IMPACT

C O M M U N I T Y- C A M P U S PA R T N E R S H I P S F O R H E A LT H :

P R E PA R E D B Y

Sarena D. Seifer, Executive Director,Community-Campus Partnerships for Health

Rachel L. Vaughn, Program Director,Community-Campus Partnerships for Health

J U LY 2 0 0 4

F U N D E D B Y T H E W. K . K E L L O G G F O U N DAT I O N

MAKING A

POSITIVE

W E L C O M E L E T T E R 1

E X E C U T I V E S U M M A R Y 3

C O M M U N I T Y V O I C E S : A N I D E A L S E T T I N G F O R C C P H 5

H A R N E S S I N G T H E P O W E R O F P A R T N E R S H I P S 7

C C P H M O D E L S O F S U C C E S S 9

K E Y P R O J E C T F I N D I N G S 13

C O R E R E C O M M E N D A T I O N S 15

L E S S O N S L E A R N E D : F O R G I N G Y O U R O W N P A R T N E R S H I P S 19

A D D I T I O N A L R E S O U R C E S 24

A P P E N D I C E S

A P P E N D I X A : T H E C O M M U N I T Y - C A M P U S P A R T N E R S H I P S F O R H E A L T H P R O J E C T 25

A P P E N D I X B : C O M M U N I T Y V O I C E S S I T E S 27

A P P E N D I X C : A C R O N Y M S A N D D E F I N I T I O N S 31

A D D I T I O N A L A P P E N D I C E S A R E A V A I L A B L E O N L I N E A T W W W . W K K F . O R G

TA B L E O F C O N T E N T S

When communities and educational institutions cometogether, they can unleash the potential to achievea multitude of objectives. Stakeholders can leverageexisting resources and expertise to spark powerful,creative solutions to new and longstanding problems.

Community-Campus Partnerships for Health:Making a Positive Impact was designed to helpyou discover the possibilities and solutions availablewhen partnerships form between educational institu-tions and community programs.

This report is the product of a yearlong projectlaunched in 2002 by the W.K. Kellogg Foundation,which aimed to motivate and strengthen partner-ships between educational institutions and Kellogg’s13 Community Voices sites around the country.

Kellogg founded Community Voices in 1998 to helpgive the underserved a ‘voice’ regarding health careaccess and quality issues. Because each of these13 sites relies in one way or another on the powerof community-campus relationships, they provedto be the ideal settings for the Community-CampusPartnerships for Health (CCPH) initiative. CCPH alsosought to highlight models of collaboration that com-munities like yours could easily replicate or borrowfrom to tackle pressing concerns.

This report includes a variety of recommenda-tions, ideas, and resources you can use to forgeor strengthen your own partnerships in the interestof community improvement. You’ll also find examplesof successful Community Voices partnerships witheducational institutions. A comprehensive appendix,available online at www.wkkf.org, includes importantdefinitions, tools, and resources.

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D E A R F E L L O W C O M M U N I T Y

S U P P O RT E R ,

The fact that you are reading this report is a testa-ment to your desire to play a role in enhancingyour community’s health — whether as an educator,a public health professional, a philanthropist, or avolunteer. We hope you will find the insights on thefollowing pages to be both useful and inspirationalin your efforts to tap into the enormous potentialavailable through community-campus partnerships.

We are grateful to Christine M. Kwak, Henrie M.Treadwell and Barbara J. Sabol, who coordinated thisimportant work on behalf of the Kellogg Foundation.

Sincerely,

Marguerite M. JohnsonVICE PRESIDENT FOR PROGRAMS

Robert F. LongVICE PRESIDENT FOR PROGRAMS

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The W.K. Kellogg Foundation launched the Commu-nity Voices (CV) program in 1998 to help give theunderserved a voice in issues of health care accessand quality. Although not designed as a ‘healthworkforce initiative’ or with an explicit academiccomponent, the CV program is making a significantcontribution to understanding the health workforcechallenges facing communities, advancing recom-mendations for change, and implementing solutions.

In July 2002, the W.K. Kellogg Foundation fundedCommunity-Campus Partnerships for Health (CCPH)to facilitate and strengthen community-campuspartnerships between the 13 CV sites and nearbycolleges, universities, and K-12 schools. The projectalso sought to articulate the role of communities inachieving a competent and diverse health workforce.

CCPH project staff began by gaining a strong under-standing of existing partnerships between CV sitesand local educational institutions through a seriesof interviews. The insights of CV staff and partnershelped us to better understand the current extent oftheir community-campus partnerships and to articu-late the role of partnerships in addressing workforcediversity and preparation issues. In addition, theinterview results helped guide the development oftraining and technical assistance activities CCPHoffered to CV programs in 2003. To view the surveyinstruments, please see the online version of thisreport at www.wkkf.org.

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E X E C U T I V E

S U M M A RY

This report provides an overview of community-campus partnerships, service-learning initiatives,and workforce diversity efforts involving CV programs.There are examples of notable community-campuspartnership models within Community Voices pro-grams as well as findings regarding the partnerships.The report concludes with lessons learned about avariety of community-campus partnerships that othercommunities and institutions can employ in forgingand fortifying their own relationships.

As of August 1, 2003, the National Center for PrimaryCare at the Morehouse School of Medicine is theprogram office for the Community Voices initiative. Forinformation on the initiative, please contact:

Henrie TreadwellNational Center for Primary Careat the Morehouse School of Medicine720 Westview Drive, SWAtlanta, GA 30310Phone: 404-756-8973htreadwell@msm.eduwww.communityvoices.org

Sarena D. SeiferExecutive DirectorCommunity-Campus Partnerships for HealthUW Box 354809Seattle, WA 98195-4809Phone: 206-543-8178ccphuw@u.washington.eduwww.ccph.info

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T H I S R E P O R T A N D T H E AC C O M PA N Y I N G A P P E N D I C E S C A N B E V I E W E D A N D P R I N T E D

F R O M T H E W. K . K E L L O G G F O U N DAT I O N W E B S I T E AT W W W. W K K F. O R G

Community Voices is an ideal environment forcommunity-campus partnerships. CV programshave the perspective to identify and articulate thecompetencies that health professionals need toimprove health in their communities. They alsocan advocate for a health workforce that mirrorsan increasingly diverse population and promotescommunity-driven strategies for change.

As community programs, CV can be transformedinto “learning communities” for students at the K-12,college, and university levels. Emphasizing healthaccess and outcomes for disadvantaged communi-ties and communities of color, CV programs can playa significant role in providing mentoring, training, anddevelopment for young people who might otherwisenot have these opportunities.

Even beyond the scope of health, CV programscan convene local K-12 schools, colleges, and uni-versities to pursue interdisciplinary, community-basedcollaborations and ensure the community has a voicein school admissions and curriculum decisions.

With their emphasis on community-based preven-tive care, community partnerships, and policy change,CV programs are particularly conducive to service-learning partnerships, in which students provide com-munity service combined with reflection and explicitlearning objectives as part of their formal education.For health professional students in particular, theseservice-learning experiences can teach vital lessonsin cultural competency, interdisciplinary collaboration,asset-based community development, social determi-nants of health, community development, and more.

Indeed, many CV programs reported they saw thepotential to take their community-campus partner-ships to the next level and transform them intoservice-learning partnerships.

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C O M M U N I T Y V O I C E S :A N I D E A L S E T T I N G F O R C C P H

IMPACTPOSITIVE

“ E N S U R I N G A W E L L - P R E P A R E D W O R K F O R C E T H A T I S

R I C H I N D I V E R S I T Y I S P A R A M O U N T T O C U R R E N T A N D

F U T U R E C O M M U N I T Y H E A L T H I N I T I A T I V E S . ”

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By leveraging the existing resources of all partici-pants, community-campus partnerships can effec-tively accomplish far more than what one participantcould do alone. These partnerships can generatesolutions for accomplishing health and other objec-tives, ranging from Community Health Worker certifi-cation and program development to service-learningand clinical training. The level of involvement canvary from the simple — such as serving as a repre-sentative — to complex, as in leading an entireproject team.

S E RV I C E - L E A R N I N G O F F E R S L E S S O N S F O R A L LThrough service-learning, community organizationscan further their community-building mission, andacademic institutions can further their teaching,research, and service missions.

• Communities can benefit from the intellectual,political, social, human, and technological resourcesavailable through the faculty and students.

• Students can benefit from experiencing and learn-ing from community members and community pro-fessionals with diverse expertise, life experience,and backgrounds. They can explore career options,prepare for the realities of practice, and becomeengaged citizens.

• Students, with their energy and enthusiasm forlearning, can challenge the community to think innew ways and contribute directly to ongoing commu-nity activities. The services provided by students canmake a genuine contribution to community health.

• Faculty, with their knowledge and expertise, cancontribute to our collective knowledge about whichcommunity efforts are working and why.

T H I N K I N G B E YO N D H I G H E R E D U C AT I O NThe term ‘campus’ does not refer strictly to collegesor universities. K-12 schools and community pro-grams can do a great deal together to advance localinitiatives. School-based health programs, includinghealth centers and dental clinics, are among themost common partnerships between CV and K-12schools today.

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H A R N E S S I N G T H E P O W E R O F

PA RT N E R S H I P S

In addition to meeting the critical health needs ofarea youth, these clinics provide valuable trainingexperiences for students in a wide variety of healthprofessions. Moreover, community programs can usepartnerships with K-12 schools to introduce youngerstudents to health professions, and offer incentivesfor students to enter training programs after grad-uating high school.

P R E PA R I N G TO M O R R OW ’ S H E A LT H W O R K F O R C EIn addition to the service-learning benefits alreadydiscussed, participants in the CCPH project cited theimportance of facilitating community-campus partner-ships to develop skilled community health workers,who play a critical role in meeting community healthgoals. Ensuring a well-prepared workforce that isrich in diversity is paramount to current and futurecommunity health initiatives.

CCPH project participants said Community HealthWorker (CHW) initiatives provide the most directprogram link to addressing workforce diversity andpreparation. Efforts to initiate CHW programs, andto establish training and certification, were essentialto involving community members in health profes-sions’ work and opening potential doors to futuretraining in other health professions.

A partnership approach to curriculum and programdesign helps ensure that students are prepared toaddress the most pressing ‘real-world’ issues andneeds for a given community or population. Workingtogether, educators and communities can identifypromising young people and provide mentoring, train-ing, and development opportunities for students ofdiverse races and cultures, as well as disadvantagedstudents from across the educational continuum.

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The following examples illustrate notable community-campus partnerships involving Community Voicesprograms.

L E A R N I N G A N D L E N D I N G S K I L L S I N M I C H I G A NIn Michigan, Ingham County Community Voicesleverages partnerships with several universities inthe state to benefit underserved populations as wellas future health professionals. For example:

• Graduate students from the University of Michigan’sMasters of Public Health program do internships inepidemiology.

• Health Education students from Central MichiganUniversity are assigned field placement.

• Nursing students from Michigan State University(MSU) receive clinical experience treating patientsat the Ingham County Health Department.

• A partnership with the Center for Urban Affairsat MSU has enabled CV to solicit community inputon community health issues. The Center has alsobeen integrally involved in data democratization —collaborating with Ingham County CV to create anorganization called Bridging the Digital Divide toincrease access to technology for all communities.

Moreover, a Community Voices CommunityEconomic Development Team/MSU partnership isdeveloping a model based on community learning/research and engagement to bring together studentsand teachers from different disciplines to focus oncommunity health issues.

MSU Extension has also been a vital partner forIngham County CV, bringing students into the com-munity in a way that fits well and ensuring communi-ties have a voice in shaping local health initiatives.

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C C P H M O D E L S O F

S U C C E S S

E N C O U R AG I N G H E A LT H Y A S P I R AT I O N SIn West Virginia, Community Voices partners workwith 9th through 12th grade students involved inthe Health Sciences Technology Academy (HSTA)program. HSTA — focused on math and science —provides encouragement, opens doors, and empow-ers minority and underrepresented students, particu-larly in rural communities, to pursue health careers.

Results to date indicate the students are seriousabout community health. One student, for a service-learning project, even developed a study on whyindividuals who are eligible for Medicaid do notsign up for the program.

P R O M OT I N G D I V E R S I T Y I N D E N V E RDenver Health Community Voices developed aMulti-Cultural Committee to guide its activities. Overthe years, this committee has identified potentialcommunity health workers and avenues for recruit-ing a diverse pool of workers.

Some of these workers of non-U.S. origin bringtheir rich cultures to the community as they worktoward U.S. certification. A partnership with DenverCommunity College provides these workers with newopportunities for training and certification, increasingtheir professional opportunities within the community.Partnerships between the community college and thelocal technical high school encourage high schoolstudents to explore health careers.

R E A S O N S TO S M I L EA partnership between Community Voices NewMexico and the University of New Mexico (UNM)has initiated much-needed, unprecedented oralhealth improvements across the state.

• UNM expanded its dental hygiene program tofocus on providing dental care to New Mexico’sunderserved residents. UNM now has a dentalresidency program and is exploring the possibilityof developing the state’s first dental school.

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• UNM faculty and physicians-in-training rotatedthrough and provided dental services to citizens ofone rural community that didn’t have its own dentistfor over 50 years. Two dentists have since openedpractices there as a result of this rotation.

• At the request of the people of Roswell, CV NewMexico and UNM formed a partnership with RoswellCommunity College to develop a dental clinic andprovide training opportunities for its dental hygiene,dental assistant, and dental students.

In addition to the models described above, Com-munity Voices programs and higher education insti-tutions developed other successful partnerships.

• CV El Paso has begun to develop a project to dohealth education in K-12 schools with Promotoresde Salud, as part of a formalized project to gaincertification for community health workers.

• CV El Paso also makes it a point to work withcollege and university interns, and is part of thegroup advocating for a medical school to belocated in El Paso.

• The Voices of Detroit Initiative (VODI) has begunconversations with Wayne County CommunityCollege to provide training for dental hygienistsat a local free clinic run by VODI.

• CV Miami involves a number of local collegesand universities as members of the multi-agencyconsortium that guides much of their work.

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IMPACTPOSITIVE

“ C O M M U N I T Y - B A S E D O R G A N I Z A T I O N S A N D P R O G R A M S

L I K E C O M M U N I T Y V O I C E S D O N O T O F T E N R E C E I V E E X P L I C I T

S U P P O R T F O R T H E I R A C A D E M I C R O L E S . S U C H S U P P O R T

M U S T B E C U L T I V A T E D A N D P R O V I D E D . ”

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CCPH staff interviews with CV programs revealedinformation specifically related to service-learningand workforce diversity efforts in various com-munities.

S E RV I C E - L E A R N I N G F I N D I N G SCV programs involved with service-learning initiativesreported the following:

• CV programs seek the opportunity to be involvedin service-learning initiatives as co-educatorsinvolved in planning curriculum, developing learningobjectives, and guiding students through the reflec-tive process.

• CV programs and their partners were tremendouslyinterested in the resources CCPH has to offer relatedto community-campus partnerships and service-learning (particularly the CCPH Principles of Part-nership and partnership assessment tools).

• Community-based organizations and programslike Community Voices do not often receive explicitsupport for their academic roles in service-learning.

• Definitions of service-learning vary across CVprograms.

• All CV partners indicated a genuine desire topartner with K-12 and higher education in meaning-ful ways.

W O R K F O R C E D I V E R S I T Y A N D P R E PA R AT I O NF I N D I N G S

• Many CV programs are located in areas of extremeworkforce shortages, where diversity of the workforcewas defined as a concern, but not as great ofa concern as simply finding health care professionalsto work in the communities they serve.

• Other CV programs are not facing extreme short-ages of health care professionals and felt more ableto focus on issues of health workforce diversity.

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K E Y P R O J E C T

F I N D I N G S

• In some cases, CV programs highlighted theimportance of forming partnerships with highereducation to create community health workercertification programs.

• In Denver, a partnership with DenverCommunity College provides certificationfor community health workers.

• In El Paso, a similar partnership with a localcommunity college provides certification forcommunity health workers, making it possibleto bill for reimbursement for CHW servicesand to professionalize the CHW field.

• In Miami, partners are beginning to explore howthey can certify community health advocates.

• In Manhattan, a partnership with the ColumbiaSchool of Public Health provides training forcommunity health workers.

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Interviews with CV program staff and their partnersrevealed numerous recommendations concerningcommunity-campus partnerships, service-learning,and workforce diversity and preparation. Theseavenues may yield rich partnerships not only inCV communities, but in communities throughoutthe country.

• Provide infrastructure support for service-learning partnerships for Community Voicesprograms.

CV programs are interested in service-learning,and many see the potential to transform the com-munity-campus partnerships they have developedinto service-learning partnerships. But in orderto develop service-learning initiatives and programs,many felt that additional infrastructure supportwill be needed.

An important underlying issue of importance isthe growing recognition that the vast majority ofresources for service-learning — whether institu-tional funds, grants, or training and technical assis-tance programs — go toward building infrastructureat the academic institutional level, not the communitylevel. Community-based organizations and programslike Community Voices do not often receive explicitsupport for their academic roles. Such support mustbe cultivated and provided.

• Facilitate the linkage between CV programsand workforce diversity and preparation.

While CV staff and partners stressed the importanceof workforce diversity and preparation, organizedcommunity-wide initiatives in these areas were notcommon. In more than one case, partner activities inthese areas were being pursued on a “parallel track”and not connected to the CV program.

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C O R E

R E C O M M E N D AT I O N S

CV programs should engage their partners in dis-cussions about workforce diversity and preparationissues and seek connections that may already existin the work they do.

• Facilitate community-campus partnerships thatfocus on community health worker development.

Numerous CV programs articulated the importanceof community health workers in meeting programgoals. In some cases, CV programs partnered withhigher education to form community health workercertification programs.

CCPH has a number of resources available to facili-tate community-campus partnerships involving CHWprograms, including:

• Members of the CCPH Consultancy Network whohave experience in designing and implementingCHW training and certification programs (see: http://www.futurehealth.ucsf.edu/ccph/mentor.html)

• Handouts and proceedings from a teleconferenceoffered to CV programs (see: http://www.futurehealth.ucsf.edu/ccph/communityvoices.html)

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• Facilitate connections to existing resources forcommunity-campus partnerships.

Community Voices and other community-basedhealth programs should tap into existing resourcesfor community-campus partnerships. These include,for example, the university extension services, AreaHealth Education Centers, Community OutreachPartnership Centers, campus-based offices ofservice-learning, and members of CCPH. Turn topage 23 for links to these and other resources.

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IMPACTPOSITIVE

“ W E C A N B R I N G S T U D E N T S I N T O T H E C O M M U N I T Y I N A W A Y T H A T

I S N A T U R A L A N D R E S P E C T F U L O F T H E S T U D E N T A N D C O M M U N I T Y ;

T H I S I S O U R R O L E . ” — E X T E N S I O N S T A F F M E M B E R

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In post-project interviews, CV programs and theirpartners revealed what they felt was most importantabout forging and enriching community-campuspartnerships in the interest of enhancing healthinitiatives. In addition to the specific lessons learnedbelow, many CV programs identified overall chal-lenges to forming partnerships, including:

• learning how to share control

• asking that higher education come to the tableas “a partner, not as an expert”

• reminding higher education partners that theyneed to be in it for the long haul, not just for thelength of their grants

B U I L D B E N E F I C I A L B O N D S

Make expectations clear. Don’t downplay orundersell the commitment involved with a partner-ship. Define and clarify with all partners the groundrules, expectations, and commitment level requiredof all members.

Respect everyone’s needs and objectives. It’simportant to listen and pay attention to variouspoints of view, and maintain a sense of humor inthe partnership.

Expect no partnership to last forever. Partnershipsforged for a specific purpose may dissolve once thatpurpose is achieved. This is normal and should notbe seen as a failure to maintain joint interest.

Engage others who can help your cause. Seekout people and organizations that know the benefitsof community-campus partnerships first-hand.For example, university extension services can beextremely valuable to community health programs.In one CV site, extension played a natural role as aconvening agent for the community — coordinatingrural focus groups on health care access and qualityissues. Extension was able to access rural communi-ties and community leaders in a way that the univer-sity and the public health department were not.

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L E S S O N S L E A R N E D :F O R G I N G Y O U R O W N P A R T N E R S H I P S

Additionally, extension services played a role in find-ing natural fits for student involvement. As the exten-sion staff member stated, “We can bring students intothe community in a way that is natural and respectfulof the student and community; this is our role.”

Consider all the possibilities. Be sure to open yourmind to all the possible opportunities availablethrough community-campus partnerships. Creativeideas tried by CV programs include:

• Community leaders and public health faculty mem-bers can conduct a community-based participatoryresearch project to understand local health dispari-ties and develop an action plan for overcoming them.

• Health professional students serving in community-based clinics can provide needed care to low-incomecommunities while gaining clinical experience andcultural competency. Physicians and dentists in resi-dency training can provide more advanced care aspart of their training.

• School faculty can sit on advisory boards andplanning consortia to help shape the direction ofcommunity health programs.

• Community health program staff can serve onschool advisory boards and planning groups toensure the community has a voice in curriculumand admissions decisions.

• Community health programs can engage collegeand university students in a wide range of fields inmeaningful community-driven work as volunteersor service-learners. For example, business studentscan contribute to economic development projects,foreign language students can be interpreters andtranslators, and computer science students can build websites and databases.

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PA R T N E R E F F E C T I V E LY W I T H H I G H E R E D U C AT I O N

Reach out to people you know. Most of the partner-ships described by CV staff and partners during theCCPH project were developed through people theyknew through their personal or work relationships.

Find the right people. Those with the highest-ranking titles are not necessarily the best people toenlist in the project. Seek out those willing to workand who have the authority to involve the institutionin a meaningful way.

Access the myriad of educational resourcesavailable. Look beyond faculty and student resourceswhen partnering with universities, community colleges,and K-12 schools. Support services, such as comput-ers, meeting space, and libraries, may also be criticalto the success of a project.

PA R T N E R E F F E C T I V E LY W I T H C O M M U N I T I E S

Listen. While your expertise and knowledge may berequested, listen to what the community’s goals, prior-ities, and expectations are before offering your input.

Prepare for the long haul. It may take time for thesuccesses of the partnership to become apparent.The community needs extended help from highereducation if the effort is to make a difference.

Consider acting as a catalyst rather than theleader. An initiative can be most successful andpowerful when a diverse group of community leadersis motivated to take charge and have ownership.

Recognize the social equity of engaging in com-munity partnerships. Consider the ability, as quotedby one higher education partner, to “inform publicpolicy, change the perception of the university in thecommunity at large, engage faculty and students, andgenerally contribute to and improve the surroundingcommunity.”

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P R O D U C E A D I V E R S E P R O F E S S I O N A LW O R K F O R C E

Share responsibility for the workforce of tomor-row. To ensure your community produces a skilled,diverse pool of health professionals, consider forgingcommunity-campus partnerships for workforceprojects like these:

• Designing and distributing health career manualsfor high school guidance counselors, teachers, andcollege health advisors

• Providing health career information along withhealth information in clinic waiting rooms and com-munity health fairs

• Matching community health program staff asmentors for area K-12 students

• Providing cultural competency training for healthprofessional students and practitioners

• Hosting career clubs for pre-health professionalstudents

C O N C L U S I O NAs this report indicates, community-campus partner-ships can be very powerful tools that all communitiescan use to achieve ambitious health goals. We hopethe ideas, recommendations, and lessons learnedfrom Community Voices programs and their partnerswill help guide new and potential partnerships towardsuccessful and desirable outcomes.

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Use the list below to expand your knowledge ofhealth-promoting community-campus partnerships.

Community-Campus Partnerships for Healthwww.ccph.infoMission: To promote health through partnershipsbetween communities and higher educationalinstitutions. CCPH is a growing network of over1000 communities and campuses that are collabo-rating to promote health through service-learning,community-based research, community service,and other partnership strategies. These partner-ships are powerful tools for improving health pro-fessional education, civic responsibility, and theoverall health of communities.

CCPH Principles of Partnershiphttp://www.futurehealth.ucsf.edu/ccph/principles.html#principles

Tools and Resources for Community-CampusPartnershipshttp://www.futurehealth.ucsf.edu/ccph/partnerships.html

Tools and Resources for Service-Learninghttp://www.futurehealth.ucsf.edu/ccph/servicelearningres.html

Tools and Resources for Community-BasedParticipatory Researchhttp://www.futurehealth.ucsf.edu/ccph/commbas.html

Community Voiceswww.communityvoices.org

CCPH Community Voices Service-LearningPartnershipshttp://www.futurehealth.ucsf.edu/ccph/communityvoices.html

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A D D I T I O N A L

R E S O U R C E S

Area Health Education Centerswww.nationalahec.orgUse this website to locate AHECs in your stateor local community.Mission: To enhance access to quality healthcare, particularly primary and preventive care,by improving the supply and distribution of healthcare professionals through community/academiceducational partnerships.

The Cooperative State Research, Educationand Extension Service (USDA)www.reeusda.govUse this website to locate university extensionservices in your state or local community.Mission: To advance knowledge for agriculture,the environment, human health and well being,and communities.

The Center for Sustainable Health Outreach:Report of College and University Programs Awarding Credit, Certificates, and/or Degrees in theCommunity Health Worker Field, February 2002www.csho.net/report.htm

Preparing the Health Workforce of the Future:Community Voices Service-Learning PartnershipsAn article by Sarena D. Seifer and Rachel L. Vaughnwww.communityvoices.org/Article.aspx?ID=270

The Center for the Advancement of CollaborativeStrategies in Health: A New Web-BasedPartnership Self-Assessment Toolwww.partnershiptool.net

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M E T H O D O L O G YIn July of 2002, CCPH staff, working in cooperationwith CV senior staff, developed an interview guideto solicit information regarding the status of communi-ty-campus partnerships, service-learning, and work-force diversity issues in CV programs. CV ProjectDirectors and W.K. Kellogg Foundation representativesreviewed the draft interview guide before it was final-ized for use. Many of the interview questions(see Appendix D in the online version at www.wkkf.org for interview guides) focused on the partnershipsdeveloped with both K-12 schools and higher edu-cational institutions.

Between August and October 2002, CV ProjectDirectors were contacted and invited to participate inan interview with CCPH staff. The focus of the inter-view was to learn more about the goals, achieve-ments, and challenges of the CV program; the statusof CV partnerships with K-12 schools, communitycolleges, and universities; and the status of service-learning partnerships within Community Voices.

In addition, all CV Project Directors were askedto identify relevant community and campus partnerrepresentatives who might be willing to participatein an interview with CCPH. In all, 12 CV ProjectDirectors (or other senior staff where appropriate)were interviewed via telephone, and one was infor-mally interviewed in person. In two cases, the inter-view involved two CV staff members, providing morethan one perspective on the interview questions inthe context of the interview.

Between December 2002 and March 2003, relevantCV partners were contacted and asked to partici-pate in an interview with CCPH staff. The interviewsfocused on learning more about the relationshipbetween the partners and the CV programs, thenature of community-campus partnerships in thecommunity and with the CV programs, and the part-ners’ interest in and understanding of community-campus partnerships, service-learning, and com-munity-based participatory research.

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A P P E N D I X A

T H E C O M M U N I T Y- C A M P U S PA RT N E R S H I P SF O R H E A LT H P R O J E C T(July 2002 – July 2003)

A total of 25 CV partners were identified from sixCV sites, and telephone interviews were conductedwith a total of 12 partners from five CV programs.Difficulties in connecting with CV partners in a timelymanner led to a response rate lower than we hadhoped for in the partner interviews. However, a widevariety of partners were interviewed regarding theirexperiences, including:

• Extension Services

• Academic Medical Centers

• Health Sciences Schools

• Departments

• Community and Neighborhood Councils

• Institutes Based in Universities

• Community Colleges

All interviewees were provided the opportunity toreview the results, and the input of all who respond-ed has been incorporated into the content and styleof this report. In addition, the Community VoicesService-Learning Committee, convened as part ofthis project, provided valuable input regarding thewriting and editing of this report.

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When we refer to a CV program, we are referring toany staff member from a W.K. Kellogg Foundation-funded Community Voices program. The 13Community Voices programs are:

Baltimore Community VoicesNicole RolleyBaltimore City Health DepartmentDirector, Community Health Policy210 Guilford Avenue, 3rd FloorBaltimore, MD 21202Phone: 410-585-0823Fax: 410-396-1617Nicole.Rolley@baltimorecity.gov

Community Voices — El PasoLois SchormanDirector, Program DevelopmentCommunity Voices Incorporated1100 N. Stanton, Suite 701El Paso, TX 79902Phone: 915-545-4810cvoices1@elp.rr.com

Community Voices — MiamiLeda PerezThe Collins Center for Public Policy, Inc.150 E. Second AvenueSuite 709Miami, FL 33131Phone: 305-377-4484Fax: 305-377-4485lperez@collinscenter.org

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A P P E N D I X B

T H E C O M M U N I T Y V O I C E S P R O G R A M S S I T E S

Community Voices — New MexicoDaniel DerksenCenter for Community Partnership,UNM School of MedicineDirector900 Camino de Salud NE, CRTC B-78Albuquerque, NM 87131Phone: 505-272-4590Fax: 505-272-3486DDerksen@salud.unm.edu

Community Voices — OaklandLuella J. PensergaCommunity Voices — Oakland Project Director1320 Harbor Bay Parkway, #250Alameda, CA 94502Phone: 510-769-2243Fax: 510-769-2247luellap@chcn-eb.org

California Rural Indian Health Board/Turtle Health PlanAndy AndersonAssociate Director, Managed Care ServiceCalifornia Rural Indian Health Board, Inc.2033 Howe Ave., Suite 160Sacramento, CA 95825Phone: 916-286-7215aanderson@crihb.ihs.gov

Washington, DC Community VoicesLinda ThompsonCommunity Voices Collaborative of theDistrict of Columbia825 North Capitol St., NERoom 3109, Third FloorWashington, DC 20002Phone: 202-442-9335CVC_dc@yahoo.com

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Denver Health Community VoicesElizabeth WhitleyDenver Health Community VoicesProject Director777 Bannock Street, MC7779Denver, CO 80204Phone: 303-436-4070Fax: 303-436-4069lwhitley@dhha.org

FirstHealth Community Voices (North Carolina)Lisa HartsockFirstHealth of the Carolinas, Inc.Administrative Director155 Memorial Drive, P.O. Box 3000Pinehurst, NC 28374Phone: 910-215-1922Fax: 910-215-5054lhartsock@firsthealth.org

Ingham County Community Voices (Michigan)Bruce BraggIngham County Health DepartmentP.O. Box 301615303 South Cedar StreetLansing, MI 48909Phone: 517-887-4311Fax: 517-887-4310braggb@ingham.org

Northern Manhattan Community VoicesJacqueline MartinezNorthern Manhattan Community Voices CollaborativeProject Director100 Haven Avenue, Suite 27CNew York, NY 10032Phone: 212-304-7030Fax: 212-544-1905jm721@columbia.edu

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Voices of Detroit InitiativeLucille SmithVoices of Detroit InitiativeExecutive Director4201 St. Antoine University HealthUniversity Health Center-9CDetroit, MI 48201Phone: 313-832-4246Fax: 313-832-4308Slucille@med.wayne.edu

West Virginia Community VoicesNancy TolliverWest Virginia Community VoicesProject DirectorWV Higher Education Policy CommissionSuite 7001018 Kanawha Blvd. E.Charleston, WV 25301Phone: 304-558-0530Fax: 304-558-0532tolliver@hepc.wvnet.edu

As of August 1, 2003, the National Center forPrimary Care at the Morehouse School of Medicineis the program office for the Community Voices initia-tive. For information on the initiative, please contact:

Henrie Treadwell

National Center for Primary Careat the Morehouse School of Medicine

720 Westview Drive, SW

Atlanta, GA 30310

Phone: 404-756-8973

htreadwell@msm.edu

www.communityvoices.org

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A C R O N Y M S

C C P H • Community-Campus Partnerships for Health

C V • Community Voices

C H W • Community Health Workers

D E F I N I T I O N S

COMMUNITY-CAMPUS PARTNERSHIPS FOR HEALTHCreating healthier communities and overcomingcomplex societal problems require collaborativesolutions that bring communities and educationalinstitutions together as equal partners and buildupon the assets, strengths, and capacities of each.Community-campus partnerships involve communi-ties and educational institutions as partners, andmay address a variety of different issues basedon mutually identified goals.

C V PA R T N E RWhen we refer to a CV partner, we are referring toany partner (higher education, K-12, or community-based) identified by a CV program as being valuableto interview for an added perspective on the work CVprograms do and the nature of the partnerships theyhave formed.

S E RV I C E - L E A R N I N GService-learning is a structured learning experiencethat combines community service with preparationand reflection. Students engaged in service-learningprovide community service in response to communityidentified concerns and learn about the context inwhich service is provided, the connection betweentheir service and their academic coursework, andtheir roles as citizens.

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A P P E N D I X C

A C R O N Y M S A N D D E F I N I T I O N SF O R T E R M S I N T H I S R E P O RT

C O M M U N I T Y H E A LT H W O R K E R SCommunity health workers, community healthadvocates, or promoters are “typically members ofa particular community whose task is to assist inimproving the health of that community in coopera-tion with the health care system or local public healthagencies. The literature suggests that communityhealth workers can work as agents of change byproviding a variety of services including: outreach tounderserved and hard-to-reach populations, healthpromotion/disease prevention educational instruc-tions…, needs assessment and the provision of fol-low-up services, patient advocacy and assistance….”(Resources for Cross Cultural Health Care and theU.S. Department of Health and Human ServicesOffice of Minority Health and the Agency forHealthcare Research and Quality, http://www.diversityrx.org/HTML/RCPROJ_D.htm)

C O M M U N I T Y - BA S E D PA R T I C I PATO RY R E S E A R C HCommunity-based participatory research (CBPR) isa “collaborative approach to research that equitablyinvolves all partners in the research process andrecognizes the unique strengths that each brings.CBPR begins with a research topic of importance tothe community, has the aim of combining knowledgewith action, and achieving social change to improvehealth outcomes and eliminate health disparities.”(W.K. Kellogg Foundation’s Community HealthScholars Program, http://www.sph.umich.edu/chsp/)

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C C P H P R I N C I P L E S O F PA R T N E R S H I PThrough conference sessions, focus groups, surveys,interviews, and literature reviews, CCPH has involvedits members and partners in defining, widely dissemi-nating, and promoting these “principles of good prac-tice” for community-campus partnerships. Brief arti-cles on each principle, along with assessment toolsand other resources, are availableonline at http://www.futurehealth.ucsf.edu/ccph/principles.html#principles.

• Partners have agreed upon mission, values, goals,and measurable outcomes for the partnership.

• The relationship between partners is character-ized by mutual trust, respect, genuineness, andcommitment.

• The partnership builds upon identified strengthsand assets, but also addresses areas that needimprovement.

• The partnership balances power among partnersand enables resources among partners to be shared.

• There is clear, open, and accessible communicationbetween partners, making it an ongoing priority tolisten to each need, develop a common language,and validate/clarify the meaning of terms.

• Roles, norms, and processes for the partnershipare established with the input and agreement of allpartners.

• There is feedback to, among, and from all stake-holders in the partnership, with the goal of continu-ously improving the partnership and its outcomes.

• Partners share the credit for the partnership’saccomplishments.

• Partnerships take time to develop and evolveover time.

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and that of future generations

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