This symposium explores and examines the challenges and opportunities of building community-university collaborations in marginalized urban areas. The selection of short essays highlights different experiences of building and sustaining community-university partnerships in a variety of cities as vehicles for enhancing experiential learning in…

Most students assume that a thriving society runs smoothly because people abide by the laws. But there are various informal, as well as formal, means of social control such as gossip, ridicule, and shame that function even in complex societies to achieve social control, or conformity to group norms. Good teaching ideas have the potential to lead…

Universities have traditionally embraced three missions: teaching, research and community service. The latter usually receives lower status than the other two missions. There has, however, been a revival of interest in community service as a policy oriented exercise for universities and regional development, partly stimulated by international…

Suggestions for developing active school-community partnerships are offered in this guidebook, which is based on the experiences of many Wisconsin communities. A central theme is that today's public schools must rediscover the importance of integrating the entire community with the formal education process and lifelong learning. Chapter 1…

A series of three viewpoints on the community education program at Kellogg Community College. Initial competition between community education directors and the college director of community education has changed to cooperation, resulting in increased enrollments and reduced advertising costs. (DC)

The four papers in a symposium on the cost effectiveness of community schools are presented here, with a brief introduction. The first paper outlines the procedures necessary for an analysis of cost-effectiveness and identifies the problems in applying this analysis to community schools, including variable selection and measurement and value…

COMMUNITY SCHOOLS ARE DISCUSSED WITH SPECIFIC REFERENCES GIVEN TO PRELIMINARY PLANNING AND COORDINATION, PARTICIPANTS, ORGANIZATION OF PROGRAM, STAFF, EDUCATIONAL PROGRAMS, SERVICES, AFTER-SCHOOL PROGRAMS, BEFORE-SCHOOL PROGRAMS, AND SCHOOL LUNCH AND BREAKFAST PROGRAMS. THE COMMUNITY SCHOOL EXTABLISHES A CLOSE WORKING RELATIONSHIP BETWEEN THE…

This report reveals the results of studies made of three groups actively seeking community participation in school affairs in a city noted for its conservative school system. The study utilized participant observation supplemented by interviews and document analysis. Each group had only 15-30 active members and no broad base in the community. All…

A community school funded by ESEA Title III and the Mott Foundation from 1970 through August 1973 is described in the booklet. Serving as the vehicle to bring about greater community involvement and participation, the school provides a program of education for people of all ages by utilizing the facilities and programs of the public school and the…

From the narrow point of view, the use of schools is limited almost entirely to the academic learning of young people. School buildings are usually closed after the required work of youngsters and teachers is completed, and adults with educational needs do not have an opportunity to take classes or engage in other activities during the evening.…

Distinguishes between the illusion and the reality of power-sharing in implementing community participation in education. (Author/MLF)

Article considered the need for the creation of a home-school-community relationship that will provide each member of the community with adequate educational opportunities. (Author/RK)

Describes a community-based adult school designed to allow residents of the community an opportunity to develop their own interests. (DN)

The Community School Concepts demonstrates that public institutions can be: (1) compassionate without coddling; (2) charitable without condescending; and (3) responsive to human needs without robbing the recipient of self respect. Presented at meeting of I.A.P.P.W., Detroit, 1970. (Author)

Examines the mutual development of the East Harlem community and the Benjamin Franklin High School as a case study of the community school's historical development. (JM)