The mission of Community Campus Engage Canada (CCEC) is to contribute to thriving, just, and
sustainable societies by growing connections, capacity, and infrastructure for community-driven
collaboration with post-secondary institutions across Canada. CCEC emerges from a seven-year
SSHRC-funded pan-Canadian participatory action research project that investigates how community-campus partnerships can be designed and implemented to maximize the value created for non-profit, community-based organizations. Beginning May 1, 2019, CCCE will operate as a project under the Trent Centre for Community-Based Education (TCCBE).

CCEC Steering Committee members will oversee CCEC staff, provide necessary reporting to the
TCCBE’s Board of Directors, and participate on one of three CCEC working groups focused on
Organizational Development, Community of Practice and Network Platform Development, and Funding and Policy.

CCEC seeks Steering Committee members who are committed to realizing CCEC’s Strategic Plan, and who have the capacity to build CCEC collaboratively over the course of a year starting May 1, 2019. We aspire to a diverse Steering Committee inclusive of community, post-secondary and boundary spanning CCE champions, as well as geographic, gender, ethnic, and sectoral/disciplinary diversity. We welcome members with patience for the often ambiguous, messy, and exciting stage of organizational start-up.

Prospective Steering Committee members will be assessed according to the following criteria:

• Knowledge of community-first approaches to community-campus engagement;
• Enthusiasm for the future of CCE in Canada;
• Experience with governance, policy development, evaluation, financial oversight, grant writing, and
  fundraising; and
• Connections to diverse local, regional, provincial/territorial, national, and/or international networks.

It is expected that Steering Committee members will participate for the full Phase I term of CCEC (to May 31, 2020). Members will participate remotely across this pan-Canadian committee. Committee members will typically meet once a month (by video conference), with additional meetings for working groups.

Members can expect to spend approximately a half-day per week in Steering Committee involvement including attending/preparing for meetings, reviewing documents, and contributing to other items related to specific working groups. Interested individuals with limited capacity for participation are invited to describe within their application letter how they may effectively contribute to the committee.

There is no remuneration paid to Steering Committee members, but members will:

• Enjoy access to a vast national-scale CCE network;
• Have a prominent voice in CCEC initiatives for CCE practitioners and stakeholders; and
• Shape the diversity of contributions to significant conversations regarding advancement of CCE efforts in Canada.

Individuals interested in serving as CCEC Steering Committee members are asked to submit a letter (no longer than one page) outlining their interest in CCEC leadership and alignment with the criteria and aspirations detailed above to Lisa Erickson at curtis.sanderson@usask.ca. Review of applications will begin on April 22, 2019. Candidates may be contacted to discuss their interest. Individuals that have been part of the Interim Executive Committee, the Interim Steering Committee, or CFICE, that have convened or participated in CCEC Roundtables, and/or that have a passion for and deep interest in CCE are invited to apply to serve on the CCEC Steering Committee.

Note: Upon applying to this Committee, your application may be shared with current Interim Executive and Steering Committee members as part of the review process.

Please contact Lisa Erickson at lisa.erickson@usask.ca if you have any questions regarding the
nomination process.

In this lively podcast, CFICE team members Kristina Reed, Kawsar Mohamed, and Nicole Bedford have a frank conversation about the challenges and rewards of being open to sharing, listening, and working together to make workplaces more accessible to all.

Access a PDF version of the podcast transcript here.

The 2019 Webinar Series will feature three main topics:

January – Growing CCE Student and Community Pathways

This webinar will provide attendees with the opportunity to learn about and share their community-campus assets, gaps, and opportunities for increasing experiential learning, volunteering and research, which involve student placements. You can register for this webinar, which is taking place January 31, 2019 from 12:30pm – 1:30pm EST, here!

February – Increasing CCE Funding and Infrastructure

This webinar will identify national funding and infrastructure trends and opportunities for higher education and will discuss the ways in which attendees can get involved in influencing community-campus engagement policy and practice in Canada.

March – Supporting CCE Indigenous Ethics and Priorities

This webinar will provide an overview of Indigenous Research Ethics and current Indigenous-led research and engagement priorities.

CFICE has been part of creating Community Campus Engage Canada, a movement and new network in Canada focused on community-campus engagement and partnerships for a more just and sustainable Canada. Find out more about CCEC’s 2018 Roundtables and engagement across Canada and stay tuned for our February and March webinar dates. You won’t want to miss them!

Across the contributions, we find a common theme: None of our authors would say they have fully realized the community-first ethos, but striving towards this goal has resulted in personal, social, institutional, and epistemological transformations. Just as the process of throwing, glazing, and firing can transform clay into a beautiful mug like the one featured on the cover of this issue—created by our colleague Cathleen Kneen (1944-2016) —so too does striving to put community first reshape the way we work. This ethos challenges us and it is changing us, but in many ways, the journey to adopt community-first ways of working together has only just begun.

The content in this special issue was created in the context of the Community First: Impacts of Community Engagement (CFICE, pronounced “suffice”) partnership research project, funded by the Social Sciences and Humanities Research Council of Canada beginning in 2012. Over the course of two project phases, CFICE’s overarching goal has been to enhance the partnership policies and practices of community-based organizations, postsecondary institutions, governments and funders to create more effective and valuable community-campus engagement. We define community-campus engagement to include community-engaged research, community service learning, and other ways that postsecondary institutions can have an impact in their communities, such as their potential as anchor institutions for local economies (Dragicevic, 2015).

We hope you enjoy this special issue of Engaged Scholar Journal. For CFICE participants, the transformative journey continues…

Click on the image below to open a PDF copy or .

With the holidays over and a new calendar started, most of us spend January focusing on getting back into a routine. Many of you may have come up with a traditional New Year’s resolution, like eating more veggies or cutting down on waste- and these are great personal goals! However, the purpose of this article will be to challenge you to also set a professional goal: To be more community-first.

Whether you’re a student, a faculty member, a CCE practitioner, or a community partner, we can all challenge ourselves to be more community-first in our work. We are offering you two sets of actions that will help you be more community-first in the new year: ensure an accessible work space, and share resources. Hopefully, you’ll find some practical ideas on how to improve your professional world by making it more community-first.

Action 1: Ensure an accessible work space

In November, our focused on ensuring the inclusion of people with disabilities. Ensuring accessibility is, of course, something that we all need to be doing year-round. However, we challenge you to take a look around your work space, whether it’s an office, a community center, a classroom, etc., and look for barriers for those with disabilities.

These can take the form of architectural barriers like stairs leading to your building without an accompanying ramp, or technological barriers like the absence of a microphone in a large lecture hall.

When looking for areas of improvement, don’t forget about attitudinal barriers that may exist in your work space. Barriers aren’t always as easy as spotting a missing accessible washroom. Sometimes, a proper scan of barriers will lead to the discovery that your job opportunities are not being advertised in accessible spaces (e.g. online, or through a university disability initiative).

Of course, there are countless types of barriers that your workspace can improve on – and when you’ve identified one, either address it yourself, or send it to the proper channels.

Action 2: Share resources

In the New Year, we would also like to challenge you to take inventory of your resources and make sure that they are being adequately shared. If you’re in a position of power, you may not even be aware of the types of resources that you can share with your community partners. We suggest that you pay attention to the ways in which you can share financial resources, knowledge, and space.

If you’re working in an academic setting, you may be familiar with some of the ways to share resources with your community partners (e.g. mobilizing funding by placing research assistants in community organizations, or offering travel bursaries). Talk with your team to look for other avenues to share financial resources, and ask your partners how best to redistribute funds.

As I’m sure you already know, knowledge is one of the most powerful resources in existence. If you’re a community member, you have access to community knowledge. Take a moment to make sure that this knowledge is being shared with everyone at the table. And take the time to ensure that you and your academic partners are working with a shared language that puts you all on the same page. The more voices that are heard, the better!

A third way to make sure you are adequately sharing resources in the new year is to make sure that you are sharing your space. This could mean offering community partners access to meeting rooms, university library collections, or even parking spaces. It could also mean planning meetings at local community centers so meetings are more accessible to everyone.

There are many other ways to ensure that you’re sharing your resources with the goal of being community-first. As always, the first step is awareness, so make sure that you take inventory of the resources at your disposal, be they physical or intellectual, and offer them to your partners.

New Year: New Improvements

We hope that you are inspired to make your workspace more community-first, be it by improving accessibility or sharing more resources. These are only two simple resolutions that you can achieve this year, but feel free to come up with your own! Remember that the New Year is a great opportunity to set new standards of excellence, and being community-first is just about the most excellent thing we can think of.

For more about how to create an accessible workspace, check out our articles: and here.

If you’re looking for more ways to see to it that your resources are being shared, check out our article on the subject from last May.

The last time your community-campus engagement (CCE) project held a meeting, was there a push button on the meeting room door so a participant in a wheelchair could access the room? What about a sign language interpreter, or someone available to take notes for the member with an intellectual disability? After the meeting, did you share your meeting notes in a format easily interpreted by an assisted reading device? Our bet is probably no, and not because your project is inconsiderate, but simply because, in our current culture, thinking about all forms of accessibility isn’t yet a priority. But the Government of Canada has been working to help change this culture and happily, some local institutions are following suit.

Keep reading to find out what is changing and what YOU can do in your CCE work to help.

Canadian Legislation to Increase Opportunity for Persons with Disabilities

Throughout 2016, the Canadian Government, under the leadership of the Minister of Sport and People with Disabilities, consulted Canadians with disabilities in order to better understand the challenges they faced living with a disability in Canada. What they heard loud and clear was that accessible employment was a number one barrier.

As a result, a was tabled in June 2018 with the goal of combating the unemployment rate of Canadians with disabilities (which is disproportionately high compared to Canadians without disabilities). The bill focuses largely on the removal of barriers, which they define as: “Anything physical, architectural, technological or attitudinal, anything that is based on information or communications or anything that is the result of a policy or practice – that hinders the full and equal participation in society of persons with a physical, mental, intellectual, learning, communication or sensory impairment or a functional limitation.”

This bill is an important step forward in helping to change society’s attitudes and approaches toward hiring people with disabilities.

Ottawa’s Post-Secondary Institutions Collaborate to create the David C. Onley Initiative for Employment and Enterprise Development

Inspired by the national legislation, the David C. Onley Initiative for Employment and Enterprise Development is an example of a local initiative that researches and creates pathways to support post-secondary students with disabilities. The initiative is named after David Onley, who was Ontario’s first lieutenant-governor with a disability. During his time as lieutenant-general (2007-2014), he used his position to start the conversation about barriers that Ontarians living with disabilities face.

With a five-million-dollar budget and a two-year timeline, the David C. Onley Initiative hopes to assist students with disabilities find employment after graduation. Similar to our national issue, even students who have graduated from post-secondary institutions in Ottawa are less likely to gain employment following the completion of their studies.

The David C. Onley initiative comes from a partnership between Ottawa’s post-secondary institutions, and includes ĐÓ°ÉÔ­´´ University, University of Ottawa, La CitĂ© CollĂ©giale, and Algonquin College. Each of these institutions has their own department for accessibility. For example, at ĐÓ°ÉÔ­´´ University, students with disabilities are welcome at the Paul Menton Centre for Students with Disabilities, which supports students seeking academic accommodation, and offers assistance with learning strategies.

In order to achieve the goal of increasing student employment after graduation, the David C. Onley Initiative is also conducting research to determine why the employment rates for graduated students with disabilities are so low compared to those without disabilities.

Another major goal of the initiative is knowledge mobilization. The initiative has been sharing the results of its work between the institutions involved, and will be working on furthering knowledge mobilization with media articles.

Ultimately, the David C. Onley Initiative seeks to develop strategic partnerships with post-secondary institutions, employment agencies, and employers. These partnerships, like your CCE partnerships, will offer new avenues through which diverse individuals can continue to make meaningful contributions to their communities.

What You Can Do as a CCE Practitioner

Aside from the David C. Onley Initiative, many post-secondary institutions have departments or programs that support knowledge and access for persons with disabilities. For example, ĐÓ°ÉÔ­´´ University has the READ initiative, which stands for: Research, Education, Accessibility, and Design. READ functions both to provide support for researchers seeking to advance accessibility, and for people with disabilities seeking opportunities for employment.

If you are based at a post-secondary institution, make sure that you familiarize yourself with your local accessibility resource centre. If you are based in the community, see if you can access the centres at post-secondary institutions. It is also good to connect with organizations in your community specifically focused on advocating for rights for persons with disabilities.

While the recent national legislation, and local initiatives (like the David. C. Onley Initiative), will hopefully help change the conversation about disability in Canada, you can also contribute by becoming familiar with the barriers that currently exist as part of your CCE work, your organization, and your knowledge mobilization efforts. Like most challenges, the first step is awareness.

The following is a non-exhaustive list of steps that you can take:

• Make sure that you are including discussions about disability in your CCE work and rely on the experts: Ask those with disabilities how best to accommodate their needs.
• If you’re looking to add more people to your team, ensure that research and job opportunities are shared in a variety of ways and in accessible formats. This can include: word of mouth, university or college websites, podcasts or videos, and posters in accessibility centres.
• As you conduct your CCE work, make sure that your meeting spaces are accessible. You may be losing important research participants because of a physical barrier blocking your space. If possible in your area, plan your meetings at a space that is close to accessible transit too.
• When you are sharing your research, you can ensure that your findings are accessible to everyone. There are plenty of alternative formats for sharing your findings in order to make it accessible to a broader audience. Try providing an electronic transcript online that can be read on different devices, as well as offering an audio version. For an internationally recognized technology, try converting your findings into the .

As a nation, we have a long way to go when it comes to ensuring access to all parts of society for everyone, but the new legislation on accessibility is a positive step towards this goal. On a local scale, initiatives like the David C. Onley Initiative in Ottawa are also helping to change our culture by pointing research in the right direction. But it is up to us as individuals, and especially as CCE practitioners, to make sure we change the conversation when it comes to accessibility.

You have the power to make a difference, and sometimes the first step is as simple as acknowledging a problem so you can start to find some more inclusive solutions!

When it comes to making community-campus engagement (CCE) more equitable, a small policy change by a college or university can make a huge difference. This was the experience of the Community First: Impacts of Community Engagement (CFICE) project when their host institution, ĐÓ°ÉÔ­´´ University, decided to change how it interpreted and implemented its travel policy.

Listen to the podcast below, or continue scrolling to read the full story! Download a PDF of the podcast transcript.

Prior to 2016, CFICE participants were expected to pay up front for their travel costs. Travelers could then submit their receipts for reimbursement after their travel took place. While ĐÓ°ÉÔ­´´â€™s travel policy allowed for other means of travel funding to be distributed, having travelers submit expense claims after travel was a way of ensuring the university remained accountable to its grant funders.

“The university as a Public Institution is obligated to account for every dollar spent for any grants it receives. Government funding often carries additional restrictions,” explains Genevieve Harrison, CFICE Project Administrator. “The easiest way for an institution to do this is to only release money after proof can be provided for how that money has been spent. This puts the burden of financial accountability on the traveler.”

CFICE Principal Investigator, Peter Andree.

Depending on the travel requirements, the costs to CFICE participants could sometimes be well over $1,500. For CFICE members with limited financial flexibility, like students and some community partners, carrying this expense burden for weeks or even months after travelling was extremely challenging, and perpetuated a power imbalance that went against CFICE’s community-first focus.

“The original policy interpretation impacted our ability to equitably include community voices in our project planning,” states Peter Andrée, CFICE Principal Investigator (PI). “While we ensured community voices were present at meetings through technology like Skype, it wasn’t ideal. For a community-first CCE project, we can’t afford to not have community partners at the table.”

Changing how ĐÓ°ÉÔ­´´ University implemented its travel policy didn’t happen overnight. Instead, it took months of deliberation by a special committee of university representatives. In late 2016, ĐÓ°ÉÔ­´´â€™s Research Accounting office updated its interpretation of the travel policy, granting ĐÓ°ÉÔ­´´ and associated individuals the ability to apply for travel bursaries under select circumstances.

Unlike travel expense claims, travel bursaries are granted based on travel estimates. They can therefore be provided to individuals in advance of travel to cover costs up front. This change has had a big impact on the ability of CFICE to remain true to their mandate of being community-first. For example, the bursary has meant a stronger presence of community partners at CFICE events where project decision-making takes place.

“The bursary [available for the CFICE Community Impact Symposium] meant more of our community partners could actually attend to help us interpret the data and shape the recommendations. That event changed how we planned to share our research results, which will help us reach more people in the long-run,” says Andrée. The impacts of this policy change haven’t just been felt at a project level. CFICE individuals have benefitted too.

Patricia Ballamingie and Natasha Pei at the CFICE Community Impact Symposium, January 2017.

“Support through the travel bursary created an opportunity for me to participate in a national conversation about CCE,” explains Colleen Christopherson-Cote, Community Co-lead of CFICE’s Evaluation and Analysis Working Group. “Without this support I would never be able to manage travel and participation in multiple events in Ottawa. In return, my expertise and community voice would not be included as easily in the dialogue at the CFICE table. Including, and resourcing, opportunities for equitable community participation is at the heart of the Community First approach.”

This bursary is a start in addressing the costs to community partners of participating in CCE, but one significant downside is that the bursary is taxable, reducing the full amount of reimbursement that participants receive. Moving forward, it is important to keep trying to find even better resource solutions for communities. As Andrée notes, it’s often the little changes that can have far-reaching impacts on community-campus engagement work.

As AndrĂ©e reflects, “This experience with ĐÓ°ÉÔ­´´ University’s travel policy is a reminder that when institutions are more community first in their policies and practices, even in small ways, this can have a big impact on how they serve their communities.”

Become more community-first!

To learn more about how to make your work more community-first, check out our list of actions for all community-campus engagement practitioners!

Nonprofit community organizations often have service-related questions but few resources to answer these questions. For example, an organization might want to know whether a specific intervention or program is providing the desired outcome. The lack of unbiased answers to such questions makes it difficult for an organization to make the best, or perhaps most economical, decisions about the future direction of the organization.

University faculty have a need to engage in research to meet the university’s promotion and tenure requirements. More and more often faculty members are seeking projects that will make meaningful contributions to the community in which they live and work. They are seeking opportunities to engage in what is known as Community-Based Research. Faculty are recognizing that the outcome of such projects is more likely to result in change when the question, or problem statement, arises from the community. As such they are seeking research partnerships initiated by community organizations.

Other faculty, while themselves not Community-Based Research practitioners, may be able to support a research project undertaken by their students, whether as course-based projects or as graduate or undergraduate thesis projects.

Some universities and colleges have well-developed departments that engage community organizations in this process and utilize the resulting projects to provide students with real-life experiences in the surrounding community. Others are just beginning to develop the process.

To help you set up your first (or next) community-campus engagement partnership, , or click on the infographic below, which outlines the basic steps you can follow for a successful community-campus engagement partnership.

Infographic created by Kristina Reed, CFICE Communications Research Assistant

]]> /communityfirst/2018/journal-article-assessing-the-outcomes-of-community-university-engagement-networks-in-a-canadian-context/?utm_source=rss&utm_medium=rss&utm_campaign=journal-article-assessing-the-outcomes-of-community-university-engagement-networks-in-a-canadian-context Fri, 28 Sep 2018 12:00:21 +0000 /communityfirst/?p=7882 CFICE Community-Campus Engage Canada (CCEC) member Dr. Crystal Tremblay, has recently published the article, ‘‘ in Engaged Scholar Journal.

Focusing on three Canadian inter-organizational networks that bring communities and universities together, Community Based Research Canada (CBRC), the Pacific Housing Research Network (PHRN) and the Indigenous Child Well-being Research Network, this paper identifies key criteria for assessing these networks’ outcomes and highlights factors that contribute to these networks’ challenges and successes.

Abstract

Inter-organizational networks are proliferating as a tool for community-university engagement (CUE). Focusing on three Canadian inter-organizational networks that bring communities and universities together, Community Based Research Canada (CBRC), the Pacific Housing Research Network (PHRN) and the Indigenous Child Well-being Research Network, this paper identifies key criteria for assessing these networks’ outcomes and highlights factors that contribute to these networks’ challenges and successes. This work is art of a growing body of scholarship seeking to better understand the role and contribution of networks in society and more specifically how the outcomes of these engagements might benefit and enhance collaborative research partnerships between civil society and higher education institutions. The results illuminate lessons learned from each of these three networks and their members. These findings inform broader research into community-university engagement networks and illustrate how these types of engagements can help build a stronger knowledge democracy in Canada and elsewhere.

This article was first posted by Aimee Coueslan on and is being shared with her permission on the CFICE website.

In their core strategic planning, universities across Canada are now identifying community engagement as a core function of research, teaching, and learning. Universities are also recognizing the power of engagement to enhance learning and research. In terms of learning, community engagement can provide students with a new sense of purpose for their education, as well as a sense of belonging that can transform young lives and support student mental health. Community engagement also allows different types of learners to thrive, while enhancing competencies and confidence. In the case of community-engaged research, benefits include increased research impact, greater opportunities to translate findings into practice, expanded funding opportunities, and increased capacity of both researchers and community groups. Community-engaged research provides an opportunity to positively effect change in one’s own community through the development of research questions that are responsive to community needs.

Community-First: Impacts of Community Engagement (CFICE), a seven-year SSHRC-funded action research project based at ĐÓ°ÉÔ­´´ University, has officially launched a national network and community of practice called Community-Campus Engage Canada (CCEC). To celebrate the launch on June 20, 2018, CFICE convened a panel to discuss how to provide long-term support to the community-campus engagement (CCE) movement and ensure that it maximizes value for all partners. The discussion began with the perspective that community-campus engagement must be community-driven; it must put the priorities of the community first and allow the community to decide how it wants to contribute and how it would like to benefit. The panelists addressed what being community-driven means in practice, and their answer had four parts: establishing participatory, horizontal relationships; developing a shared vision; addressing issues of equity and inclusivity; and the democratic communication of research findings.

Relationships

Catherine Graham of the prioritized the establishment of relationships as a necessary first step. Researchers need to communicate directly with community members, approaching them with the perspective of “What can I do for you?” There are four interrelated concepts integral to the establishment of these relationships: shared power, cultural safety, knowledge democracy, and long-term reciprocity.

1.ĚýSharing Power: At its heart, sharing power means humbling oneself and allowing the community to be the teacher and the academic to be the student. The researcher must know when to step back and follow the community’s lead. Power is not necessarily shared 50/50.

2.ĚýCultural Safety: involves creating a safe respectful welcoming environment with no denial of who people are and what they need. In this environment, people are supported to draw strengths from their identity, culture, and community. Creating this environment requires cultural humility, listening without judgment, and being open to learning from and about others.

3.ĚýKnowledge Democracy: The concept of knowledge democracy is part of a larger discourse on the decolonization of higher education which has disrupted academia’s monopoly on knowledge creation.  of the University of Victoria detailed the principles of knowledge democracy: recognizing multiple epistemologies, including indigenous ways of knowing and being; recognizing multiple ways of representing knowledge, beyond text and statistics, to include arts-based forms of knowledge mobilization; recognizing participatory knowledge as critical to social transformation; and prioritizing open-access publishing and dissemination.

4.ĚýLong-term Reciprocity: When establishing relationships, researchers must be mindful that they need to be in it for the long-term. Parachuting into a community and then appearing to disappear sows mistrust.

A Shared Vision

Once established, these community-campus relationships are deepened as partners align around a shared vision. It is important that all parties agree upon the opportunity or issue to be resolved, a shared understanding of that issue, and an agreed-upon approach for addressing it. A shared framework and strategy creates a sense of common purpose, builds trust amongst participants, and provides coherence to diverse activities. Liz Weaver, co-CEO of the , pointed out that it is only by unlocking our collaborative potential that we can solve the increasingly complex problems that communities face today.

The Tamarack Institute has a  for developing a collective vision for change.

Equity and Inclusivity

Academics and community groups are on an unequal footing in terms of funding and access to technology and other resources. In the interest of fairness, researchers must strive to be transparent about these inequities and power differentials, and, where possible, address them. In their mid-term report, CFICE provides the example that post-secondary institutions should move funds for community-based projects in a timely manner to ensure fair treatment of community partners.

Similarly, those involved in community-campus engagement need to be mindful of reducing barriers — attitudinal, geographical, physical, social, and economic — to participation. CCE must be inclusive, reaching out to marginalized and informal communities and bringing together the rural and the urban, east and west, north and south.

Democratic Communication

Isabelle Kim, director of the University of Toronto’s , spoke about making research findings accessible in terms of both who gets to communicate them and who gets access to them. If community-engaged research results are only communicated via academic language, community partners will be excluded. Story-telling is a vital tool for democratic discourse: all project participants can engage with the results or collaborate in the story-telling itself. The key is to avoid superficial boosterism or university public relations and remain attuned to the complexities of the story and its interpretations.

Community-campus engagement is of growing importance at university campuses around the world. It is also at the heart of what the  at Brandon University does. For all researchers involved in rural issues, developing the capacities to serve in this boundary-spanning CCE role is key. Rural researchers must learn to embrace complexity, conflict, and uncertainty enroute to the realization of shared solutions.

The panel discussion at the heart of this blog post, entitled “Co-Creating the Future of Community-Campus Engagement in Canada,” is available on the CFICEĚý·É±đ˛ú˛őľ±łŮ±đ.

SSRHC provides one-year  for community-campus partnerships that will inform decision-making and serve the needs of one partner outside of the academic sector.