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community partners
The Center for Community Learning serves as a clearinghouse for UCLA faculty, undergraduates and community partners who are interested in academic programs in Los Angeles.
Please let us know how your organization might use college students to build your capacity and fulfill your mission. These structured experiences help our students apply the knowledge of the classroom in the community, with an emphasis on reciprocal benefit.
PLEASE NOTE: UCLA interns must be paid or receive academic credit from the university. The relevant CA Division of Labor Standards Enforcement code is below:
46.6.6 Intern Programs. Historically, DLSE has required that in order to be exempt from the wage and hour requirements of the Industrial Welfare Commission Orders, the intern's training must be an essential part of an established course of an accredited school or of an institution approved by a public agency to provide training for licensure or to qualify for a skilled vocation or profession. The program may not be for the benefit of any one employer, a regular employee may not be displaced by the trainee, and the training must be supervised by the school or a disinterested agency. (O.L. 1996.12.30)
For further information please visit the CA Division of Labor Standards Enforcement website or to view the requirements in its entirety, click here (pdf file, 3MB).
Useful Information: Principles of Good Community-Campus Partnerships
Contact the Center Director, Kathy O'Byrne for a site visit and more information.
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President Bush’s proposed 2008 budget calls for sizeable reductions in domestic discretionary programs – programs that are funded through annual federal appropriations, excluding defense and international affairs programs. A new California Budget Project analysis, “What Would the President’s Proposed Budget Mean for California?” shows that these cuts would affect programs that support a broad array of public services including education, environmental protection, child care, and food assistance programs for infants and pregnant women.
The reductions would begin October 1, 2008, when discretionary programs as a whole would be funded below the 2007 funding level, adjusted for inflation. By 2012, the proposed cuts would total $114 billion below the 2008 funding level, adjusted for inflation.
For more information, go to www.cbp.org.
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California Campus Compact is pleased to announce the availability of our free, downloadable executive summary of our research findings: Community Voices: A California Campus Compact Study on Partnerships, authored by Dr. Marie Sandy.
This report is based upon work supported by the Corporation for National and Community Service under Learn and Serve America Grant No. 03LHHCA004. Opinions or points of view expressed in this document are those of the authors and do not necessarily reflect the official positions of the Corporation or the Learn and Serve America Program.
The research team for this project included Elaine Ikeda, Ph.D., Principle Investigator, Nadinne Cruz, M.A., Barbara Holland, Ph.D., Kathleen Rice, Ph.D., and Marie Sandy, Ph.D. The data analysis for this project was the result of the collective effort of this team, in collaboration with community partners. We are especially grateful to the service-learning directors and coordinators at the participating campuses and the 99 community partners for helping to make this project possible.
http://www.cacampuscompact.org/cacc_programs/community_campus_partnership/index.html
This report is not copyrighted. Photocopying for nonprofit educational purposes is permitted and encouraged.
If citing this document, cite as:
Sandy, M. (2007). Community voices: A California Campus Compact Study on partnerships executive summary. San Francisco: California Campus Compact.
Overview
This study grew out of a conversation among service-learning practitioners at a retreat hosted by California Campus Compact. “What do our community partners think about service-learning? We think they are benefiting, but how do we know?” This is the largest study of community partner perspectives that we are aware of in the literature.
Research Question and Structure
As recommended (Cruz & Giles, 2000), our unit of analysis was the community-campus partnership, perceived through the lens of community partner eyes. The study considers their perspectives on effective partnership characteristics as well as benefits, challenges, and motivations.
Service-learning coordinators at eight California campuses self-selected a total of 99 experienced or advanced (Dorado and Giles, 2004) community partners to participate in fifteen focus groups, making it the largest study of community partners in the literature to date. A mix of urban and rural, four-year and community college, public and private, faith-based and secular, research-intensive and liberal arts institutions were included from diverse regions of California. Participants were primarily staff members from non-profit organizations and public institutions, such as K-12 institutions, libraries and hospitals.
The ethic of reciprocity (Sandy, 2007) informed the research model of this qualitative study. This resulted in a two-tiered approach that included: 1) designing eight campus reports with information particular to each participating campus, and 2) synthesizing findings from all sites to inform service-learning practitioners and researchers more broadly.
http://www.cacampuscompact.org/cacc_programs/community_campus_partnership/index.html