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.
Ralph Wood, Edward Hebert, Chris Wirth, Ali Venezia, Shelly Welch, and Ann Carruth
Timothy A. Brusseau, Sean M. Bulger, Eloise Elliott, James C. Hannon, and Emily Jones
This paper discusses lessons learned from the process of conducting community-based research with a focus on issues and topics of potential importance to leaders of departments of kinesiology. This paper is written from the perspective of physical education teacher education faculty implementing comprehensive school physical activity programming. Specifically, the paper focuses on the intersection of physical education and public health, the reconceptualization of training physical education teachers, related opportunities for community-engaged learning, and the process of relationship building in schools and communities. It is the authors’ intent that this paper will stimulate discussions relative to these topics among leaders of and faculty within kinesiology departments.
Brian D. Clocksin and Margo B. Greicar
Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.
The mission of the Institute for the Study of Youth Sports (ISYS) is to provide leadership, scholarship, and outreach that “transforms” the face of youth sports in ways that maximize the beneficial physical, psychological, and social effects of participation for children and youth while minimizing detrimental effects. Since its inception in 1978, ISYS has partnered with numerous organizations to promote healthy youth sports participation. In this article, the general steps ISYS takes to form and facilitate partnerships are addressed. Four long-term partnerships are also described. The services provided to these organizations are described and the advantages and challenges of working with partners, in general, are delineated. How these partnerships are used to facilitate the teaching, outreach-engagement, and scholarship components of the Michigan State University land grant mission are also described. The case of ISYS shows that conducting community outreach and engagement projects greatly enhance the scholarly mission of the university.
Scott Pierce, Jedediah Blanton, and Daniel Gould
increased public scrutiny for the contributions they make back to the community. To maximize the impact of community partnerships, it is necessary for scholars and community organizations to have a shared interest and a quest for the cocreation of knowledge ( Fraser, 2005 ; Glass & Fitzgerald, 2010 ). For
Rebecca T. Marsh Naturkach and Donna L. Goodwin
unmasked: The uses and guises of theory in qualitative research . Research in Nursing & Health, 16 , 213 – 218 . doi:10.1002/nur.4770160308 10.1002/nur.4770160308 Sandy , M. , & Holland , B.A. ( 2006 ). Different worlds and common ground: Community partner perspectives on campus-community
Tom Martinek and Michael A. Hemphill
’s work and allied programs will continue to leverage the power of quality after-school and summer programming. Richly varied and diverse community partnerships will surely accompany these initiatives. Don saw his role and those of others as enriching the minds, values, and capabilities of youth for all
Michael A. Hemphill and Tom Martinek
Many kinesiology departments engage in partnerships that aim to promote positive youth development through physical activity. These partnerships are often enhanced by mutually beneficial goals and shared decision making between university and community partners. This paper describes how sport has been at the center of two university-community partnerships that have helped to teach life skills to youth. We draw upon our experience working with community partners to illuminate challenges and opportunities for youth-focused partnerships. The programs include an emphasis on sustainability. As kinesiology programs continue to enhance their efforts to partner and support youth development, case studies such as this may help inform our efforts.
Kathryn L. Heinze, Sara Soderstrom, and Jennifer Zdroik
The rise and institutionalization of corporate social responsibility (CSR) in sport is captured in a growing body of work in sport management. This literature suggests professional teams should be strategic in their approaches—matching internal resources with external needs—but we lack an understanding of the processes and mechanisms in the evolution to more strategic CSR, as well as specific practices that characterize these approaches. Further, by focusing on broad trends in how and why teams are adopting CSR, we miss the opportunity to learn from teams with innovative and authentic CSR approaches. To address these gaps, this article uses a qualitative case-study approach to examine how one professional team in the U.S.—the Detroit Lions—evolved their CSR to a more strategic and authentic partnership-focused model. Our findings point to key process steps and mechanisms in the decision making around, and implementation of, this approach, including the role of organizational structure, leadership, and community partnerships. We draw out themes around these central partnerships and highlight best practices. In offering a more nuanced understanding of professional sport CSR process and practice, we contribute to the literature on CSR in sport, sport-community partnerships, and sport and city revitalization.
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.