University-assisted Community Schools (2019-2020)
Community schools bring together academics, social services and youth development under one roof, leading to improved learning, stronger families and healthier communities. To support community schools, Durham Public Schools and its stakeholders address many challenges surrounding equitable school experiences and outcomes. To respond to these challenges, Bull City Community Schools Partnership was formed as a grassroots effort to transform schools.
The Community Schools Partnership asks stakeholders to leave silos and form coalitions, developing innovative curricula and teaching practices based on social justice and local leadership. Premised on a comprehensive asset and needs assessment, strategic planning, partner engagement and dedicated coordinators, the Community Schools Initiative uses culturally sustaining practices and stakeholder leadership to reduce barriers to success and offer school communities a chance for renewal.
This Bass Connections project will study the benefits and limitations of the University of Pennsylvania’s University-Assisted Community Schools program, focusing on ways universities can mobilize their resources to support Durham’s public schools.
This project aims to establish an equitable and sustaining partnership between Durham-based universities and Durham Public Schools. Establishing such a partnership requires universities to be active listeners, willing to learn from those currently and historically engaged in work surrounding public education.
The Bull City Community Schools Partnership is undertaking a needs and assets mapping project, a year-long effort that incorporates the perspectives of traditional and nontraditional stakeholders for each of the four pilot community schools. Only after the mapping is complete will schools have a defined sense of what their needs are and where universities might be able to support schools’ initiatives. This project team will respond to the needs identified through the mapping project by connecting existing university initiatives and resources with local community schools in a way that is mutually beneficial.
In order to achieve a vision of equitable partnership, the team aims to help prepare university faculty, staff and students for the practical and theoretical challenges of working with public school stakeholders. The team will prepare university students with the proper pedagogical training and youth development best practices. One long-term goal is a robust equity training curriculum for university stakeholders that focuses on race, class and the histories that complicate the relationships between universities and their surrounding public schools.
Symposium that engages North Carolina Central University, Duke University and Durham community members; literature review; data for further research
Fall 2019 – Spring 2020
- Fall 2019: Conduct literature review; take fall break field trip to Netter Center; begin asset mapping of universities
- Spring 2020: Research best practice models based on data from Needs and Assets Assessment; plan and host a symposium; present findings
Images: Courtesy of Bull City Community Schools Partnership blog
- Amy Anderson, Service Learning
- Alec Greenwald, Academic Advising Center
/yfaculty/staff Team Members
Deborah Best, School of Medicine-Pediatrics
Kisha Daniels, Arts & Sciences-Program in Education
Adam Hollowell, Sanford School of Public Policy
Girija Mahajan, Duke College Advising Corps
Eliza Mathew, Community Affairs
Kevin McLeod, School of Medicine-Community and Family Medicine
Lindsey Miller, PAS Adm - Doce
/zcommunity Team Members
Jessica Benton, UNC-Chapel Hill
Durham Public Schools
Bull City Community Schools Partnership (BCCSP)
North Carolina Central University (NCCU)-School of Education & Department of Nursing
Yolanda Dunston, North Carolina Central University
Erma Smith-King, North Carolina Central University