international institute on partnerships - Portland State University

MAY 23RD - 25TH, 2011 

INTERNATIONAL INSTITUTE ON PARTNERSHIPS 

From Reciprocity to Collective Transformation: Achieving the Potential of Community-Campus Partnerships

WELCOME TO PORTLAND STATE UNIVERSITY! 

Dear Colleagues, 

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

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. The debate about the importance of community-university partnerships is largely complete; the establishment of the 

Carnegie Foundation’s Elective Classification for Community Engagement, along with the development of several important rubrics, articles, 

and books supported by important national and <strong>international</strong> 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. This 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. 

Briefly, since early 2008, the Office of Academic Affairs 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 efforts to: 

• Produce an online resource called the Guide for Reciprocal Partnerships - http://www.pdx.edu/sites/www.pdx.edu.cae/files/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/files/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 first 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 efforts 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 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, Portland State University 

New England Resource Center for Higher Education 

Oregon Campus Compact 

PHC Ventures 

Talloires Network 

United Way of the Columbia-Willamette 

University North Carolina Greensboro 

Multicultural Center 

The Talloires 

Network 

PHC Ventures 

Patti Clayton

NATIONAL ADVISORY BOARD 

The wisdom and experience of this diverse group has shaped 

our thinking and guided Portland State University’s Partnership 

Initiative activities. 

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. 

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 Mehaffy, 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 

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

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 

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

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

about Institute learnings, reflections, 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! 

Katie Shaw 

Amy Spring 

CAE staff and students

INTERNATIONAL INSTITUTE ON PARTNERSHIPS 

SW CLAY 

SW BROADWAY 

SW 6TH AVE 

HOTEL 

MODERA 

SW 5TH AVE 

SW COLUMBIA 

SW CLAY 

SW MARKET 

SW 4TH 

From Reciprocity to Collective 

Transformation: Achieving the Potential 

of Community-Campus Partnerships 

MAY 23-25, 2011 

PARKING 

STRUCTURE III 

SIMON 

BENSON 

HOUSE 

SW PARK AVENUE 

SW MILL 

CRAMER 

HALL 

SW MONTGOMERY 

SMITH 

MEMORIAL 

UNION 

SW BROADWAY 

PARKING 

STRUCTURE II 

PARKING 

STRUCTURE I 

EAST 

HALL 

SW MILL 

SW HARRISON 

SW HALL 

ASRC 

SW MONTGOMERY 

SW 4TH AVE 

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 

SW COLLEGE 

SW JACKSON 

SW LINCOLN 

UNIVERSITY 

PLACE 

HOTEL 

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

patrice.cae@pdx.edu. With urgent logistical concerns upon arrival, contact Amy Spring, Assistant Director, Community-University 

Partnerships, on her cell, 503.866.5452.

MONDAY, MAY 23rd - WELCOME & NETWORKING SOCIAL 

The 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 specific 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 


The Talloires 

Network 

PHC Ventures 

Patti Clayton 

6

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

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. 

Smith 228 

South Memphis Revitalization Action Project, 

Memphis, Tennessee 

The South Memphis Revitalization Project is a residentled 

neighborhood effort involving local residents, 

community leaders, elected officials 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 significant 

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 first 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, 


7

TUESDAY, MAY 24th 

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 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, 

Hatfield School of Government, Portland State 

University 

Judith Woodruff, Program Director, Health 

Workforce, Northwest Health Foundation 

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

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 

benefit 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 reflective 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 

8


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 

Smith 294 

Smith 329 

Smith 328 

Building Capacity for Partnership 

Assessment and Improvement: A 

Visual Approach 

The CBR Fellows Program: 

Enhancing Student and 

Community Outcomes 

Student Leaders Strengthening 

Community Partnerships and 

Enhancing Student Learning 

Social Solidarity and the 

Assessment of University- 

Community Partnerships in 

International Settings 

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 reflection 

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. 

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 longterm 

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 significant 

community voice and impact. Community 

partners have expressed interest in their 

own parallel Fellows program in the 

future. 

Service-learning is designed to be 

beneficial to community organizations, 

but with many experiencing budget 

cuts and staff layoffs, organizations 

have less time to oversee servicelearners. 

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 reflection 

leaders to enhance service-learning 

experiences and strengthen relationships 

among stakeholders. As peer leaders, 

ACEs provide resources, guidance, and 

reflection 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. 

Creating and sustaining <strong>international</strong> 

“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 

<strong>international</strong> settings. Using such a tool 

can assist partners to assess progress 

towards a robust relationship by clarifying 

operational assumptions and making 

benefits explicit. The purpose of the social 

solidarity rubric is to provide a framework 

to assist US based higher education 

institutions in institutionalization 

partnerships in <strong>international</strong> communitybased 

settings, by focusing on latent 

factors like trust, power, sustainability, 

and reciprocity. Participants may find this 

discussion and rubric useful in framing 

critical issues related to <strong>international</strong> 

university-community partnerships, or 

as part of a continuous improvement 

planning for emerging and developed 

partnerships in <strong>international</strong> contexts. 

Presenters: Mary F. Price, Service 

Learning Specialist, Office of Service & 

Learning, IUPUI Center for Service & 

Learning 

Starla Officer, Coordinator, Office of 

Neighborhood Partnerships, IUPUI Center 

for S&L 

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 

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 

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 

9


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

Smith 327 

Smith 298 

Smith 236 

Smith 296 

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, 

define individual roles in active 

citizenship, engage in a five-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 

The Battle between “Helping” 

and “Serving”: Creating Learning 

Environments that Model 

Reciprocity 

Utilizing Rachel Remen’s “Helping, Fixing 

or Serving” paradigm this interactive and 

reflective 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 fixing 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 quickfixes 

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 

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 significant 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 


Ann Fullerton, Professor of Special 

Education, Portland State University 

Vicki Reitenauer, Instructor, Women’s 

Studies, Portland State University 

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 difficult in the first 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. 

Nadia DeLeon, Community Engagement 

Coordinator, WKU Center for Community 

Partnerships 

Presenters: Corey Dolgon, Professor 

Sociology, and Director, Office 

of Community-based Learning, 

Stonehill College 

Barbara Holland, Professor, University of 

Sydney 

10


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). 

Smith 236 

Smith 296 

*Cramer 335 

Smith 327 

Community Engagement in 

Overseas Studies: A Partnership 

Model 

Deepening Levels of Partnership: 

Models of Community-based 

Research 

Diversity in Faculty and 

Community Partner Perspectives 

about Achieving Reciprocity in 

Partnerships 

How Can We Enhance 

Collaboration between 

Researchers and Practitioners in 

the Psychosocial Field 

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-identified 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 <strong>international</strong> study programs, 

and will highlight a multi-year research 

collaboration between Stanford medical 

students and a not-for-profit supporting 

nutrition and agriculture initiatives in 

rural Oaxacan communities. 

Presenters: Ann Banchoff, Program 

Director, Office of Community Health, 

Stanford University 

Elizabeth Goldsmith, Medical Student, 

Stanford University School of Medicine 

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 

Challenges inherent in building and 

sustaining productive academiccommunity 

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 findings 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. 

Research shows that collaboration 

between researchers and practitioners 

improve receptivity toward researchbased 

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 


Gabriel Garcia, Professor of Medicine, 

Stanford University School of Medicine 

Claude Laurendeau, Director of 

Professional Services, Batshaw Youth and 

Family Centres 

11


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

Smith 328 

A Student-Centered, Anti-Hunger/Nutrition 

Project in an Urban City Involving Five 

Community Partners 

Smith 333 

Sustaining Community-Campus Partnerships 

through the Development of a Student Civic 

Fellows Program 

Smith 238 

Using a Partnership to Develop Community 

Standards for Engagement with Colleges and 

Universities 

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 

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 communitybased 

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, Office 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 

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 

12 

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; Reflections 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 Reflective Writing for Learning, Teaching, Professional Insight and Positive Change by Dannelle Stevens and Joanne E. Cooper (2009) 

Stylus Publishing

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 nonprofit. 

The course can be modified 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 Affirmative 

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 Affirmative Network (ICAN) 

works to coordinate the University of 

Miami, a local non-profit 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 five Cs of 

positive development as well as the five 

Cs of empowerment. The implementation 

of the ICAN program provides an example 

of a partnership that affords a variety of 

benefits 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 specific 

partnerships will be presented, focusing 

on: the implementation of communitybased 

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 identifies the 

strengths and resources of the different 

partners, then utilizes a pyramidal 

structure to organize their specific 

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 five 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 specific benefits of cross-cultural 

and <strong>international</strong> 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 campuscommunity 

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 beneficial 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 codification 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 benefits of CBR. 

Based on analyses of these interviews, five 

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) 

13

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


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 solidified by the current study. 

Both partners saw the need and believed 

the study was a fit 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 

14 

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-identified 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 efficient 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 financial planning. 

This focus is particularly relevant given 

state mandates for “personal finance” 

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 finance education. Formal 

and informal assessment suggests an 

engaging experience, enhancing student 

(and teacher) understanding of personal 

financial. 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 Blumenfield, Visiting 

Assistant Professor, Portland State 


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) film festival 

collaboration in China. On campus, 

students joined committees to help plan 

a campus film festival or engaged in 

community-based learning by helping 

with off-campus film festivals. The 

research-related film 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, film 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 reflection. 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 influence 

policy, as well as skills in team building, 

(continued on page 15)

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


networking and social media. In addition 

they enhanced a number of skills including 

critical thinking, goal setting, reflection, 

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 financial 

influences 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, wherein 

we are developing a teen dating 

violence prevention program primarily 

for Hispanic youth, based on the needs 

identified 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 

benefit 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 communitybased 

research as a way to facilitate 

direct benefit to communities impacted by 

issues being researched. A communitybased 

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 

findings 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 


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 conflict 

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 conflict 

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, <strong>international</strong>ly-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 communitybased 

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-reflective 

placements with local organizations; and 

develop effective communication skills, 

as well as teamwork, leadership, and 

diversity awareness skills. 

15

WEDNESDAY, MAY 25th 

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 five sessions below. 

These in-depth sessions are designed to explore the distinctive features of community and campus partner types or sectors including Non-profit Organizations, 

Schools and Educational Programs; For-Profit 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 

Smith 296 

Smith 329 

Smith 333 

Smith 323 

16 

Opportunities 

and Challenges: 

Partnering with Non- 

Profit Organizations 

This session will explore 

aspects of non-profit 

organizations with an 

emphasis on the influence 

of non-profits in everyday 

life. The continuum 

of non-profit size and 

scope, varying sources 

of revenue, and status of 

non-profit 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-Profit Management, 


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 

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 

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 first 

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 


Going Inside the Campus: 

Partnering with Higher 

Education 

This session is designed specifically 

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, Linfield 

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


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 

Smith 323 

Smith 296 

*Simon Benson House 

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 exemplifies 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 benefits, 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 Office, 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 

Devising an Assessment Strategy 

of Civic Engagement Activities at 

Anchor Institutions 

Anchor institutions are defined 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 

Session Canceled Due to Illness 

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 significantly 

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 


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 find 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. 

17


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 329 

*East Hall 109 

Smith 333 

Smith 355 Ballroom 

Strengthening Partnerships 

through Written Agreements 

Student Learning about Health 

and Communication from the 

Interdisciplinary Puppetry 

Partnership 

Learning Together: Penn 

State University, Kansas State 

University, and the CYEC 

Kenya Partnership for Youth 

Empowerment 

Searching for Common Ground: 

International and USA University 

Partnerships for Faculty 

Development 

This very practical, “how to” session will 

present specific 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 

final 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. 

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 childsized 

puppets. Honors undergraduates 

were trained as puppeteers by theatre/ 

performance faculty and <strong>international</strong>lyknown 

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 identified in 

written reflections. 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. 

For three years Kansas State University 

has fostered a unique <strong>international</strong>, 

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. 

This interactive session will explore the 

partnerships, investigating the processes 

– including the significant 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 

<strong>international</strong> 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 


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 


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. 

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 

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 


18


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. 

Smith 296 

Faculty for the Engaged Campus: New 

Strategies for Promoting Community- 

Engaged Scholars 

Faculty who define 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 competencybased 

models of faculty development, peerreviewed 

publication of diverse scholarly products, 

and changes to the promotion and tenure system. 

Roles and contributions of community partners in 

these strategies will be specifically articulated. 

Facilitators: Sherril B. Gelmon, Professor of 

Public Health and Chair of the Division of Public 

Administration, Hatfield School of Government, 


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, redefine 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 

fulfilled, 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. 

Smith 236 

Challenging Our Assumptions: Exploring 

International Partnership Practices 

Higher education institutions around the world are building 

partnerships between universities and community that reflect 

the public context and issues of their nation or region, and 

many are seeking partnerships across national borders. 

The Talloires Declaration Network has identified 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 <strong>international</strong> settings and 

partnerships. Using a “town hall’ format, the facilitator will 

engage key resource professionals and audience participants 

in critical reflection on partnership principles and practices 

to identify new and unique lessons about <strong>international</strong> 


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) 

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

19


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 323 

Smith 236 

Smith 296 

Smith 262 

Smith 328 

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 flourish. 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 findings, 

strategic planning, and capacity 

for replication at universities in 

Egypt and other Arab countries. 

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 

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 cocurricular 

experiences. Kecskes 

and Kerrigan confirm 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 

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 


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 field 

at that point, as well as emerging 

trends in higher education 


Presenters: Jennifer Simek, 

AmeriCorps *VISTA, Siena 

College; and Matthew 

Johnson, Director of Academic 

Community Engagement, Siena 

College 

Presenters: Amy Newcomb 

Rowe, Program Coordinator, 

American University in Cairo, 

Egypt; and Amani Elshimi, 

Program Director, American 

University in Cairo, Egypt 

20

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


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 five-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 

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

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 

certification 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 

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 significant and multidimensional demographic 

shift. At the same time, we are witnessing the prevalence 

of important and sustained conversations about reconceptualizing 

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 


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 reflection 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 

21

Institute co-sponsors include: 

Association of American Colleges and Universities 


American Association of State Colleges and Universities 


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 

PHC Ventures 

Patti Clayton 

New England Resource Center for Higher Education 

Oregon Campus Compact 

The Talloires 

Network 

PHC Ventures 

Talloires Network 

United Way of the Columbia-Willamette 

University North Carolina Greensboro

international institute on partnerships - Portland State University

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