This book includes chapters from each of the hub’s partners, and outlines the different models of engagement used by each partnership to complete work towards reducing poverty in their respective communities.

To view and/or download a PDF copy of the book, click on the image below. Happy reading!

CFICE partners indicated a strong interest in learning about how to more meaningfully embed decolonized and traditional Indigenous methodologies, non-conventional methodologies for research, community development and practices, and policy development into community-campus partnerships. They are committed to inclusive practices that not only incorporate established academic ethics standards, but that also build ethical spaces (see reference to Dr. Willie Ermine鈥檚 work on this theme) to encourage authentic and culturally-safe opportunities for collaboration. This approach disrupts colonial methodologies and encourages novel methods of engagement, learning, and knowing within CCE work.

Below is a 2-pager outlining CFICE’s commitment to Truth and Reconciliation as well as resources others can review to learn more information about how to build truth and reconciliation into their community-campus engagement efforts.

Click on the image below to open a PDF version of the document, or CLICK HERE to access the FRENCH version.

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鈥檚 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/discussion-paper-cce-policy-and-funding-the-challenge-ahead/?utm_source=rss&utm_medium=rss&utm_campaign=discussion-paper-cce-policy-and-funding-the-challenge-ahead Wed, 22 Aug 2018 12:00:50 +0000 /communityfirst/?p=7804 Community-Campus Engage Canada (CCEC) is an emerging national network and community of practice focused on strengthening Canadian communities by increasing the capacity, infrastructure and impact of equitable community-campus partnerships of all types, including student experiential learning, community-engaged research, and social innovation. Supportive policy and funding frameworks for Community-Campus Engagement (CCE) are crucial to the work. Canadian communities will be stronger when there are better collaborative structures to link together post-secondary institutions (PSIs), community-based organizations (CBOs), funding agencies (including governmental bodies and pri-vate foundations) and other networks.

Yet there are challenges in developing CCE across Canada. This discussion paper briefly reviews these challenges based on comparisons with international CCE network infrastructures. The paper touches on provincial funding of CCE, federal funding, and foundation funding. The paper then examines a new funding partnership in development between the CCEC and Mitacs.

Click on the image below to download a PDF version of this discussion paper or CLICK HERE to access the paper in FRENCH.

It is from this work that the purpose for this literature review arises. This literature review聽surveys the existing academic literature to identify current research related to policies and assessments of community-campus engagement (CCE) that are conducive to supporting culture change within PSIs to support the work of CCE to produce positive social impacts.

These findings provide a foundation upon which the Community-Campus Engage Canada (CCEC) working group can approach the question how might 鈥楥ommunity First鈥� approaches to community-campus engagement (CCE) be more effectively embedded within post-secondary institutions?

Please note: This literature review was created under CCEC when it was known as the Aligning Institutions for Community Impact (AICI) working group. There are therefore several references to AICI throughout the document.听

Click on the image below to access a PDF copy of the full report.

As part of a 2012-2013 joint project with CFICE, the BC Food Systems Network sought to answer the 鈥渨hy鈥�, 鈥渨ho鈥� and 鈥渉ow鈥� of BC鈥檚 successful models of cross-cultural dialogue and relationships in the realm of food security. Working with partners representing the BC Food Systems Network, the Working Group on Indigenous Food Sovereignty, and the Vancouver Island and Coastal Communities Indigenous Food Network, the team learned from the first hand experiences of active food systems advocates and organizers.

The resulting report uncovers a small sampling of the factors which have enabled cross-cultural dialogues and outline promising practices in academic / community collaboration based on mutual respect. Interviews and sample formal protocols were used to explore the experiences of active food systems advocates and organizers, including engaged academics and community activists, in their efforts to work together to address community food systems issues.

To read the full PDF report, click on the image below.

The partnership has resulted in a report titled聽Impacting Community Strength and Sustainability: Community-Campus Engagement and Poverty Reduction at Station 20 West. The report outlines the parameters of the project, the key findings and lessons learned, as well as details on the impacts of the project.

To access a PDF copy of the full report, click on the image below.

Heather Reid chats with other CFICE members at CFICE’s symposium.

On January 18th and 19^th, 2017, the Community First: Impacts of Community Engagement (CFICE) project hosted an important research event for its community and academic partners titled Community Impact: A community/academic symposium for clarifying, sharing and celebrating CFICE鈥檚 key messages.

This event was held in 杏吧原创 University鈥檚 Discovery Centre (MacOdrum Library), and ran from 9am to 5pm each day. The symposium began with a welcome and opening prayer from Mohawk elder Paul Skanks, and with an acknowledgement that 杏吧原创 is situated on unceded Algonquin territory.

The purpose of the event was to bring together CFICE project partners to collaboratively discuss the findings of our Phase I evaluation process, and to develop key messages and lessons for our Phase II work. The event celebrated CFICE鈥檚 impact in communities across Canada and also looked at what recommendations could be carried forward in Phase II to improve community-campus engagement work nationally.

During the intensive two-day meeting, attendees sought to achieve the following goals:

• Draft key recommendations to better support 鈥楥ommunity-First鈥� CCE (Community Campus Engagement) practices by governments, funders, post-secondary institutions, faculty members, community-based organizations and students.
• Identify and celebrate CFICE鈥檚 achievements from Phase I (2012-2016).
• Understand how we can better work together within CFICE in Phase II (2016-2019)
• Decide on how we will share our findings moving forward.

The preliminary results of this symposium are compiled in point form in this report. The intent is to use this report as a basis for further discussion of the ways in which CFICE and its partners want to share this information.

Click on the image below to access the full report or CLICK HERE to access the report in FRENCH.

We humans are much more engaged when there is a physical person in front of us. Communication through technology, on the other hand, distances us from the speaker and provides countless opportunities to become distracted.听For these reasons, we need to change the way we present webinars to ensure audiences are engaged with our content.

This document delves into the most effective ways to design, present, and evaluate your webinar to maximize audience learning and engagement.

Click on the image below to open the document. Don’t have time to read the full thing? Skip to the appendices for some quick and dirty tips on organizing and presenting webinars or check out our plain language podcast for a brief review of the report contents!

Download a copy of the podcast transcript.听Podcast written and recorded by Carly Foubert, CFICE Communications聽RA.听Click the image below to open the full report.

You can find a copy of the report 聽or聽scroll down to listen to the podcast.

Download a copy of the podcast transcript.听Podcast written by Omar Elsharkawy, CFICE Admin RA and recorded by Leah Peihler, CFICE Volunteer.