Kris Nelson Community-Based Research (CBR) Program
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Item HECUA's First 50 Years(2021-06) Matthias, CynthiaThe Higher Education Consortium for Urban Affairs (HECUA) sought to deepen its understanding of the organization’s founding and history in celebration of its 50th anniversary. This report summarizes a research project undertaken to fill in the gaps in the organization’s history. Research activities included conducting interviews with alumni, program directors, and community partners, review of organizational documents, and review of archival materials. Analysis of these materials revealed “throughlines” from HECUA’s founding to the present day that center on social action driven by a sense of moral urgency and an emphasis on humanity and empathy. The report includes recommendations for further research and evaluation work.Item Phillips West Neighborhood Organization Community Asset Mapping(2021) Bruno, Alice; Concepcion, Kya; Geitz, Madeline; Voller, VanessaIn late 2020 - in the midst of the coronavirus pandemic, racial justice uprisings, and internal transitions - the Phillips West Neighborhood Organization (PWNO) decided to take on a strategic planning process to reevaluate its work. The basis of this process was recommitting to a vision for where PWNO’s work is rooted in the expressed needs and desires of those who live, work, and go to school in the Phillips West neighborhood. The Phillips West Community Survey has been the cornerstone of this commitment. Starting in February 2021, a group of residents convened bimonthly as a Strategic Planning Committee to bring this survey into being, working both with PWNO staff and collaborators through the Center for Urban and Regional Affairs (CURA). This resident-led committee co-designed the survey, offered guidance for its distribution, and pointed towards important questions for evaluation.Item Survey of Early Childhood Faculty at Minnesota's Institutes of Higher Education(2022) Voller, VanessaTeachers are the most important component of a high-quality early care and education experience for our youngest children. Minnesota’s Institutes of Higher Education (IHE) play a critical role in preparing early educators to be able to deliver high-quality early care and education. If we are to truly transform Minnesota’s early childhood workforce, we need to transform Minnesota’s early education preparation programs as well. Not doing so is a massive disservice not only to the field but also to the children, families, and communities across the state. Higher education needs to be accessible, affordable, and tailored to meet the diverse needs of Minnesota’s early childhood educators - many of whom are working full-time, taking care of their own children, low-income, first-generation college students, and speaking languages in addition to English.Item Industrial Land Use and Zoning in the Northeast Minneapolis Arts District(2021) Niemeyer, KennethItem Twin Cities Agricultural Land Trust Feasibility Study - Planner Survey(2020) Harris, MichaelItem Understanding English Learning Funding in Minnesota(2020) Boesch, TylerItem "Invisibility Perpetuated: the Complex Economics of Asian Minnesotans."(2018) Van Dort, LeomaItem Strategies for Affordable Rental Housing(2019) Engels Morice, LizItem GrowRx 2018 Season Report and Annotated Bibliography(2019) Jenkins, GwendolynItem Reclaiming languages, decolonizing knowledge(s): Articulating Indigenous knowledge(s) in and for language reclamation(2019) Schwedhelm, MariaIndigenous scholars have long been calling for the integration of Indigenous ways of teaching and learning in education (e.g. Kawagley, 2005; Simpson, 2002), showing that placing Indigenous philosophies at the center of curriculum makes education more relevant to students and helps ameliorate persistent educational inequalities (Brayboy et al., 2015; McCarty & Lee, 2015). Language is an active and living repository of Indigenous philosophies and world views, vital for maintaining Indigenous knowledge systems (McCarty & Lee, 2015). This research project seeks to learn from Indigenous language and culture reclamation efforts and initiatives that aim to center Indigeneity to reclaim what has been or could be lost. Through a review of community-based and community-driven Indigenous education programs in the U.S. and around the world, this research project explores the knowledges and pedagogies that drive these efforts, specifically, how Indigenous knowledge systems are being articulated within language reclamation movements. The knowledge gained through this investigation will help support the youth-led development of Bòg!, an interactive game that centers students’ home languages and knowledge systems through storytelling. The goal is to bring this work to schools and other organizations in Minnesota that work with linguistically diverse youth to reclaim their culture and native languages.Item Franklin Avenue LRT Station Area Planning and Design.(2000) Harrison, RichItem Community Housing Review: Greater Longfellow Community 2002.(2003) Sjogren, MerrieItem Community Development Efforts in Central St Paul.(2004) Krebs, ThomasItem Stevens Square Community Organization Economic Development Study.(2005) Cohen, Parker; Drey, TheresaItem Midtown Greenway Zoning Overlay District Evaluation.(2002) McCartney, MollyItem Twin Cities Community Garden Resource Guide.(2002) Zaro-Moore, KylaItem Business Analysis of the Midtown Lake Street Commercial Corridor in South Minneapolis.(2002) Fant, Merrie Ann