Comment and Controversy Community–University Collaborations for Environmental Justice: Toward a Transformative Co-Learning Model Penn Loh 1 Abstract Community–university collaborations for environmental justice have pushed the bound- aries of the modern research university, yet remain rooted in a research frame. This article lays out a transformative co-learning model, which aspires to cultivate long-term, place-based, reciprocal partnerships where university and community co-produce knowledge and action toward a more just, sustainable, and democratic society. Starting with joint inquiry and planning, community and university integrate teaching, research, and service activities over a cycle of three to five years and, if sustained, co- evolve in place over the decades. Co-learning partnerships can anchor transformational learning, support community-based research, address critical community issues, and diversify the university. Tufts Department of Urban and Environmental Policy and Planning has recently developed a three-year co-learning partnership model with long-time partner Dudley Street Neighborhood Initiative. Yet, challenges still remain in resourcing community partners, valuing local anchoring, aligning university rewards with co-learning, and ensuring that community benefits are prioritized. Keywords university–community partnership, colearning, environmental justice Introduction Community–university collaborations for environmental justice often demand an interdisciplinary approach, bringing together social science, environmental NEW SOLUTIONS: A Journal of Environmental and Occupational Health Policy 2016, Vol. 26(3) 412–428 ! The Author(s) 2016 Reprints and permissions: sagepub.com/journalsPermissions.nav DOI: 10.1177/1048291116662690 new.sagepub.com 1 Department of Urban and Environmental Policy and Planning, Tufts University, Medford, MA, USA Corresponding Author: Penn Loh, Department of Urban and Environmental Policy and Planning, Tufts University, Medford, MA 02155, USA. Email: penn.loh@tufts.edu