This keynote address encourages urban and metropolitan universities to be courageous and creative in meeting new social and economic challenges. Explores why universities, products of the Age of Reason, must now face the competitive pressures arising from a collapse of the Authority of Reason. (EV)

Describes how the University of Arkansas helped the cities of Little Rock and North Little Rock to resolve a difficult and longstanding conflict over water rates and the provision of drinking water. (EV)

Describes three lessons school districts have learned about the use of small groups to provide feedback from parents and other community members on major decisions involving education policy and practice: Encourage truly broad-based, large-scale participation; provide structure for small-group discussions; and ask participants to take action, not…

Uses concepts from organizational learning theory to provide theoretical framework for case study of Oakland, California, central-office administrators' roles and capacity to support the implementation of school-community partnerships. Draws implications for research and practice. (Contains 111 references, 2 tables, and 1 figure.)(PKP)

Explores the possibility of creating an integrated, intentional approach to service learning and civic engagement in higher education, rather than the "helter-skelter" approach that is currently common. Discusses different faces/phases of academic citizenship. (EV)

Describes how one school system (the Nenominee Indian School District) has been engaged in developing a curriculum based on the values of its Native American community. Discusses Native American education today, the former curriculum at the Kashena primary school, Native American values, and the process of developing this curriculum. (SR)

Looks at the offerings that community colleges provide to returning college graduates, industry workers and welfare recipients, particularly those at Chemeketa Community College in Salem, Oregon. The college works with local businesses to train workers and with state agencies to help welfare recipients move to a paying job. (JOW)

Explains why principals need to have effective communications skills, especially involving the community and media, to succeed as instructional leaders. (PKP)

In working with urban poverty, the director of Heads Up-DC discusses his experience in providing services to public school students through involving college students as teachers and mentors. (EV)

Examines a sample of 45 emails written by adults in response to an Internet article on how to help children develop resilience and cope with hardship in the wake of the September 11, 2001 terrorist attacks. Results reveal that the sample responses often failed to include school-based support services, suggesting that schools may need to increase…

Asserts that after-school programs offer cost-effective means of achieving certain school district goals such as improving academic achievement and developing effective school-community partnerships. (PKP)

Describes a garden project by elementary students in an urban school. Students chose to rehabilitate a courtyard area and have since created three separate gardens including a butterfly garden. The project was a collaborative endeavor involving parents and other community members working with students and their teachers. (DLH)

Discusses the specific and complex outcomes of community service participation in higher education. Argues that support for community service learning is likely to wane if long-standing narrow beliefs about cognition are not challenged; educators need to think more holistically about what constitutes an educated person. (Contains 22 references.)…

Includes articles on character building in agricultural education, using community resources, cooperating with the community, identifying community resources, reintroducing field trips, enhancing career development through authentic learning, and sharing roots with the community. (JOW)

Describes how students listen to the stories of a retirement home and write tribute songs based on the stories. Notes that because students are accustomed to a classroom life of telling stories and listening to stories, it is easy for them to enter into the story-worlds of their elders, to connect with words and to piece together stories. (SG)