BACKGROUND Community-based participatory research (CBPR) involves community and academic partners working collaboratively to understand and address local challenges. Undergraduates who engage in CBPR through a course can learn valuable research and professional skills, but we found no studies describing the experiences of community and academic partner instructors who have co-taught undergraduate CBPR courses. We describe lessons the instructors learned from collaboratively teaching one such course. LESSONS LEARNED The lessons we include highlight how community-academic team teaching can 1) provide unique opportunities to teach and model partnership and collaboration, 2) incorporate nontraditional learning opportunities for students to practice skills and engage in content reflection, 3) be challenged by differing community and academic priorities, and 4) surface power dynamics in the classroom that should be explicitly discussed. CONCLUSIONS Community and academic partners can successfully team teach in an undergraduate CBPR course and encourage the development of important skills that can be transferable to the real world. Focusing on offering traditional and nontraditional learning opportunities and modelling partnership and collaboration can also facilitate this. Beyond these benefits, instructors considering a model like this should be prepared to intentionally engage in discussions within and outside the classroom about respective priorities and the ways in which knowledge that is traditionally valued in academic settings can create power dynamics in the classroom. Ultimately, structural supports, such as institutional funding for community partners and consideration of benefits to community partners and organizations beyond the research itself can facilitate these types of collaborations.

中文翻译：

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CBPR 课程中的社区学术团队教学：课程教学的经验教训。

背景 基于社区的参与性研究（CBPR）涉及社区和学术合作伙伴的合作，以了解和解决当地的挑战。通过课程参与 CBPR 的本科生可以学到有价值的研究和专业技能，但我们没有发现任何研究描述共同教授本科生 CBPR 课程的社区和学术合作伙伴讲师的经验。我们描述了教师从合作教授此类课程中学到的经验教训。经验教训 我们的课程强调了社区学术团队教学如何能够 1) 提供独特的教学机会并建立伙伴关系和协作模型，2) 为学生提供非传统的学习机会，以练习技能和进行内容反思，3) 接受不同的挑战社区和学术优先事项，以及 4）应明确讨论的课堂表面权力动态。结论 社区和学术合作伙伴可以成功地在本科 CBPR 课程中进行团队教学，并鼓励发展可转移到现实世界的重要技能。专注于提供传统和非传统学习机会以及建立伙伴关系和协作模型也可以促进这一点。除了这些好处之外，考虑此类模型的教师还应该准备好有意识地参与课堂内外的讨论，讨论各自的优先事项以及传统上在学术环境中受到重视的知识如何在课堂上创造权力动力。最终，结构性支持，例如为社区合作伙伴提供机构资助，以及考虑研究本身之外的社区合作伙伴和组织的利益，可以促进此类合作。