You've reached Community-Campus Partnerships for Health's archived website, which is no longer updated. Please visit our new site at


Join or Renew Now!

CCPH Twitter CCPH Facebook CCPH LinkedIn

Make a Donation!

CCPH 12th Conference

Community-Campus Partnerships as a Strategy for Social Justice: Where We’ve Been & Where We Need to Go


Pre-Conference Workshops provide participants with in-depth knowledge and skills in a specific content area. Enrollment is limited and participants register based on a first-come first-served basis. Workshops are scheduled from 1:00 pm to 4:00pm on Wednesday, April 18th, with lunch included from 12 noon to 1:00pm. There is a $50 registration fee for pre-conference workshops.

If you can't attend the entire conference, the Pre-Conference Workshops are an excellent professional development opportunity, especially for those who live within driving distance of Houston, Texas. To register, just use the Online Registration Form and only select a Pre-Conference Workshop.

Click on a pre-conference workshop to view a complete description.

Community-Engaged Scholarship: Strategies & Resources to Support Your Work
Leveraging Readiness for Partnerships to Conduct Community Based Participatory Research: The CBPR Readiness Tookit 
Methods & Measures to Evaluate the Effectiveness of CBPR Partnerships to Improve Health Equity
Service-Learning: Principles, Practice & Pedagogy
Policy Analysis: A Tool for Translating Research to Policy, Deepening Partnerships & Creating Healthy Communities

Community-Engaged Scholarship: Strategies & Resources to Support Your Work

This pre-conference workshop will present strategies, resources and examples for highlighting community-engaged scholarship in the preparation for tenure, promotion and/or personnel review.  The workshop will begin with discussion and illustration of competencies in community-engaged scholarship, and discussion of opportunities for faculty development to build such competencies; next will be illustrations of how to create, peer review, publish and disseminate diverse products of community-engaged scholarship; and finally there will be discussion and sharing of strategies for preparing for the process of peer review and making one's best case in a dossier/portfolio.  Strategies for collaborating with community partners in scholarly work will be emphasized, as well as successful examples of involving community partners in the peer review process.  Examples from and other CCPH resources will be discussed to provide participants with a rich toolkit of mechanisms to support their work.

Objectives: By the end of the workshop, participants will be able to:

1.    Use a competency framework for personal development in community-engaged scholarship
2.    Understand concepts of peer review and how to identify opportunities for peer-reviewed publication and dissemination of diverse products of community-engaged scholarship
3.    Implement strategies to prepare for tenure/promotion/personnel review including dossier/portfolio development
4.    Engage community partners both in scholarly activities and in the review process


Sherril Gelmon is Professor of Public Health and Chair of the Division of Public Administration at Portland State University and Senior Consultant with Community-Campus Partnerships for Health.  One of her areas of research addresses institutional strategy related to models of faculty rewards and recognition for community-engaged scholarship.  She was national evaluator for CCPH for both the Community Engaged Scholarship for Health Collaborative and Faculty for the Engaged Campus.  She is in the midst of an eight-year evaluation of cross-sectoral community partnerships to respond to the nursing workforce crisis.  She was founding Chair of the International Association for Research on Service-learning and Community Engagement.
Cathy Jordan, Pediatric Neuropsychologist by training, is Director of the University of Minnesota Extension’s Children, Youth, and Family Consortium and an Associate Professor of Pediatrics. Through her two large, longitudinal community-based participatory research (CBPR) projects she became intensely interested in models of research that aim to address community-defined needs and contribute to social and political change yet enhance scientific methodology and contribute valid information to our knowledge base. Cathy’s CBPR experiences and interest in creating institutional support for community engagement at her University led to her involvement in Community-Campus Partnerships for Health’s Community-Engaged Scholarship for Health Collaborative. She chaired the Collaborative’s Peer Review Work Group, which produced a package of materials intended to assist engaged faculty in documenting their engaged scholarship and assist promotion and tenure committee members in recognizing rigorous engaged scholarship in dossiers. She co-directed CCPH’s Faculty for the Engaged Campus. As part of Faculty for the Engaged Campus, she is the founding editor of CES4Health, a mechanism for the rigorous peer review and online publication of innovative products of community-engaged scholarship that are in forms other than journal manuscripts.

Leveraging Readiness for Partnerships to Conduct Community Based Participatory Research: The CBPR Readiness Tookit

This pre-conference workshop will assist academic-community partnership teams to assess and leverage their readiness to conduct community-based participatory research (CBPR).  Guided by their published toolkit, the presenters will facilitate interactive discussions on the three major dimensions of readiness.  First, is our partnership and potential project a GOOD FIT?  Discussions and group sharing will be prompted around  shared values of partners and respective organizations; past histories and compatibility of current climates; timing issues; mutual benefits/barriers; and, commitment to the partnership. The second dimension of partnership readiness is CAPACITY.  With this dimension, we explore leadership of the partnership; membership in the partnership, respective boards and communities; needed competencies for the partnership and CBPR project; and, resources. The third dimension is OPERATIONS. With this final dimension, communication, structures, processes such as conflict resolution, and power are explored.  Toolkits will be provided for all participants in this highly interactive sharing session.  We specifically encourage both the academic and community partner to attend together for a highly productive outcome.

Objectives: By the end of the workshop, participants will be able to:

1.    Describe the major constructs, assumptions, and current evidence to support the CBPR Partnership Readiness Model and Toolkit.
2.    Evaluate the goodness of fit for his/her partnership, the CBPR project, and the community.
3.    Evaluate capacity needs for his/her partnership, CBPR project and the community to ensure success and sustainability.
4.    Analyze operational needs for his/her partnership, project, and community to conduct to proposed CBPR project.
5.    Use a prepared toolkit to guide discussions and action plans to enhance the partnership's readiness.


Jeannette O. Andrews is the Director of the Medical University of South Carolina's Clinical and Translational Science Award (CTSA) Community Engagement Core and Center for Community Health Partnerships.  She has a 15 year history of NIH funding and implementation of community based participatory research (CBPR) with public housing partners and health promotion interventions. She, along with other co-authors, conducted a study funded by the NIH Partners in Health Initiative to explore why some CBPR partnerships were successful and others were not.  The results of the study informed the CBPR Partnership Model and Toolkit, which has now been disseminated nationally and available at
Susan Newman is the Co-Director of the Medical University of South Carolina (MUSC) Center for Community Health Partnerships, Co-Director of MUSC Institutional Review Board, and is an NIH funded researcher with CBPR expertise.  She has an extensive history of CBPR projects with spinal cord injury communities, including a photovoice implementation project that led to state law changes in South Carolina.  She leads the MUSC Community Engaged Scholars Program, co-authored the CBPR Readiness Model and Toolkit, and provides training and mentorship to academic-community partners conducting CBPR. She is a recent recipient of the Liberty Fellowship and Outstanding MUSC Developing Scholar Award.
Brandi White is the Program Coordinator for the Medical University of South Carolina (MUSC) Center for Community Health Partnerships.  Ms. White co-leads the Community Engaged Scholars Program and training for academic-community partnerships at the MUSC.  She received her MPH from the University of Minnesota, and has experience working with CBPR projects in Minnesota, Chicago, Durham, and Charleston. She has developed community  training workshops on tobacco use, training toolkits for community health workers, and community workshops on environmental issues for the EPA.  
Joyce B. Winkler is the Director of Nursing at Eau Claire Cooperative Health Centers, Inc. (ECCHC) in Columbia, SC. She previously worked as ECCHC’s Research Nurse Coordinator for the vitamin D supplementation study, a partnership project with the Medical University of South Carolina (MUSC). She continues collaborating on research projects with MUSC and the University of South Carolina. She previously worked as the Research Nurse at East Tennessee State University College of Medicine, Johnson City, Tennessee. In 2009, she along with three other ECCHC colleagues was selected for the inaugural class in the Community Engaged Scholars Program at MUSC. This community based partnership with MUSC resulted in an award winning poster presentation at the 2009 National Association for Community Health Center’s annual meeting in Chicago, Ill. In addition, she co-authored the research article, "Profound Vitamin D Deficiency in African American and Hispanic Women during Pregnancy Living in a Sun-Rich Environment at Latitude 32oN” in the International Journal of Endocrinology, Dec. 2010; and co-presented on “A Successful Research Partnership Engaging Community Partners and a Medical University” at the Community University Expo, Waterloo, Ontario Canada May 2011.

Gloria B. Warner is the Chief Operations Officer at Eau Claire Cooperative Health Centers, Inc. (ECCHC) in Columbia, SC.  She has been an active participant in community based participatory research for many years.  Prior to joining ECCHC she worked with a community engaged prostate cancer research program at Beaufort-Jasper-Hampton Comprehensive Health Centers, Inc., Beaufort, SC and The Institute for Cancer Prevention, New York, NY.  In 2009, she along with three other ECCHC colleagues was selected for the inaugural class in the Community Engaged Scholars Program at the Medical University of South Carolina. This community based partnership with MUSC resulted in an award winning poster presentation at the 2009 National Association for Community Health Centers’ annual meeting in Chicago, Ill.  She also co-authored a research article, "Profound Vitamin D Deficiency in African American and Hispanic Women during Pregnancy Living in a Sun-Rich Environment at Latitude 32oN”, in the International Journal of Endocrinology, Dec. 2010. 

Methods & Measures to Evaluate the Effectiveness of CBPR Partnerships to Improve Health Equity

This pre-conference workshop will focus on how to evaluate the effectiveness of community-based participatory research (CBPR) partnerships based on the presenters' experience with a national NIH-funded study (2009-2013) that involves a partnership between the National Congress of American Indians Policy Research Center and the Universities of New Mexico and Washington and CBPR projects nationwide. As a mixed methods study (using case studies and internet surveys) to assess promotors and barriers of CBPR partnerships, the presenters have developed a focus group guide to evaluate partnerships based on a new CBPR conceptual model, and qualitative and quantitative instruments to assess characteristics and variables across 4 domains in the model: contexts, group dynamics, intervention/research design, and outcomes.  During the workshop, they will share their learnings and preliminary accomplishments from the study, and provide opportunities for participants to identify how to assess their own partnerships. 

Objectives: By the end of the workshop, participants will be able to:

1.    Understand the design of the national study and its intent to enhance the science of CBPR and to promote CBPR as a social movement for community accountability and benefit.
2.    Identify methods and measures to evaluate effectiveness of CBPR partnerships.
3.    Apply core constructs in the CBPR conceptual model that may be relevant to their own partnerships


Nina Wallerstein is a professor of Public Health at the University of New Mexico and brings more than 30 years of experience with empowerment-based interventions and CBPR research in adolescent and women’s health, alcohol and substance abuse prevention, WHO healthy communities in the U.S. and Latin America, and tribal community capacity development. She has co-edited the first major textbook on CBPR (2nd edition, 2008), and written on methods, ethics, and outcomes of CBPR, as well as a major literature review of empowerment studies for the WHO health evidence network. As an NIH funded researcher, she has confronted challenges of CBPR implementation research; developed empowerment and capacity items for intervention research for children, adolescents, women, and parents (most recently with two tribal family prevention research projects); and her research team developed new qualitative and quantitative assessments of tribal capacities, incorporating cultural appropriateness of response codes and tribal-specific items for leadership, participation, language and other cultural capacities unique to tribes.

Bonnie Duran is an Associate Professor in the School of Public Health and Community Medicine at the University of Washington, and Director of the Center for Indigenous Health Research, Indigenous Wellness Research Institute at the University of Washington. Dr. Duran has a wealth of expertise in multi-level public health prevention research, adaptation and translation of evidenced based models to American Indian/Alaska Native communities, community based participatory research methods, survey and measurement development, and dissemination and translation of findings.
Malia Villegas is the Director of the National Congress of American Indians Policy Research Center. Dr. Villegas was a post-doctoral fellow at the Queensland University of Technology in Brisbane, Australia. She is Alutiiq/Sugpiaq and earned her doctorate in education from Harvard University. She has extensive research experience including a Fulbright scholarship for her research in New Zealand and time as an intern and research consultant to the Alaska Native Policy Center.

Service-Learning: Principles, Practice & Pedagogy

This pre-conference workshop will help participants solidify and enrich their understanding of and ability to use service-learning as a pedagogical tool. By gaining an ability to understand how service-learning contributes to developing students who are able to engage in critical analysis and creative thinking while meeting community-defined needs, participants will learn how to use service-learning effectively in their teaching.
Through didactic and small group sessions, an emphasis will be placed on a) how community and faculty members can develop authentic community-academic partnerships, b) a variety of reflection modalities and reflection's role in service-learning, and 3) evaluation. Participants will learn from each other as well as from the session presenters; participants should come prepared to share what has worked in service-learning and where they have experienced difficulties. We will end with a discussion of how service-learning complements and reinforces other community-engaged activities.

Objectives: By the end of the workshop, participants will be able to:

1.    Describe the theoretical basis and key components of service-learning
2.    Articulate the varied ways in which service can be viewed
3.    Apply the principles of partnership to service-learning
4.    Explain the role reflection plays in service-learning and be able to demonstrate a variety of reflection modalities
5.    Use evaluation tools to assess service-learning goal attainment
6.    Articulate the place and role of service-learning in the context of community engaged activities.      


Formally trained in health services research, evaluation and administration, Suzanne Cashman has spent the thirty-five years of her professional career teaching graduate courses in public health, conducting community-based evaluation research, and developing partnerships aimed at helping communities improve their health status.  Currently, Suzanne is Professor and Director of Community Health in the Department of Family Medicine and Community Health at the University of Massachusetts Medical School (UMMS) where she has leadership responsibilities for developing the Department’s community health agenda and functions as faculty for the school’s Preventive Medicine Residency. In addition, she serves as Principal Investigator for the school’s Corporation for National and Community Service Learn and Serve grant, as well as Co-Director of its Clinical and Translational Research Community Engagement Core and core investigator for its recently funded Prevention Research Center. She also founded and currently co-leads the University of Massachusetts Worcester’s Rural Health Scholars Program.

Suzanne provides evaluation technical assistance to the state’s Area Health Education Center and teaches public health skills to medical students and family medicine residents, as well as students in the Graduate School of Nursing and the School of Public Health. She co-leads the medical school’s new Determinants of Health course as well as its Community Engagement Committee, and has been instrumental in developing Worcester’s Healthy Communities Initiative. Suzanne joined the UMMS faculty in 1999, after having spent the preceding decade developing and nurturing a community-oriented primary care (COPC) focused, interprofessional preventive medicine fellowship in Boston, MA.  Funded by the W.K. Kellogg Foundation through its urban COPC national demonstration initiative, this project used the preventive medicine training template to launch a multi-professional training program aimed at teaching participants skills that would help them work collaboratively with communities to improve health. 

Currently, Suzanne is a Senior Consultant for CCPH, serves as an Associate Editor of CES4Health, and represents CCPH on the Healthy People Curriculum Task Force. In addition, she served as faculty for CCPH’s Service-Learning Institute for several years. Suzanne was a member of the Association for Prevention Teaching and Research’s (APTR) board of directors for eight years. For the past seven years, she has facilitated and taught in APTR’s annual Paul Ambrose Symposium. Suzanne is the winner of several awards, most recently, the American Public Health Association’s Community-Based Public Health Caucus’s Tom Bruce Award for Community Engagement and APTR’s F. Marian Bishop Outstanding Educator of the Year award.

Barbara Gottlieb is a primary care internist at Brookside Community Health Center, where she has worked since 1981. In addition to her patient care responsibilities, she is responsible for developing clinical and public health programs and coordinates teaching activities at the health center. She also coordinates research activities at the health center, and serves as a liaison to academically based research projects.
She is also a member of the Division of General Medicine and Primary Care and the Division of Women's Health at Brigham and Women's Hospital and teaches regularly on the in-patient service and lectures on topics related to community health and underserved populations.

She is Associate Professor at Harvard Medical School, where she teaches in several courses, Chairs the Community Service Committee and co-chairs the Global and Community Health Track of the Scholars in Medicine Program. She has a strong interest in medical education, and is a member of the HMS Academy for Teaching and Learning. She has a joint appointment at the Harvard School of Public Health, where she teaches in the interdisciplinary program in Women, Gender and Health. She also directs the practicum course for MPH students. She serves as advisor and mentor to medical and public health students on domestic and international community service and research projects. She has worked with community health workers in rural Guatemala since 2000 and has recently begun to work on health projects in the Democratic Republic of Congo.

She is a longstanding member of CCPH. She served on the Board of Directors 2004-2011, and was Board Chair 2008-2009. She was a mentor at the CCPH Summer Service-Learning Institutes since 2005, and has consulted nationally and internationally in the development of service-learning programs and community-academic partnerships and on the pedagogy of service-learning.

Julie Nigon is the manager of the Rochester, MN Public Schools Adult and Family Literacy Program and administrator of Hawthorne Education Center. In the 28 years that she has been with the program, Julie has seen it grow from a small General Educational Development (GED) Preparation and basic literacy volunteer project to a multi-faceted and multi-site program that serves adults from Southern Minnesota and 70 different nations. Julie became the program manager in 1992 and now encourages and assists the educational efforts of sixty staff and 2,500 learners per year. Hawthorne Education Center currently collaborates with Mayo Medical School, Winona State University, and University of Minnesota, Rochester on service learning curriculum and community based participatory research projects. She serves as a mentor for the CCPH Service-Learning Institute.

Policy Analysis: A Tool for Translating Research to Policy, Deepening Partnerships & Creating Healthy Communities

Policy analysis helps community-academic research partnerships to more effectively frame research questions, to bridge the gap between research and action, and to effect policy changes that can dramatically impact health in our communities.  It is a necessary step prior to undertaking an advocacy campaign.  Done collaboratively it can deepen a partnership’s understanding of challenges, solutions, and themselves.  Because policy analysis is a process that involves the examination of personal and community values, it serves as an opportunity to build trust in partnership.  The result of the collaborative process is a well-organized constituency and a well-designed evidence-based policy proposal - a winning combination in any political environment.

Participants in this pre-conference workshop will learn the basics of policy analysis, and explore how to design policy collaboratively. Examples will be drawn from a WK Kellogg Foundation-funded cross-site analysis of the impact of Community-Based Participatory Research (CBPR) on policy and the experience of participants in the room. Beginning with a discussion of what exactly constitutes policy or systems-level change, participants will be guided through a process that will uncover issues in the community, policies that may address those issues, and a process for deciding upon which policies to pursue. We will conclude with a discussion of products and persuasive ways of packaging your analysis in preparation for an advocacy campaign.

Objectives: By the end of the workshop, participants will be able to:
1. Describe the process of collaborative policy design.
2. Identify a range of policy solutions to a given community issue.
3. Identify collective values in order to develop evaluative criteria for proposed policies.
4. Articulate both regulatory and budgetary approaches to policy change.
5. More effectively advocate for systems-level change.


Cassandra Ritas is the Principle Policy Advisor for The People’s Policy Institute, a national education and action company that provides skills-building workshops and consulting services to community-academic partnerships seeking policy change. As a researcher, Cassandra has conducted action research projects with participants ranging from youth to survivors of domestic violence. As an advocate, she has worked on issues ranging from disability rights to criminal justice reform. Cassandra served as the Chair of the Policy Work Group for the Harlem Urban Research Center (URC) - now the Harlem Community and Academic Partnership - during its formative years. She then spent several years working for the New York State Senate, developing and piloting a stakeholder-based policy development process. While a CCPH Fellow, Cassandra authored the popular guide to policy work for CBPR practitioners, "Speaking Truth, Creating Power." Her work is also represented in many of the CBPR textbooks published in the last decade. She holds a Master’s Degree in Public Policy from the Kennedy School of Government at Harvard University.





Go to top of page

CCPH Home   |   UW   |   School of Pub. Health   |   ADAI

2013 Community-Campus Partnerships for Health
c/o UW Box 354809 Seattle, WA 98195-4809
voice (206) 666-3406" e-mail: