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Introduction to Community-Based Research: Engaging Faculty and Community Partners

This presentation, developed by the National Community-Based Research Networking Initiative, introduces faculty to Community-Based Research (CBR). It explores the principles of practice, differences from traditional research, and the collaborative efforts needed to address community needs. CBR emphasizes democratization of knowledge, social change, and community involvement. The session discusses pedagogical methods, benefits and challenges, and shares successful examples from Weber State University. It highlights how CBR fosters long-term relationships and enhances educational experiences for students and faculty alike.

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Introduction to Community-Based Research: Engaging Faculty and Community Partners

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  1. COMMUNITY-BASED RESEARCH An Introduction for Faculty Presented by Brenda Marsteller Kowalewski Community Involvement Center, Co-Director Weber State University for Teaching Learning Forum September 17, 2007 A presentation developed by the National Community-Based Research Networking Initiative

  2. CBR: AN OVERVIEW • What is CBR? • Principles of Practice • How does it differ from traditional research? • Why do CBR? • Pedagogical Methods • Benefits & Challenges • What It Takes • Examples of CBR at WSU • Resources

  3. CBR: WHAT IS IT? • A collaborative, participatory research process that embraces: • Research • Community has information needs • Campus partners have research tools and resources • Education • Community has valuable local knowledge & experience • Campus partners have theoretical and large scale perspectives • Action • Build organizational and community capacity • Effect policy change

  4. CBR: Definition • “CBR is a partnership of students, faculty, and community members who collaboratively engage in research with the purpose of solving a pressing community problem or affecting social change” (Strand, et al., 2003).

  5. CBR: Principles of CBR • CBR is a collaborative enterprise between researchers and community members. • CBR involves the democratization of knowledge • CBR has as its goal social action and social change for the purpose of achieving social justice (Strand et al., 2003: p. 8).

  6. CBR: Collaboration • research with andfor the community. • community partners should be working with students and professors at every stage in the research process.

  7. CBR: Democratization of Knowledge • knowledge brought to the project by all partners involved is equally valued • multiple research methods are used • user friendly approaches to the dissemination of knowledge are provided • conventional assumptions about knowledge itself are challenged

  8. CBR: Social Change for Social Justice • produce information that can be used to bring about needed change • findings of the research or the process itself might contribute to social change

  9. CBR: Vs. Traditional Research TraditionalCBR Goal of Research Advance Address knowledge social need advancement Source of Question Existing work Community identified need Designer/ResearcherTrained Trained • researcher researcher + students + comm. partner

  10. CBR: Vs. Traditional Research TraditionalCBR Researcher Outside Collaborator Role expert Role of None or RA Partners Students Role of Subject to be Knowledgeable Community studied partner

  11. CBR: Vs. Traditional Research TraditionalCBR Relationship of Short-term Long- Researcher & & detached term + Participantsconnected and multi- faceted Measure of value Acceptance by Usefulness to of the research academic peers partners (as well as publish)

  12. CBR: Vs. Traditional Research TraditionalCBR MethodologyConform to Conform to Criteria/ rigor rigor Methods Objectivity & Open to positivistic new info. Researcher Flexibility control Quantitative Mixed

  13. CBR: Vs. Traditional Research TraditionalCBR Beneficiaries Researcher, Researcher, Field students, & community “Owner” of Researcher Researcher, Research students, & community

  14. CBR: Vs. Traditional Research TraditionalCBR Presentation &Articles, Articles, DisseminationConference Conference of Findings presentation, presentation, Books/Chapter Books/chapter Reports, Public meeting, Art work/media

  15. CBR: WHY DO IT? • Complex social problems ill-suited to “outside expert” research alone • Impact community capacity • Build long-term relationship with community partners • Effective method of teaching and learning for all participants • The ultimate form of service-learning?

  16. CBR: Ultimate S-L Experience • The quality of service-learning is enhanced through CBR in that it offers the most opportunities for: • collaboration • direct application of course content • potential for social change

  17. CBR: PEDAGOGICAL METHODS • Course-based options model • CBR-based semester courses • Long-term, course-based projects • Interdisciplinary, multi-course collaborative projects

  18. CBR: BENEFITS • Community • Access to faculty expertise • Organizational capacity building • Policy change • Students • Develop new skills • Improve existing skills • Connect classroom learning with real-world application • Faculty • Enhanced teaching credentials • New venues for publishing and presenting • Positively impact students and community

  19. CBR: CHALLENGES • Unpredictability • Calendar conflicts • Role confusion • Participant compensation/ recognition

  20. CBR: WHAT DOES IT TAKE? • Time • Long-term vision • Communication • Flexibility • Willingness to develop research process with community input

  21. CBR: Examples at WSU • Lauren Fowler, Psychology • Bryan Dorsey, Geography

  22. CBR: RESOURCES • National Community-Based Research Networking Initiativewww.cbrnet.org • CBR Course and Project Databasewww.bonner.org/campus/cbr/profiles.taf • Campus-Community Partnerships for Healthwww.ccph.info • Community-Based Research & Higher Education: Principles & PracticesStrand, Marullo, Cutforth, et. al.

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