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** “There's no participation in ‘our’ participatory-action research project”: Overcoming hierarchies in service-learning partnerships ** Jennifer Lucko, Assistant Professor, Dominican University of California [jennifer.lucko@dominican.edu]

Julia van der Ryn, Service-Learning Director, Assistant Professor, Dominican University of California [julia.vanderryn@dominican.edu]

Omar Carrera, Associate Executive Director, Canal Alliance [omarc@canalalliance.org]

Douglas Mundo, Executive Director, Canal Welcome Center [d_mundo@canalwelcomecenter.org]

Anita Hernandez, community researcher

Maria Victoria Berumen, community researcher

Amada Galeana, community researcher

Jose Gomez, community researcher

Mauricio Gorduno, community researcher

Maria Montiel, community researcher

Marina Palma, community researcher

Julieta Perez, community researcher

Oscar Rodriguez, community researcher

Darlin Ruiz, community researcher

Rosa Sanchez, community researcher

Meaghan Doran, graduate student, Dominican University of California [mdoran@greenmba.com]

Rosa Argueta, undergraduate researcher, San Francisco State University [arguetarosa@gmail.com]


 * Keywords:** Strategic planning, power dynamics, multiphase research, social forces, stakeholders


 * Conference track:** Organizational change and sustainability


 * Format:** Team inquiry presentation

While strategic planning is widely recognized as a central component in the development of sustainable service-learning partnerships and university programs, institutions working to create organizational change often do not have a framework for how to address the power differentials among a diverse group of constituencies. Further, this framework should include all stakeholders in the analysis of the social, historical, and political contexts around service-learning partnerships.
 * Summary**

In this study, participants in the service-learning program at Dominican University of California (DUC) explored the complexity of the social forces that influence communication and collaboration in service-learning. DUC faculty members designed a multiphase research project to integrate institutional planning and policy making with community strategic planning to build sustainable service-learning partnerships in the Canal neighborhood that borders the university.
 * Phase One: Undergraduate students enrolled in the colloquium course conducted interviews of administrators and direct service providers of organizations in the Canal//.//
 * Phase Two: DUC faculty and staff conducted follow-up interviews of selected faculty and surveyed undergraduate students participating in service-learning classes.
 * Phase Three: Canal residents designed and implemented a participatory action research project to collect qualitative and quantitative data from Canal residents with the support of DUC faculty, //DataCenter,// and community service-providers.

Data was drawn from coded field notes, survey responses, and recorded and transcribed interviews collected during each phase. Our findings indicate that participatory action research is a collaborative, inclusive process that serves to break down existing hierarchies in service-learning partnerships and fosters a common basis of understanding across constituencies that can be used to drive organizational change. The new understandings and relationships forged through the research process was used to drive organizational change in service-learning policies and practices—both in the community and at the University—that will lead to more sustainable service-learning partnerships.

Bloomgarden, A., Bombardier, M., Breitbart, M., Nagel, K., & Smith, P. (2006). Building sustainable college/community partnerships in a metropolitan setting. In R. Forrant & L. Silka (Eds.), //Inside and out: Universities and education for sustainable development// (pp. 105-117). Amityville, NY: Baywood.
 * References**

Sandmann, L., Kiely, R., & Grenier, R. (2009). Program planning: The neglected dimension of service-learning. //Michigan Journal of Community Service Learning, 15//(2), 17-33.

Vogel, A., Seifer, S., & Gelmon, S. (2010). What influences the long-term sustainability of service-learning? Lessons from early adopters. //Michigan Journal of Community Service Learning, 17//(1), 59-76.


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