We found the following resources to be helpful information for those considering community based partnerships. We hope that you find them useful!

The resources are organized into the following five sections:

  1. About Partnerships
  2. Examples
  3. Tools
  4. Communication
  5. Evaluation

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About Partnerships

This section describes characteristics of community based partnerships.

The Challenges of Collaboration: Academic and Community Partners in a Research Partnership: Points to Consider

Authors: Ross, Loup, Nelson, Botkin, Kost, Smith Jr., Gehlert, 2010
Link: (Abstract)
This article describes the partnership between the academic researchers and community for community engaged partnership and community based participatory research at each stage of the research process.

Reinventing the Role of the University Researcher

Authors: Nelson, London, Strobel, 2015
The article discusses a university–community collaboration for a shared data source. How researchers conducted a mutually beneficial exchange is reviewed with how data-driven action resulted from community agencies owning specific responsibilities and prioritized actions in the research process.

Research Practice Partnerships: A Strategy for Leveraging Research for Educational Improvement in School Districts

Authors: Coburn, Penuel, & Geil, 2013
Research Practice Partnerships are defined. The article then Identifies the major types of partnerships that function at the district level. Finally, a description of challenges partnerships face and strategies for addressing those challenges is discussed.

Towards a better understanding of partnership attributes: An exploratory analysis of relationship type classification

Authors: Duffy, 2005
Link: (Abstract)
From a political economy framework, the study discerns between “relationships classified by suppliers as having limited coordination, being highly coordinated or best described as a partnership”.

Defining a Strategic Meetings Management Program: How Meetings Drive Business in Partnership-Focused Companies.

Authors: Meeting Professionals International, 2005
The power of the “Partnership Model is acknowledged from meetings “among professionals and procurement departments to the uniting of planners and suppliers through key business practices in strategic meetings management environments.” The article the core competencies the Partnership Model and what catalyzes change in business.


This section describes examples of how others have utilized community based partnerships.

Community-Based Participatory Research Contributions to Intervention Research: The Intersection of Science and Practice to Improve Health Equity

Authors: Wallerstein and Duran, 2010
Link: (Abstract)
The article discusses opportunity of community based participatory research to bridge the gap between science and practice. This type of research may lead to increasing health equity through community engagement and social action. The authors identify challenges within the intervention and implementation sciences and how community based participatory research addresses those barriers.

Connected Collection: Equity in Science Education

Authors: Shea, 2015
 The articles reviews equity specifically in science education due to lower levels of advanced science studies and STEM career choices by disadvantaged youth. Relevant questions reviewed in this articles with links to case studies include: “What stood out to you about the author’s definition of equity”, “How do the cases reveal why it is important for science learning to relate to experiences that students have beyond the immediate learning environment?”, and “In your programs, how can educators leverage students’ home and community experiences to enhance in science learning?”. Issues of culture, learning, prior knowledge, and a hybrid language environment are discussed.

A Review of Collaborative Partnerships as a Strategy for Improving Community Health

Authors: Roussos and Fawcett, 2000
Link: (Abstract)
This article reviews “the effects of collaborative partnerships on (a) community and systems change (environmental changes), (b) community-wide behavior change, and (c) more distant population-level health outcomes”. Recommendations are offered for community health practices.

The Role of Field Education in a University-Community Partnership Aimed at Curriculum Transformation

Authors: Lewis, Kusmaul, Elze, & Butler, 2016
Link: (Abstract)
This article describes how curriculum development can be informed by field education and social service agencies in a university community partnerships.

Home, School, and Community Partnerships in Numeracy Education: An Australian Perspective

Authors: Goos, Lowrie, and Jolly, 2007
From an Australian set of case studies, the paper reviews Numeracy Education partnerships for disadvantaged children. A framework is reviewed for understanding effective partnerships through two case studies. The article reviews: “how to initiate partnerships, different perspectives of stakeholders, different numeracy practices, and different ways of responding to cultural diversity and geographical isolation.”

Connected Collection: Research and Practice Partnerships in Informal Settings

Authors: Bevan, 2015
This article reviews University-community research partnerships: case based example with tables of agencies and data shared across agencies.

A Community Partnership to Facilitate Urban Elementary Students’ Access to the Outdoor

Authors: Ferreira, Grueber, and Yarema, 2012
Lack of outdoor playspace experiences are common for many poor urban children which often can lead to child obesity, attention disorders, and depression. This article reviews a partnership involving a local university, school district, and community organization. A week was spent in curriculum development, by topic and grade level, for science, math, and language arts, among 16 teachers. Teachers’ perceptions shifted to result in more learning experiences for students and a sense of community in schools.

Implementing Mindfulness and Yoga in Urban Schools: A Community Academic Partnership

Authors: Mendelson 2013
Link: (Abstract)
Mindfulness-based interventions address attention, awareness, compassion, and self-regulation of thoughts and emotions. Mindfulness based interventions offers support for urban youth exposed to chronic stress and adversity. The paper reviews the experiences of a community-academic partnership conducting two school-based randomized trials on a mindfulness and yoga program delivered to middle school students in public schools serving disadvantaged urban communities.

Promoting Academic Success and Preventing Disruptive Behavior Disorders Through Community Partnership

Authors: Arnold, Orritz, Curry, Stowe, Goldstein, Fisher, Zeljo, and Yershava, 1999
The article reviews how to promote academic achievement by reducing aggression, disruption, and other types of problem behaviors through effective early intervention conducted through a community partnership and coordination of home and school settings. Parents and teachers met for 2 hours for each of 8 weeks include for the following workshop topics: 1) building positive relationships: making the connection, 2) attention, encouragement, and praise: bringing out the best in your child, 3) motivating children: reward programs, 4) effective limit setting: being clear, predictable, and positive, 5) decreasing inappropriate behaviors, strategies for minor misbehavior 6) following through with limits: child disobedience or destructive behaviors, etc.

Increasing Educational Attainment Among Urban Minority Youth: A Model of University, School, and Community Partnership

Authors: Ward, Strambler and Linke, 2013
Link: (Abstract)
The article reviews a model of University, School and Community Partnerships for Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP). In 2008, Yale University School of Medicine was awarded 6.9 million dollars across 6 years to partner with an urban district to implement a model of university, school and community partnership to address racial disparities in educational attainment. Resources from the partnership were generated and resulted in comprehensive services to teachers, school counselors, students and parents. Program components included: “(a) professional development for teachers, (b) professional development for school counselors, (c) academic enrichment and support programs for students and (d) programs designed to engage and involve parents in the college planning process”. In addition, the project has over 20 identified community partners that include area colleges and universities, youth- and family-focused community-based organizations, social service agencies as well as members from the city’s regional business council.

The Psychology and Practice of Youth-Adult Partnership: Bridging Generations for Youth Development and Community Change

Authors: Zeldin, Christens, Powers, 2012
Link: (Abstract)
The public is gradually attaining awareness of Youth-adult partnerships as the practice of:
(a) multiple youth and multiple adults deliberating and acting together, (b) in a collective [democratic] fashion (c) over a sustained period of time, (d) through shared work, (e) intended to promote social justice, strengthen an organization and/or affirmatively address a community issue Youth-Adult partnerships have the capacity to “promote positive youth development, increase civic engagement, and support community change”. Components of Y-AP include: “authentic decision making, natural mentors, reciprocity, and community connectedness.”


This section provides various toolkits for planning and forming community based partnerships.

Building Home, School, Community Partnerships: The Planning Phase

Authors: Molloy, Fleming, Rodriguez, Saavedra, Tucker, Williams, Jr., 1995
The planning phase of building Home, School, and community partnerships is discussed. Initiating and building a partnership is discussed. Developing a shared vision and moving on to collaborative action are reviewed. Included is how to build a support network for: “Publicizing Successes and Assessing Resource Needs of the Partnership.”

Partnerships: Frameworks for Working Together

Authors: The Compassion Capital Fund
This document presents an overview of why form and stepwise guidance for how to form a partnership and a definition of partnerships. Further guidance is offered for effective communication, methodology of workplans, usage of technology, and evaluation and monitoring is reviewed also. Ending and renewal of partnerships is also discussed.

Promoting Urban Neighborhood Development: An Action Planning Guide for Improving Housing, Jobs, Education, Safety and Health, and Human Development

Authors: Fawcett, Schultz, Fancisco, Cyprus, Collie, Carson, and Bremby, 2001
The article describes community support urban neighborhood development through coalitions representative of the community. These partnerships comprise stakeholders: “leaders, experts, and representatives of grassroots organizations who value improving neighborhood life” or are “concerned about neighborhood problems.” The planning guide outlines how to address systemic issues of “housing and infrastructure, jobs, education, safety and health, and child, youth and adult development.”

Making Community Partnerships Work: A toolkit

Authors: Giachello, 2007
In this toolkit: Community based participatory partnerships and community based participatory research are defined. The benefits of working relationships are discussed with ideas on how to work with new groups and communities. Also, how to conduct interviews with key community members is outlined. The toolkit then discusses how to build and sustain community partnerships with case stories. Checklists and sample forms are included.

Building Equity in Research Practice Partnerships

Authors: Ryoo, Choi, & Mcleod, 2015
In this article for building equity in research practice partnerships the following questions are discussed: 1. What is a research practice partnership, 2. What is meant by equity in a partnership, and 3. How to create equitable partnerships.


This sections outlines communication strategies for forming successful partnerships.

Sustaining School Community Partnerships Through Effective Communication

Authors: Myende, 2013
Effective communication is necessary for effective community partnerships. In a South African context, school and community partnerships may have been limited to parent involvement only. Without effective communication, there are limitations to completion or commitment of set partnership activities, empowerment of partners, and mapping of assets, etc. Effective communication is necessary for including different partner interests.

Building and Maintaining Trust in a Community Based Participatory Research Partnership

Authors: Christopher, Watts, McCormick, Young, 2008
Link: (Abstract)
The article describes how community based participatory researcher offsets negative research experiences which can lead potential research participants to distrust researchers. From an American Indian CBPR project, strategies are presented for building and maintaining trust between university and community partners as well as the project team with the broader community.

Partnerships: Negotiating Relationships A Resource for Non-Governmental Development Organisations

Authors: Fowler, 2000
This guidebook offers structure for negotiating partnerships for non governmental development organizations. The guidebook discusses how not every relationship is a partnership. Information is also provided about types, power, and content in relationships as well as negotiation.

Negotiating a Partnership Agreement: Wisdom from the Field

Authors: Administration for Children & Families, Community Development Institute, Education Development Center, and National Child Care Information Center, 2002.
Information in the format of 10 tips is provided for successful negotiations.


This section reviews evaluation approaches for effective partnerships.

Work Group Evaluation Handbook: Evaluating and Supporting Community Initiatives for Health and Development

Authors: Fawcett, 1995
This handbook is an evaluation guide for community initiatives based on new or modified programs, policies, and practices for “community leadership, evaluators, and grantmakers.” It has been used for prevention of “substance abuse, cardiovascular disease, and adolescent pregnancy” including among “health and human service coalitions” and a tribal initiative among Native Americans. Part 1: describes evaluation goals and questions and possible evaluators. Part 2 and 3: describes a measurement system to collect data in response to the evaluation questions.

Instrument for evaluating dimensions of group dynamics within community-based participatory research partnerships

Authors: Shulz, Israel, Lantz, 2002
Link: (Abstract)
The rationale for the evaluation of partnership dynamics, and the selection of relevant dimensions for evaluation and assessment is discussed. Three case studies are presented to illustrate the use of this evaluation instrument in community-based participatory research partnerships to assess key dimensions of partnership process.

Assessing and Improving Partnership Relationships and Outcomes: a Proposed Framework

Authors: Brinkeroff, 2002
Link: (Abstract)
A definition of partnership is offered. A proposed framework for evaluating partnership relationships as opposed to partnership outcomes is offered.

Criteria of effectiveness in multiple cross-sectoral interorganizational relationships

Authors: Babiak 2008
Link: (Abstract)
“The purpose of this paper is to empirically compare the effectiveness criteria used by a nonprofit Canadian sport organization and its partners embedded in multiple cross-sectoral relationships. To that end, three levels of effectiveness criteria were investigated: the community, network, and organization levels.”

Family Engagement Resource: Measure of School, Family, and Community Partnerships

Authors: Salinas, Epstein, Sanders, Davis, Alderbaes, 2002
Six types of involvement in School, Family, Community Partnerships are described:
Parenting, Communicating, Volunteering, Learning at Home, Decision Making, Collaborating with the Community