Assessment of client outcomes in social work practice has new urgency in today's service environment. However, traditional visions of agency staff as doers and social work educators as thinkers limit opportunities for collaboration. The Agency/University Collaboration model integrates doer and thinker roles, providing opportunities to both enhance assessment of client outcomes in practice and bring current practice knowledge into the social work classroom. An example of a multi-site-parenting program illustrates how agency administrators and educators may forge collaborations. The authors discuss relevant issues, such as ownership of collaboration, appraisal of risks, and pacing the work
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