Community-Based Research (2003)

.Guest Editor Barbara Ferman (Temple University) Abstracts Principles of Best Practice for Community-Based ResearchKerry Strand, Hood CollegeSam Marullo, Georgetown UniversityNick Cutforth, University of DenverRandy Stoecker, University of ToledoPatrick Donohue, Middlesex County College Community-based research (CBR) offers higher education a distinctive form of engaged scholarship and a transformative approach to teaching and learning. In this article, we propose a CBR model that is genuinely collaborative and driven by community rather than campus interests; that democratizes the creation and dissemination of knowledge; and that seeks to achieve positive social change. We demonstrate how this model translates into principles that underlie the practice of CBR in four critical areas: campus-community partnerships, research design and process, teaching and learning, and the institutionalization of centers to support CBR. Opportunities and Pitfalls of Community-Based Research: A Case Study Michael Polanyi,University of Regina Lynn Cockburn,University of Toronto University researchers are increasingly practicing community-based research (CBR). In many CBR projects, community members are trained to conduct collective research to better understand and address shared social problems and concerns. Based on a recent community-based research project with injured workers, this article identifies challenges faced when academics engage in CBR based at a university. The challenges discussed include dealing with the constraints and requirements of academic research funding, bridging the goals of academics and community members, and functioning within the university’s institutional structures.Negotiating Community-Based Research: A Case Study of the “Life’s Work” ProjectAdam S. Weinberg,Colgate UniversityThe case of Colgate University is used to argue that community-based research can be a vibrant and effective form of service-learning, especially in rural communities. However, community-based research is difficult to execute well. There is little flexibility and high consequences for failed projects. As such, community-based research requires negotiation at multiple levels and developing a set of principles to guide decision-making and project development.The Undergraduate Perspective on Community-Based ResearchJason Willis, Catholic University of AmericaJennifer Peresie, Emory UniversityVanessa Waldref, Georgetown UniversityDeirdra Stockmann, University of Pennsylvania This article, written by four undergraduates with extensive experience in community-based research (CBR), summarizes each author’s project and offers their views on conditions necessary for CBR success and benefits of CBR for students.Community-Based Research Networks: Development and Lessons Learned in an Emerging FieldRandy Stoecker, University of ToledoSusan H. Ambler, Maryville CollegeNick Cutforth, University of DenverPatrick Donohue, Middlesex County CollegeDan Dougherty, Temple UniversitySam Marullo, Georgetown UniversityKris S. Nelson, University of MinnesotaNancy B. Stutts, University of Richmond While in recent years there has been an increasing amount written about how to conduct individual community-based research (CBR) projects, little is known about the infrastructure supporting such projects. This paper compares seven multi-institutional CBR networks in Appalachia, Colorado, the District of Columbia, Minneapolis-St. Paul, Philadelphia, Richmond, Virginia, and Trenton, New Jersey. After reviewing the histories of the networks, we conduct a comparative SWOT analysis, showing their common and unique Strengths, Weaknesses, Opportunities, and Threats. We conclude with the lessons suggested by the network histories and SWOT analyses.Community-Based Research Assessments: Some Principles and PracticesSam Marullo, Deanna Cooke, Alexandra Rollins,Jacqueline Burke, Paul Bonilla, and Vanessa WaldrefGeorgetown UniversityJason Willis,Catholic University of AmericaThis article examines the benefits and challenges of undertaking assessments in community-based research (CBR). Such assessments are compared and contrasted to more traditional research processes. Further, the challenges of integrating CBR assessments into an ongoing social change initiative are analyzed. To aid in undertaking CBR assessments, five principles to guide CBR assessments are articulated: 1) community driven; 2) collaborative; 3) systematic and rigorous, yet flexible and context-specific; 4) guided by grounded theory; and 5) multidimensional. This analysis develops a three-dimensional conceptual framework for assessments, based on the level of activity to be examined, the change goals being examined, and the process or effects outcomes. Finally, a decision-tree is offered with guiding questions to help practitioners consider the range of assessments they may wish to undertake. The framework and decision-tree developed here provides a common language for facilitating knowledge sharing across boundaries.Review EssayCommunity-Based Research: Celebration and ConcernReviewed by Richard A. Couto,Antioch University"Community-Based Participatory Research for Health"Meredith Minkler and Nina Wallerstein (Eds.)San Francisco: Jossey-Bass, 2003