Community-Based Research
Teaching for Community Impact

Foreword by Timothy K. Eatman
Paper: 978 1 62036 356 0 / $35.00
 
Published: March 2016  

Cloth: 978 1 62036 355 3 / $95.00
 
Published: April 2016  

Lib E-Book: 978 1 62036 357 7 / $95.00  
About Library E-Book

Published: March 2016  

E-Book: 978 1 62036 358 4 / $27.99
 
Published: March 2016  

Publisher: Stylus Publishing
360 pp., 6" x 9"
11 illus
Community-based research (CBR) refers to collaborative investigation by academics and non-academic community members that fosters positive change on a local level. Despite recent trends toward engaged scholarship, few publications demonstrate how to effectively integrate CBR into academic course work or take advantage of its potential for achieving community change.

Community-Based Research: Teaching for Community Impact fills these gaps by providing:
* An overview of language and methods used by professionals engaged in CBR
* A framework for orienting CBR toward concrete community outcomes
* Effective ways to integrate CBR into course content, student-driven projects, and initiatives spanning disciplines, curricula, campuses and countries
* Lessons learned in working toward positive outcomes for students and in communities

This text is designed for faculty, graduate students, service-learning and other engaged learning and scholarship practitioners, alliance members, special interest groups, and organizations that desire to strengthen student learning and utilize research for improvement in their communities.

Table of Contents:
Figures and Tables

Foreword
Timothy K. Eatman

Acknowledgments

Introduction
Mary Beckman and Joyce F. Long

PART ONE: DEFINITIONS, ORIENTING FRAMEWORKS, AND PARTNERS
Mary Beckman

1. The Language and Methods Of Community Research
James M. Frabutt and Kelly N. Graves

2. The Role of Community-Based Research in Achieving Community Impact
Mary Beckman and Danielle Wood
3. Community-Based Research From the Perspective of the Community Partners
Jessica Quaranto and Debra Stanley

4. Why Teach Community-Based Research?
A Story of Developing Faculty Interest
Joyce F. Long, Paul Schadewald, and Brooke Kiener

PART TWO: GUIDING COMMUNITY-BASED RESEARCH TOWARD COMMUNITY OUTCOMES AND STUDENT LEARNING
Joyce F. Long

5. The Power Model
Five Core Elements for Teaching Community-Based Research
Jennifer M. Pigza

6. Applying the Power Model in a Second-Language Class
Rachel Parroquin with Emily Geiger-Medina

7. Multicampus Partnerships Studying the Feasibility of Buying Local
Christopher S. Ruebeck

8. Meeting The Objectives Of Faculty Engagement In Undergraduate Community-Based Research Projects
Anna Sims Bartel and Georgia Nigro

9. Mathematical Modeling + A Community Partner = the Fulfillment of Student Learning Objectives
Ethan Berkove

10. Strategic Training Goals
Preparing Graduate Students to Conduct School-Based Action Research
Anthony C. Holter and James M. Frabutt

11. Working Through the Challenges of Globally Engaged Research
Elizabeth Tryon and Norbert Steinhaus

12. Deepening Levels of Engagement
What Works, What Doesn’t, and the Important Role of a Community-Based Research Center
Judith Owens-Manley

13. Engagement With the Common Good
Curriculum and Evaluation of a Long-Term Commitment
Amy Lee Persichetti, Beth Sturman, and Jeff Gingerich

14. Reflections on a Graduate Student’s Dissertation Experience Using Community Data for Research and Mentoring
Jody Nicholson

PART THREE: COMMUNITY-BASED RESEARCH IN COMMUNITY-WIDE LONG-TERM EFFORTS
Mary Beckman

15. The Poverty Initiative in Rockbridge County, Virginia
Don E. Dailey and David Dax

16. Learning to Co-Construct Solutions to Urban School Challenges in Los Angeles
Adrianna Kezar and Sylvia Rousseau

17. Community-Based Research and Development in Haiti
Leveraging Multiple Resources for Maximum Impact
Anthony Vinciguerra

18. Progressive Projects on Parent Involvement
Joyce F. Long

Conclusion
Themes, Challenges, and Thoughts About the Future
Mary Beckman

Editors and Contributors

Index



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Reviews & Endorsements:
“Bringing the university and the community into effective learning and mutual contribution is one of our country’s greatest needs. This book provides both breadth and depth in CBR and gives insights into the future direction of moving service-learning into community enhancement.”
- Rev. Dr. Carmen Porco, CEO, Housing Ministries of American Baptists in Wisconsin; and President , Porco Consulting
"Community-Based Research would be a good book for faculty members interested in designing CBR projects with students to enhance their learning and help them make connections between theory and practice. It could also help them connect the meta and lived narratives circulating in the literature and public spaces. As Long acknowledges, 'there is still much more work to be done in documenting student outcomes linked to CBR', but this book contributes to this ongoing research. The text is particularly effective in the way it accounts for the unique roles students have played in CBR (e.g., as a change agent, active citizen, allied community member, and co-author). This book would also be a valuable resource for community members, students, and faculty members who want to work in solidarity with one another to strengthen the communities they share. It would also improve the lived conditions of one another and their neighbors both locally and globally."
- Teachers College Record