, and is planning to expand their message and outreach in part based on the students’ analyses.|
|SW 541: Social Work Research Seminar||Family Promise;
The Douglas County Juvenile Detention Center
|Students in SW 541 developed research proposals that social service agencies could use to answer a research question of importance to the agency. Groups of students worked with one of two agency partners, either Family Promise of Lawrence, a provider of homeless services for families, or the Douglas County Juvenile Detention Center. One group of students worked with Family Promise to develop a research proposal for use in evaluating their Parenting Program while another group of students worked with this agency to propose methods for identifying characteristics of Family Promise volunteers most associated with higher feelings of safety, attachment to the community and satisfaction with services among guests. Other student groups worked with the Juvenile Detention Center to 1) identify factors related to juvenile misconduct within their facility and 2) to determine what legal and extralegal characteristics influence juveniles’ length of stay.|
|SOC 340: The Community||The Lawrence Sustainability Network||Sociology students worked with The Lawrence Sustainability Network to develop a better understanding of local fruit and vegetable gardening. Pairs of students interviewed local gardeners about their growing habits, gathering information on the types and amounts of fruits and vegetables grown, whether the produce was sold or used just by the family, and how much of it was canned, frozen, or stored for later use. The survey results were compiled for use by the Lawrence Sustainability Network in grant proposals regarding local food resources and supply in and around Lawrence.|
1 Strand, K., Marullo, S., Cutforth, N., Stoecker, R., Donohue, P., (2003), Principles of Best Practice for Community-Based Research, Michigan Journal of Community Service, 9 (3), 5-15.