Community-University Partnerships and the Marshall University Major Scholar Seminar

Mindfully engaging with one another on collaborative projects and relationship building is critical for sustaining partnerships of trust and reciprocity between community-based organizations (CBOs) and institutions of higher education. This resource paper presents the Sustainable-Holistic-Interconnected-Partnership (SHIP) Development Model based on a study theorizing the organizational evolution of the ten- year community-university service-learning partnership between the Youth Education Program of the Orange County Asian and Pacific Islander Community Alliance and the Asian American Studies Program at California State University, Fullerton. The authors conducted a self- study intersecting their lenses as feminist activists of color and their use of qualitative methods. They found that they sustained their partnership by intentionally grounding their norms and practice in the values of democracy, equity, social justice, and liberation. The SHIP model has diverse implications for community-university partnerships and the fields of Asian American studies (AAS) and service learning.

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1. The Neoliberal Logic of Service-Learning

Philosophy and Theory in Higher Education ◽

10.3726/ptihe.2020.01.01 ◽

2020 ◽

Vol 2 (1) ◽

pp. 1-18 ◽

Cited By ~ 1

Author(s):

Megan Snider Bailey

Keyword(s):

Higher Education ◽

Service Learning ◽

Teaching And Learning ◽

Community Partnerships ◽

Market Forces ◽

Community Based ◽

University Partnerships ◽

Economic Changes ◽

The Public ◽

The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

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Panel Industry-university Partnerships: The Wave Of The Future?

Proceedings Tenth Conference on Software Engineering Education and Training ◽

10.1109/sedc.1997.592456 ◽

2005 ◽

Cited By ~ 1

Author(s):

N.R. Mead

Keyword(s):

University Partnerships ◽

The Future

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Is the Scholarship of Engagement a Meaningful Approach to Foster Change in Community Development Education? Field Notes from Three Community/University Partnerships

International Journal of Community Well-Being ◽

10.1007/s42413-021-00114-w ◽

2021 ◽

Author(s):

Lorena M. Estrada-Martínez ◽

Antonio Raciti ◽

Kenneth M. Reardon ◽

Angela G. Reyes ◽

Barbara A. Israel

Keyword(s):

Well Being ◽

Engaged Scholarship ◽

Action Research Project ◽

Development Education ◽

University Partnerships ◽

Scholarship Of Engagement ◽

Action Project ◽

Field Notes ◽

Community Engaged Scholarship ◽

Epistemological Framework

AbstractPedagogical approaches in community-engaged education have been the object of interest for those aiming at improving community health and well-being and reducing social and economic inequities. Using the epistemological framework provided by the scholarship of engagement, this article examines three nationally recognized and successful examples of community-university partnerships in the fields of community planning and public health: the East St. Louis Action Research Project, the South Memphis Revitalization Action Project, and the Detroit Community-Academic Urban Research Center. We review and compare how these partnerships emerged, developed, and engaged students, community partners, and academic researchers with their local communities in ways that achieved positive social change. We conclude by highlighting common elements across the partnerships that provide valuable insights in promoting more progressive forms of community-engaged scholarship, as well as a list of examples of what radical forms of community-engaged education may look like.

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