Browsing by Author "Bringle, Robert"

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    George Washington Community High School: analysis of a partnership network
    (New Directions in Youth Development, 2009-06) Bringle, Robert; Officer, Starla; Hatcher, Julie; Grim, Jim
    After five years with no public schools in their community, residents and neighborhood organizations of the Near Westside of Indianapolis advocated for the opening of George Washington Community High School (GWCHS). As a neighborhood in close proximity to the campus of Indiana University-Purdue University Indianapolis, the Near Westside and campus worked together to address this issue and improve the educational success of youth. In fall 2000, GWCHS opened as a community school and now thrives as a national model, due in part to its network of community relationships. This account analyzes the development of the school by focusing on the relationships among the university, the high school, community organizations, and the residents of the Near Westside and highlights the unique partnership between the campus and school by defining the relational qualities and describing the network created to make sustainable changes with the high school.
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    Indiana University–Purdue University Indianapolis and George Washington Community High School: Educating Their Communities Together
    (2011) Officer, Starla; Bringle, Robert; Grim, Jim
    Indiana University–Purdue University Indianapolis worked with the residents and leadership of three neighborhoods adjacent to the campus to reopen the closed George Washington High School. The resulting partnership has strengthened the civic engagement mission of the university, and contributed to an award-winning community-based school. The partnership most recently was recognized with a 2010 Outreach Scholarship/W. K. Kellogg Foundation Engagement Award for the North Central Region.
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    Strengthening Community Schools through University Partnerships
    (Peabody Journal of Education, 2013-10-23) Officer, Starla; Grim, Jim; Medina, Monica; Bringle, Robert; Foreman, Alyssa
    Given the mounting call for academic achievement gains in America's public schools—particularly urban schools labeled “failing”—the need for community engagement to tackle a host of underlying social challenges warrants the resources of the nation's colleges and universities (Harkavy & Hartley, 2009). Because colleges and universities are often underutilized anchors of resources in communities, coordinated alignment of K-12 and higher education goals can create a seamless pipeline of educational attainment for communities challenged to produce high academic achievement. Higher education's engagement with community schools further helps to address the whole child and their families in K-12 education by expanding the opportunities for the students and community to access necessary support services. Drawing upon experiences of Indiana University Purdue University Indianapolis (IUPUI) and collaboration with its adjacent neighborhoods, this article illustrates the transformative and relevant impact of university and community engagement, as well as new pedagogical approaches to teaching, learning, and training. This article reflects upon the experiences of IUPUI and nearby George Washington Community High School as it can uniquely serve as a roadmap for other school community/university partnerships that are interested in embarking upon a similar education reform path.