By Kerry J. Strand, Nicholas Cutforth, Randy Stoecker, Sam Marullo, Patrick Donohue

Community-Based examine and better schooling is the long-awaited advisor to the best way to contain a robust and promising new type of scholarship into educational settings. The e-book provides a version of community-based examine (CBR) that engages group participants with scholars and school during their educational paintings. in contrast to conventional educational study, CBR is collaborative and change-oriented and reveals its study questions within the wishes of groups. This dynamic learn version combines school room studying with social motion in ways in which can eventually empower neighborhood teams to deal with their very own agendas and form their very own futures. even as it emphasizes the improvement of information and abilities that really organize scholars for lively civic engagement.

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Additional info for Community-Based Research and Higher Education: Principles and Practices (Jossey Bass Higher and Adult Education Series)

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Program evaluation is the second area cited by Martin Johnson where CBR can make a substantial contribution to the work of nonprofit organizations. He sees a shift in the ways that CBO funders and communities measure success: “Simply measuring the number of organizational outputs (houses, counseling sessions, events, and so on) is no longer adequate. ’ question. ” This question requires new and better indicators and data collection methods than most organizations can manage. One of the program directors in his organization, who runs a program for high school dropouts, sought to improve their evaluation system because, like most other typical program measures, it failed to measure whether the participants were becoming more self-reliant, a core value of the organization.

Phil Nyden, director of the Center for Urban Research and Learning at Loyola University in Chicago, notes that “the roughly $10,000,000 in grants received by the Center for Urban Research and Learning at Loyola has leveraged at least another $10,000,000 in tuition, faculty time, student time, and other university resources. Easily one-third of this has directly gone to community partners, or has been of direct benefit to them” (Nyden, personal communication, 2002). Even when sharing a grant with a higher education institution that takes a large amount of it in overhead, the possibilities of using the remaining funds to leverage faculty time, student time, physical resources such as computer analysis and laboratory testing facilities, and other institutional resources for a CBR project can make an initial grant stretch considerably.

That is, it challenges the exclusive authority of the trained researcher and argues for the value of nonspecialist participation in decisions relating to research processes and priorities. CBR’s approach to knowledge—its insistence on 01Strand/Ch. 1 4/8/03 4:10 PM Page 13 origins and principles of community-based research 13 democratizing and demystifying knowledge—goes further. CBR also challenges conventional assumptions about knowledge itself: what constitutes valid knowledge, how it is best produced or acquired, and who gets to control it.

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