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Ralph Wood, Edward Hebert, Chris Wirth, Ali Venezia, Shelly Welch, and Ann Carruth

Successful campus-community partnerships provide universities enhanced visibility in the community, and offer university students opportunities to engage in real-world educational experiences through service learning and internships. In addition, the participating community agency/program benefits from an infusion of ambitious students that can help the agency/program further its mission, and increase its visibility and reach. Within the areas of health promotion and wellness, campus-community partnerships have become an essential component in the delivery of prevention services and the development of public health infrastructure. The purpose of this paper is to share the experiences of two universities in their development of campus-community partnerships in the areas of health and wellness.

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Joanna L. Morrissey, Joseph A. Beckett, Ross Sherman, and Lisa J. Leininger

As undergraduate students prepare to enter the workforce and become engaged members in their communities, it is necessary for universities to provide students with opportunities and resources to develop the knowledge, skills, and attitudes needed to be successful in their professional, personal, and social pursuits. Experiential learning is one approach that may be used to facilitate and strengthen the learning process for undergraduate students. Grounded in experiential learning, Kinesiology-specific service learning and internship programs can help students develop the skillset needed to be successful in their major and future careers. To best facilitate students’ learning, it is imperative that such academic programs build collaborative, sustainable and genuine campus-community partnerships. This paper presents a series of practical and successful partnership-building strategies from three unique institutions.

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Nneka Arinze, Jesse Mala, Max Klein, and Justine Evanovich

minimum of 40 hr of service through City Sport (a pseudonym). City Sport City Sport is a campus–community partnership providing after-school and weekend programs designed primarily with/for youth participants. It has sustained collaboration for over a decade between the university and local public schools

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Melissa Pangelinan, Marc Norcross, Megan MacDonald, Mary Rudisill, Danielle Wadsworth, and James McDonald

-professionals . Social Psychology of Education, 11 ( 1 ), 95 – 112 . doi:10.1007/s11218-007-9039-6 10.1007/s11218-007-9039-6 Wood , R. , Hebert , E. , Wirth , C. , Venezia , A. , Welch , S. , & Carruth , A. ( 2017 ). Campus–community partnerships in health and wellness . Kinesiology Review, 6 ( 4

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Leeann M. Lower-Hoppe, Liz A. Wanless, Sarah M. Aldridge, and Daniel W. Jones

: . Bringle , R.G. , & Hatcher , J.A. ( 2002 ). Campus-community partnerships: The terms of engagement . Journal of Social Issues, 58, 503 – 516 . doi:10.1111/josi.2002.58.issue-3 10.1111/1540-4560.00273 Bruff , D.O. , Fisher , D.H. , McEwen , K.E. , & Smith , B.E. ( 2013

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Jennifer E. McGarry

manages the campus–community partnership that connects the UConn and Hartford communities to collectively work to dismantle these structures because, to him, it is not enough only to discuss and research the issues. My colleague Joseph Cooper is a scholar activist. His research on the holistic development

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Rebecca T. Marsh Naturkach and Donna L. Goodwin

on campus-community partnerships . Michigan Journal of Community Service Learning, 13 , 30 – 43 . Retrieved from Schön , D. ( 1983 ). The reflective practitioner: How professionals think in action . London, UK : Temple Smith . Shenton , A

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Kathy Babiak, Lucie Thibault, and Annick Willem

). A multilevel analysis of campus-community partnership . Journal of Service-Learning in Higher Education , 4 ( 1 ), 1 – 25 . Bryson , J.M. , Crosby , B.C. , & Stone , M.M. ( 2006 ). The design and implementation of cross-sector collaborations: Propositions from the literature . Public