The Chicago Response to Urban Problems

Mayfield, Loomis; Hellwig, Maureen; Banks, Brian

doi:10.1177/0002764299042005011

Cited by 31 publications

(9 citation statements)

References 4 publications

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“…These indicators include mutuality (Bringle & Hatcher, 2002;Bryk & Rollow, 1996;Holland, 2001;Maurrasse, 2001Maurrasse, , 2002Mayfield, Hellwig, & Banks, 1999;Schorr, 1997;Zetlin & MacLeod, 1995), supportive infrastructures (Bringle & Hatcher, 2002;Carr, 2000;Holland, 2001;Jacoby, 2003;Maurrasse, 2001Maurrasse, , 2002, rigorous evaluation (Driscoll, Holland, Gelmon, & Kerrigan, 1996;Gelmon, 2000;Maurrasse, 2002), supportive leadership (Astin & Astin, 2000;Boyer, 1990;Jacoby, 2003), university immersion in the community (Maurrasse, 2001;Zacharakis-Jutz & Heaney, 1991), and assetsbased building (Perkins et al, 2001;Schorr, 1997). These indicators include mutuality (Bringle & Hatcher, 2002;Bryk & Rollow, 1996;Holland, 2001;Maurrasse, 2001Maurrasse, , 2002Mayfield, Hellwig, & Banks, 1999;Schorr, 1997;Zetlin & MacLeod, 1995), supportive infrastructures (Bringle & Hatcher, 2002;Carr, 2000;Holland, 2001;Jacoby, 2003;Maurrasse, 2001Maurrasse, , 2002, rigorous evaluation (Driscoll, Holland, Gelmon, & Kerrigan, 1996;…”

Section: Indicators Of Successful Partnershipsmentioning

confidence: 99%

Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

Miller¹,

Hafner

2008

Educational Administration Quarterly

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Purpose:This study sought to deepen current understandings of collaboration and leadership in the context of partnerships between diverse universities, schools, and communities. Using a critical epistemological perspective, the project specifically attempted to learn more about the processes employed by one particular partnership in the Western United States. To inform this process evaluation, the study's conceptual framework was rooted in tenets of Paulo Freire's (1970) concept of dialogue. Specifically, the study sought to reveal the extent to which the Freirean dialogical tenets of humility, faith, hope, and critical thinking were embodied in this collaborative process. Research Methods: Qualitative case study. Data Collection and Analysis: Data were collected through semistructured interviews with 17 participants, 25 observations, and analysis of relevant documents and archival data. After a process of open and axial coding, the findings were deductively analyzed using tenets of Freire's (1970) dialogue. Findings: The findings suggested that although the partnership's participants appeared to have intentions that were closely aligned with the tenets of dialogue, various factors inhibited the actual process from evolving as one that was comprehensively dialogical. Conclusions: It is asserted that in educational partnerships between diverse individuals and organizations, the onus is on those who occupy traditional leadership positions to ensure that equal participative opportunities are afforded to all interested parties. Several recommendations are offered to facilitate the creation of such collaborative structures.

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Section: Indicators Of Successful Partnershipsmentioning

confidence: 99%

Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

Miller¹,

Hafner

2008

Educational Administration Quarterly

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“…Jane Addams and her activities at the Hull-House from 1889 to 1935 also deserve mention here (Boyte, 1999;Mayfield, Hellwig, and Banks, 1999). The Hull-House was a central point for the settlement work associated with research on demographic and social characteristics of Chicago's immigrant neighborhoods.…”

Section: Faculty Rolesmentioning

confidence: 99%

“…In higher education today, there is an increased focus on urban institutions and their relationships with communities (Braskamp and Wergin, 1998;Mayfield, Hellwig, and Banks, 1999). For example, the Coalition of Urban and Metropolitan Universities (which includes land grant and other institutions) is dedicated to fulfilling urban grant missions of member campuses by focusing on local urban needs.…”

Section: Extensionmentioning

confidence: 99%

“…"Urban institutions have committed themselves to helping solve [these] urban problems as part of their service mission" (Crosson, 1983, p. 49). Many urban campuses have embraced their place in the community as change agents (Brown, 1994;Mayfield, Hellwig, and Banks, 1999). Through the work of the Coalition of Urban and Metropolitan Universities, in particular, there has been focus on the unique place that urban regional campuses play in the higher education landscape.…”

Section: Institutional Typementioning

confidence: 99%

See 1 more Smart Citation

2003

ASHE‐ERIC High. Edu. Rept.

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Contemporary Contexts for Service: The Engaged Campus The Many Meanings of Service Forces Shaping Contemporary Calls for Engagement Engagement as a Response to these Challenges and Trends The Role of Service in Engagement The Legacy of Service in Higher Education The Colonial College (1636–1770) The Denominational College (1770–1860) The Research University (1860–1945) Mass Education (1945–1975) The Contemporary Era (1975–present) Conclusion Internal Service: Faculty at Work as Institutional and Disciplinary Citizens Service to the Campus Service to the Discipline Service to Students The Difference That Difference Makes Conclusion External Service: Faculty at Work Meeting Societal Needs A Word About Nomenclature Extension Consulting Service‐Learning Community‐Based Action Research Community and Civic Service The Difference That Difference Makes Linking Service to Scholarship Definitions of Scholarship Scholarship of Engagement Assessment and the Scholarship of Engagement Faculty Motivation and the Scholarship of Engagement Scholarship of Engagement in Practice An Integrated View of Faculty Work Moving Toward Engagement: Policy Questions and Their Responses Recommendations for Research and Practice

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“…Town and gown, campus-town, and community engagements are terms used to describe both university-community partnerships [1][2][3] and more general partnerships that are vital in implementing sustainable community development. The most common partnerships include service learning, local economic development, community-based research, and social work initiatives [2,[4][5][6][7].…”

Section: Introductionmentioning

confidence: 99%

University-Community Partnerships: A Local Planning Co-Production Study on Calabarzon, Philippines

Lee

Bae

2019

Sustainability

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University-community partnerships provide opportunities for collaborations and meaningful engagement with community partners, in order to promote sustainable community development. To date, studies on university-community partnerships have largely neglected partnership potential and readiness prior to partnership formation. These factors enable expectations and targets to be negotiated and potential problems to be anticipated, prior to any formal collaboration. Hence, this study investigates the optimal preconditions—including environment, resources, and motivation—to facilitate successful university-community collaboration for local urban planning. Specifically, a sample of local government units (LGUs) and universities in the Calabarzon region of the Philippines were interviewed and observed to determine their needs and access to planning resources at universities, as well as factors that would ensure sustained partnerships. The results show that there is a need for university-community partnerships in local planning, since LGUs have limited technical capacity in preparing comprehensive land use plans, particularly with respect to data analysis, technical writing, project development, and hazard mapping. Conversely, LGUs have more financial resources than universities. Local universities were determined to be uniquely suited to meet the technical and human resource needs of LGUs. Importantly, though, previous partnership experience was found to dramatically influence both parties’ decisions regarding whether or not to pursue a partnership. Accordingly, there is a need to temper the desires and expectations of partner organizations, and lay down the foundations of sustainable university-community partnership prior to partnership formation. Toward this end, policies that bolster partnership institutionalization, funding, and systematic monitoring and evaluation systems can enhance the utility of such partnerships moving forward.

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The Chicago Response to Urban Problems

Cited by 31 publications

References 4 publications

Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

Moving Toward Dialogical Collaboration: A Critical Examination of a University— School—Community Partnership

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University-Community Partnerships: A Local Planning Co-Production Study on Calabarzon, Philippines

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