Practical Tips for Establishing Partnerships With Academic Researchers: A Resource Guide for Community-Based Organizations.

PubMed

Darling, Margaret; Gonzalez, Florencia; Graves, Kristi; Sheppard, Vanessa B; Hurtado-de-Mendoza, Alejandra; Leventhal, Kara-Grace; Caicedo, Larisa

2015-01-01

Research exists on strategies for successful conduct of community-based participatory research (CBPR). Unfortunately, few published resources are available to advise community-based organizations (CBOs) on preparation for and engagement in CBPR. We aimed to create a resource for CBOs that describes how an organization can prepare for and participate in CBPR. We used a case study approach of one CBO with a decade-long history of collaboration with academic researchers. We identified lessons learned through a retrospective review of organizational records and the documentation of experiences by CBO leadership and research partners. The findings were then labeled according to CBPR Partnership Readiness Model dimensions. The review of CBO documents and key informant interviews yielded ten practical tips to increase organizational readiness for and engagement in CBPR. By understanding the best practices for organizational readiness for and participation in CPBR, CBOs will be better equipped to actively participate in community-academic partnerships.

Consolidating the Academic End of a Community-Based Participatory Research Venture to Address Health Disparities

ERIC Educational Resources Information Center

Arrieta, Martha I.; Fisher, Leevones; Shaw, Thomas; Bryan, Valerie; Hudson, Andrea; Hansberry, Shantisha; Eastburn, Sasha; Freed, Christopher R.; Shelley-Tremblay, Shannon; Hanks, Roma Stovall; Washington-Lewis, Cynthia; Roussel, Linda; Dagenais, Paul A.; Icenogle, Marjorie; Slagle, Michelle L.; Parker, L. Lynette; Crook, Errol

2017-01-01

Although there is strong support for community engagement and community-based participatory research (CBPR) from public health entities, medical organizations, and major grant-funding institutions, such endeavors often face challenges within academic institutions. Fostering the interest, skills, and partnerships to undertake participatory research…

An Introduction to Community-Based Participatory Research

ERIC Educational Resources Information Center

Hergenrather, Kenneth C.; Geishecker, Steve; McGuire-Kuletz, Maureen; Gitlin, David J.; Rhodes, Scott D.

2010-01-01

Community-based participatory research (CBPR) has emerged as an approach designed to promote community health and well-being through the establishment and maintenance of research partnerships between communities and academic researchers. Rather than the academic researcher assuming what is best for a community, CBPR utilizes community partnerships…

Building research infrastructure in community health centers: a Community Health Applied Research Network (CHARN) report.

PubMed

Likumahuwa, Sonja; Song, Hui; Singal, Robbie; Weir, Rosy Chang; Crane, Heidi; Muench, John; Sim, Shao-Chee; DeVoe, Jennifer E

2013-01-01

This article introduces the Community Health Applied Research Network (CHARN), a practice-based research network of community health centers (CHCs). Established by the Health Resources and Services Administration in 2010, CHARN is a network of 4 community research nodes, each with multiple affiliated CHCs and an academic center. The four nodes (18 individual CHCs and 4 academic partners in 9 states) are supported by a data coordinating center. Here we provide case studies detailing how CHARN is building research infrastructure and capacity in CHCs, with a particular focus on how community practice-academic partnerships were facilitated by the CHARN structure. The examples provided by the CHARN nodes include many of the building blocks of research capacity: communication capacity and "matchmaking" between providers and researchers; technology transfer; research methods tailored to community practice settings; and community institutional review board infrastructure to enable community oversight. We draw lessons learned from these case studies that we hope will serve as examples for other networks, with special relevance for community-based networks seeking to build research infrastructure in primary care settings.

Building Research Infrastructure in Community Health Centers: A Community Health Applied Research Network (CHARN) Report

PubMed Central

Likumahuwa, Sonja; Song, Hui; Singal, Robbie; Weir, Rosy Chang; Crane, Heidi; Muench, John; Sim, Shao-Chee; DeVoe, Jennifer E.

2015-01-01

This article introduces the Community Health Applied Research Network (CHARN), a practice-based research network of community health centers (CHCs). Established by the Health Resources and Services Administration in 2010, CHARN is a network of 4 community research nodes, each with multiple affiliated CHCs and an academic center. The four nodes (18 individual CHCs and 4 academic partners in 9 states) are supported by a data coordinating center. Here we provide case studies detailing how CHARN is building research infrastructure and capacity in CHCs, with a particular focus on how community practice-academic partnerships were facilitated by the CHARN structure. The examples provided by the CHARN nodes include many of the building blocks of research capacity: communication capacity and “matchmaking” between providers and researchers; technology transfer; research methods tailored to community practice settings; and community institutional review board infrastructure to enable community oversight. We draw lessons learned from these case studies that we hope will serve as examples for other networks, with special relevance for community-based networks seeking to build research infrastructure in primary care settings. PMID:24004710

Academic consumer researchers: a bridge between consumers and researchers.

PubMed

Griffiths, Kathleen M; Jorm, Anthony F; Christensen, Helen

2004-04-01

To describe the contributions that consumers, and academic consumer researchers in particular, can make to mental health research. A literature survey and a systematic consideration of the potential advantages of consumer and academic consumer researcher involvement in health research. Consumer researchers may contribute to better health outcomes, but there are significant barriers to their participation in the research process. To date, discussion has focused on the role of nonacademic consumers in the health research process. There has been little recognition of the particular contributions that consumers with formal academic qualifications and research experience can offer. Academic consumer researchers (ACRs) offer many of the advantages associated with lay consumer participation, as well as some unique advantages. These advantages include acceptance by other researchers as equal partners in the research process; skills in research; access to research funding; training in disseminating research findings within the scientific community; potential to influence research funding and research policy; capacity to influence the research culture; and potential to facilitate the involvement of lay consumers in the research process. In recognition of the value of a critical mass of ACRs in mental health, a new ACR unit (the Depression and Anxiety Consumer Research Unit [CRU]) has been established at the Centre for Mental Health Research at the Australian National University. Academic consumer researchers have the potential to increase the relevance of mental health research to consumers, to bridge the gap between the academic and consumer communities and to contribute to the process of destigmatizing mental disorders.

Community College Academic Integrity Lessons That Put Research into Practice

ERIC Educational Resources Information Center

Bealle, Penny

2017-01-01

Academic integrity is an educational issue requiring an educational response from all stakeholders, including faculty, students, librarians, learning support staff, and administrators. This article posits that an educational response at Suffolk County Community College (SCCC) advances progress toward an integrated academic integrity strategy at…

National Geospatial-Intelligence Agency Academic Research Program

NASA Astrophysics Data System (ADS)

Loomer, S. A.

2004-12-01

"Know the Earth.Show the Way." In fulfillment of its vision, the National Geospatial-Intelligence Agency (NGA) provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. To achieve this, NGA conducts a multi-disciplinary program of basic research in geospatial intelligence topics through grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program (NARP) are: - NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. - Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. - Director of Central Intelligence Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how other researchers and institutions can apply for grants under the program.

Evaluation of a Community-Based Participatory Research Consortium from the Perspective of Academics and Community Service Providers Focused on Child Health and Well-Being

ERIC Educational Resources Information Center

Pivik, Jayne R.; Goelman, Hillel

2011-01-01

A process evaluation of a consortium of academic researchers and community-based service providers focused on the health and well-being of children and families provides empirical and practice-based evidence of those factors important for community-based participatory research (CBPR). This study draws on quantitative ratings of 33 factors…

Understanding the Academic Struggles of Community College Student Athletes

ERIC Educational Resources Information Center

Demas, Jason

2017-01-01

When students begin their education at community colleges, they may face more obstacles to obtaining their college education than students starting in four-year institutions. Research has shown the importance of academic and student services in the support of student athletes, that community college student athletes are often at academic risk, and…

Rural Oregon community perspectives: introducing community-based participatory research into a community health coalition.

PubMed

Young-Lorion, Julia; Davis, Melinda M; Kirks, Nancy; Hsu, Anna; Slater, Jana Kay; Rollins, Nancy; Aromaa, Susan; McGinnis, Paul

2013-01-01

The Community Health Improvement Partnership (CHIP) model has supported community health development in more than 100 communities nationally. In 2011, four rural Oregon CHIPs collaborated with investigators from the Oregon Rural Practice-based Research Network (ORPRN), a component of the Oregon Clinical and Translational Research Institute (OCTRI), to obtain training on research methods, develop and implement pilot research studies on childhood obesity, and explore matches with academic partners. This article summarizes the experiences of the Lincoln County CHIP, established in 2003, as it transitioned from CHIP to Community Health Improvement and Research Partnership (CHIRP). Our story and lessons learned may inform rural community-based health coalitions and academicians who are engaged in or considering Community-based participatory research (CBPR) partnerships. Utilizing existing infrastructure and relationships in community and academic settings provides an ideal starting point for rural, bidirectional research partnerships.

Academic research opportunities at the National Geospatial-Intelligence Agency(NGA)

NASA Astrophysics Data System (ADS)

Loomer, Scott A.

2006-05-01

The vision of the National Geospatial-Intelligence Agency (NGA) is to "Know the Earth...Show the Way." To achieve this vision, the NGA provides geospatial intelligence in all its forms and from whatever source-imagery, imagery intelligence, and geospatial data and information-to ensure the knowledge foundation for planning, decision, and action. Academia plays a key role in the NGA research and development program through the NGA Academic Research Program. This multi-disciplinary program of basic research in geospatial intelligence topics provides grants and fellowships to the leading investigators, research universities, and colleges of the nation. This research provides the fundamental science support to NGA's applied and advanced research programs. The major components of the NGA Academic Research Program are: *NGA University Research Initiatives (NURI): Three-year basic research grants awarded competitively to the best investigators across the US academic community. Topics are selected to provide the scientific basis for advanced and applied research in NGA core disciplines. *Historically Black College and University - Minority Institution Research Initiatives (HBCU-MI): Two-year basic research grants awarded competitively to the best investigators at Historically Black Colleges and Universities, and Minority Institutions across the US academic community. *Intelligence Community Post-Doctoral Research Fellowships: Fellowships providing access to advanced research in science and technology applicable to the intelligence community's mission. The program provides a pool of researchers to support future intelligence community needs and develops long-term relationships with researchers as they move into career positions. This paper provides information about the NGA Academic Research Program, the projects it supports and how researchers and institutions can apply for grants under the program. In addition, other opportunities for academia to engage with NGA through

Evaluating Community-Based Participatory Research to Improve Community-Partnered Science and Community Health

PubMed Central

Hicks, Sarah; Duran, Bonnie; Wallerstein, Nina; Avila, Magdalena; Belone, Lorenda; Lucero, Julie; Magarati, Maya; Mainer, Elana; Martin, Diane; Muhammad, Michael; Oetzel, John; Pearson, Cynthia; Sahota, Puneet; Simonds, Vanessa; Sussman, Andrew; Tafoya, Greg; Hat, Emily White

2013-01-01

Background Since 2007, the National Congress of American Indians (NCAI) Policy Research Center (PRC) has partnered with the Universities of New Mexico and Washington to study the science of community-based participatory research (CBPR). Our goal is to identify facilitators and barriers to effective community–academic partnerships in American Indian and other communities, which face health disparities. Objectives We have described herein the scientific design of our National Institutes of Health (NIH)-funded study (2009–2013) and lessons learned by having a strong community partner leading the research efforts. Methods The research team is implementing a mixed-methods study involving a survey of principal investigators (PIs) and partners across the nation and in-depth case studies of CBPR projects. Results We present preliminary findings on methods and measures for community-engaged research and eight lessons learned thus far regarding partnership evaluation, advisory councils, historical trust, research capacity development of community partner, advocacy, honoring each other, messaging, and funding. Conclusions Study methodologies and lessons learned can help community–academic research partnerships translate research in communities. PMID:22982842

Participatory Action Research in Public Mental Health and a School of Nursing: Qualitative Findings from an Academic-Community Partnership

PubMed Central

Mahone, Irma H.; Farrell, Sarah P.; Hinton, Ivora; Johnson, Robert; Moody, David; Rifkin, Karen; Moore, Kenneth; Becker, Marcia; Barker, Margaret

2011-01-01

Summary An academic-community partnership between a school of nursing (SON) at a public university (the University of Virginia, or UVA) and a public mental health clinic developed around a shared goal of finding an acceptable shared decision making (SDM) intervention targeting medication use by persons with serious mental illness. The planning meetings of the academic-community partnership were recorded and analyzed. Issues under the partnership process included 1) clinic values and priorities, 2) research agenda, 3) ground rules, and 4) communication. Issues under the SDM content included: 1) barriers, 2) information exchange, 3) positive aspects of shared decision making, and 4) technology. Using participatory-action research (PAR), the community clinic was able to raise questions and concerns throughout the process, be actively involved in research activities (such as identifying stakeholders and co-leading focus groups), participate in the reflective activities on the impact of SDM on practice and policy, and feel ownership of the SDM intervention. PMID:22163075

The State as Community in Community-based Participatory Research

PubMed Central

Goold, Susan Dorr; Rowe, Zachary; Szymecko, Lisa; Coombe, Chris; Danis, Marion; Hammad, Adnan; Calhoun, Karen; Salman, Cengiz

2017-01-01

Background Community-based participatory research (CBPR) typically defines communities by geography, ethnicity, shared health needs, or some combination. Objectives We describe a CBPR project aiming to engage diverse minority and underserved communities throughout Michigan in deliberations about health research priorities. Methods A Steering Committee (SC) with 15 members from minority and underserved communities, and 4 members from research organizations led the project, with the help of regional advisory groups (RAGs) formed at the SC’s request. Evaluation of the SC used questionnaires, focused group discussion, and review of SC meetings to describe engagement, partnership, and communication. Lessons Learned An academic-community partnership with a diverse, dispersed and broadly defined community found value in RAGs, dedicated academic staff, face-to-face meetings, varied communication modalities, capacity building tailored to varying levels of CBPR experience, and ongoing evaluation. Conclusions A geographically and culturally diverse partnership presents challenges and opportunities in representativeness, relationship building, capacity building, and communication. PMID:28569676

Developing a Community-Based Participatory Research Curriculum to Support Environmental Health Research Partnerships: An Initiative of the GROWH Community Outreach and Dissemination Core

PubMed Central

Canfield, Caitlin; Angove, Rebekah; Boselovic, Joseph; Brown, Lisanne F.; Gauthe, Sharon; Bui, Tap; Gauthe, David; Bogen, Donald; Denham, Stacey; Nguyen, Tuan; Lichtveld, Maureen Y.

2017-01-01

Background The Transdisciplinary Research Consortium for Gulf Resilience on Women’s Health (GROWH) addresses reproductive health disparities in the Gulf Coast by linking communities and scientists through community-engaged research. Funded by the National Institutes of Environmental Health Sciences, GROWH’s Community Outreach and Dissemination Core (CODC) seeks to utilize community-based participatory research (CBPR) and other community-centered outreach strategies to strengthen resilience in vulnerable Gulf Coast populations. The CODC is an academic-community partnership comprised of Tulane University, Mary Queen of Vietnam Community Development Corporation, Bayou Interfaith Shared Community Organizing, and the Louisiana Public Health Institute (LPHI). Methods Alongside its CODC partners, LPHI collaboratively developed, piloted and evaluated an innovative CBPR curriculum. In addition to helping with curriculum design, the CODC’s community and academic partners participated in the pilot. The curriculum was designed to impart applied, practical knowledge to community-based organizations and academic researchers on the successful formulation, execution and sustaining of CBPR projects and partnerships within the context of environmental health research. Results The curriculum resulted in increased knowledge about CBPR methods among both community and academic partners as well as improved relationships within the GROWH CODC partnership. Conclusion The efforts of the GROWH partnership and curriculum were successful. This curriculum may serve as an anchor for future GROWH efforts including: competency development, translation of the curriculum into education and training products, community development of a CBPR curriculum for academic partners, community practice of CBPR, and future environmental health work. PMID:28890934

Exploring the Academic and Social Experiences of Latino Engineering Community College Transfer Students at a 4-Year Institution: A Qualitative Research Study

NASA Astrophysics Data System (ADS)

Hagler, LaTesha R.

As the number of historically underrepresented populations transfer from community college to university to pursue baccalaureate degrees in science, technology, engineering, and mathematics (STEM), little research exists about the challenges and successes Latino students experience as they transition from 2-year colleges to 4-year universities. Thus, institutions of higher education have limited insight to inform their policies, practices, and strategic planning in developing effective sources of support, services, and programs for underrepresented students in STEM disciplines. This qualitative research study explored the academic and social experiences of 14 Latino engineering community college transfer students at one university. Specifically, this study examined the lived experiences of minority community college transfer students' transition into and persistence at a 4-year institution. The conceptual framework applied to this study was Schlossberg's Transition Theory, which analyzed the participant's social and academic experiences that led to their successful transition from community college to university. Three themes emerged from the narrative data analysis: (a) Academic Experiences, (b) Social Experiences, and (c) Sources of Support. The findings indicate that engineering community college transfer students experience many challenges in their transition into and persistence at 4-year institutions. Some of the challenges include lack of academic preparedness, environmental challenges, lack of time management skills and faculty serving the role as institutional agents.

Comparing Lay Community and Academic Survey Center Interviewers in Conducting Household Interviews in Latino Communities.

PubMed

Chan-Golston, Alec M; Friedlander, Scott; Glik, Deborah C; Prelip, Michael L; Belin, Thomas R; Brookmeyer, Ron; Santos, Robert; Chen, Jie; Ortega, Alexander N

2016-01-01

The employment of professional interviewers from academic survey centers to conduct surveys has been standard practice. Because one goal of community-engaged research is to provide professional skills to community residents, this paper considers whether employing locally trained lay interviewers from within the community may be as effective as employing interviewers from an academic survey center with regard to unit and item nonresponse rates and cost. To study a nutrition-focused intervention, 1035 in-person household interviews were conducted in East Los Angeles and Boyle Heights, 503 of which were completed by lay community interviewers. A chi-square test was used to assess differences in unit nonresponse rates between professional and community interviewers and Welch's t tests were used to assess differences in item nonresponse rates. A cost comparison analysis between the two interviewer groups was also conducted. Interviewers from the academic survey center had lower unit nonresponse rates than the lay community interviewers (16.2% vs. 23.3%; p < 0.01). However, the item nonresponse rates were lower for the community interviewers than the professional interviewers (1.4% vs. 3.3%; p < 0.01). Community interviewers cost approximately $415.38 per survey whereas professional interviewers cost approximately $537.29 per survey. With a lower cost per completed survey and lower item nonresponse rates, lay community interviewers are a viable alternative to professional interviewers for fieldwork in community-based research. Additional research is needed to assess other important aspects of data quality interviewer such as interviewer effects and response error.

Teaching clinical research methodology to the academic medical community: a fifteen-year retrospective of a comprehensive curriculum.

PubMed

Supino, Phyllis G; Borer, Jeffrey S

2007-05-01

Due to inadequate preparation, many medical professionals are unable to critically evaluate published research articles or properly design, execute and present their own research. To increase exposure among physicians, medical students, and allied health professionals to diverse methodological issues involved in performing research. A comprehensive course on research methodology was newly designed for physicians and other members of an academic medical community, and has been successfully implemented beginning 1991. The role of the study hypothesis is highlighted; interactive pedagogical techniques are employed to promote audience engagement. Participants complete an annual evaluation to assess course quality and perceived outcomes. Outcomes also are assessed qualitatively by faculty. More than 500 physicians/other professionals have participated. Ratings have been consistently high. Topics deemed most valuable are investigational planning, hypothesis construction and study designs. An enhancement of capacity to define hypotheses and apply methodological concepts in the criticism of scientific papers and development of protocols/manuscripts has been observed. Participants and faculty believe the course improves critical appraisal skills and ability to conduct research. Our experience shows it is feasible to accomplish these objectives, with a high level of satisfaction, through a didactic program targeted to the general academic community.

On Measuring Community Participation in Research

ERIC Educational Resources Information Center

Khodyakov, Dmitry; Stockdale, Susan; Jones, Andrea; Mango, Joseph; Jones, Felica; Lizaola, Elizabeth

2013-01-01

Active participation of community partners in research aspects of community-academic partnered projects is often assumed to have a positive impact on the outcomes of such projects. The value of community engagement in research, however, cannot be empirically determined without good measures of the level of community participation in research…

On measuring community participation in research.

PubMed

Khodyakov, Dmitry; Stockdale, Susan; Jones, Andrea; Mango, Joseph; Jones, Felica; Lizaola, Elizabeth

2013-06-01

Active participation of community partners in research aspects of community-academic partnered projects is often assumed to have a positive impact on the outcomes of such projects. The value of community engagement in research, however, cannot be empirically determined without good measures of the level of community participation in research activities. Based on our recent evaluation of community-academic partnered projects centered around behavioral health issues, this article uses semistructured interview and survey data to outline two complementary approaches to measuring the level of community participation in research-a "three-model" approach that differentiates between the levels of community participation and a Community Engagement in Research Index (CERI) that offers a multidimensional view of community engagement in the research process. The primary goal of this article is to present and compare these approaches, discuss their strengths and limitations, summarize the lessons learned, and offer directions for future research. We find that whereas the three-model approach is a simple measure of the perception of community participation in research activities, CERI allows for a more nuanced understanding by capturing multiple aspects of such participation. Although additional research is needed to validate these measures, our study makes a significant contribution by illustrating the complexity of measuring community participation in research and the lack of reliability in simple scores offered by the three-model approach.

Building partnerships in community-based participatory research: budgetary and other cost considerations.

PubMed

Hoeft, Theresa J; Burke, Wylie; Hopkins, Scarlett E; Charles, Walkie; Trinidad, Susan B; James, Rosalina D; Boyer, Bert B

2014-03-01

Community-based participatory research (CBPR) is an important framework for partnering with communities to reduce health disparities. Working in partnership with community incurs additional costs, some that can be represented in a budget summary page and others that are tied to the competing demands placed on community and academic partners. These cost considerations can inform development of community-academic partnerships. We calculated costs from a case study based on an ongoing CBPR project involving a Community Planning Group (CPG) of community co-researchers in rural Alaska and a bicultural liaison group who help bridge communication between CPG and academic co-researchers. Budget considerations specific to CBPR include travel and other communication-related costs, compensation for community partners, and food served at meetings. We also identified sources of competing demands for community and academic partners. Our findings can inform budget discussions in community-academic partnerships. Discussions of competing demands on community partners' time can help plan timelines for CBPR projects. Our findings may also inform discussions about tenure and promotion policies that may represent barriers to participation in CBPR for academic researchers.

Community Interactive Research Workshop Series: Community Members Engaged as Team Teachers to Conduct Research.

PubMed

Nguyen-Truong, Connie Kim; Tang, Joannie; Hsiao, Chiao-Yun

2017-01-01

Vietnamese women are diagnosed with cervical cancer at twice the rate of non-Hispanic White women and the highest compared to Chinese, Filipino, Korean, and Japanese women. ἀ e Vietnamese Women's Health Project, a community-based participatory research partnership, was developed to address this concern. In earlier studies, community members received research training. To describe how we developed an innovative curricular research training framework. Community members developed their own learning goals and activities, taught alongside a nurse scientist, and participated in a community interactive research workshop series. Popular education principles were used to guide team teaching. Topics, learning goals, lesson plans, and an evaluation w ere de veloped t ogether. ἀ ree, 4 -5.5 h our workshops were hosted. Topics included qualitative research, art of hearing data, reflexivity, analysis, validity, and dissemination. Community members and a nurse scientist co-constructed knowledge through participatory methods. ἀe workshops ran concurrent to the study timeline to inform community members' research activities and vice versa. A range from 8 to 20 participants attended the workshops, of which six community members were team teachers and three facilitated at each workshop. In an evaluation, team teachers reported workshop strengths: an empathetic and trusting learn ing environment, a sense of ownership in learning, a greater under standing of roles in research partnerships, and a feel ing of safety to conduct research with academic investigators. Academic investigators need to be aware that co-constructing knowledge is foundational to long-term sustainability of community-based participatory research partnership (CBPR) partnerships, but requires building team capacity to conduct research collaboratively.

Translating community-based participatory research principles into practice.

PubMed

Burke, Jessica G; Hess, Sally; Hoffmann, Kamden; Guizzetti, Lisa; Loy, Ellyn; Gielen, Andrea; Bailey, Maryanne; Walnoha, Adrienne; Barbee, Genevieve; Yonas, Michael

2013-01-01

Although academics are trained in research methods, few receive formal training in strategies for implementing equitable community engaged research. Academics and their community partners can benefit from such direction and assistance as they establish and maintain community-based participatory research (CBPR) partnerships. Research partners from the University of Pittsburgh, the Johns Hopkins Center for Injury Research and Policy, and the House of Ruth Maryland, one of the nation's leading domestic violence centers serving Baltimore and the surrounding areas, joined together to design, implement, and evaluate a series of activities to increase local CPBR capacity. This article provides an overview of process and findings from two CBPR workshops jointly held for academic and community members and explores specific suggestions from the workshop participants about how to put the CBPR principles into practice to promote community engaged research to address intimate partner violence (IPV). Twenty-four academic and community partners with experience addressing IPV participated in the two workshops. Facilitators led discussions based on the core CPBR principles. Participants were asked to interpret those principles, identify actions that could help to put the principles into practice, and discuss challenges related to CBPR approaches for IPV research. Observational notes and transcripts of the discussions and workshop evaluations are summarized. The CBPR principles were interpreted and revised through consensus into common language that reflected the group discussion of the core CBPR principles. Workshop participants provided a range of actions for putting the principles into practice and identified the need for sensitivity in relation to IPV research. A majority of participants felt that the workshop generated novel ideas about how they could use CPBR in their own work. Translating CBPR principles into common, action-oriented language is a useful first step when

Putting a Face on Hunger: A Community-Academic Research Project

ERIC Educational Resources Information Center

Coffey, Nancy; Canales, Mary K.; Moore, Emily; Gullickson, Melissa; Kaczmarski, Brenda

2014-01-01

Food insecurity is a growing concern for Eau Claire County residents in Western Wisconsin. A community-academic partnership studied food insecurity through the voices of families struggling to access food and institutions that assist with hunger related problems. Data were collected through focus groups held in urban and rural parts of the county.…

A Community–Academic Partnered Grant Writing Series to Build Infrastructure for Partnered Research

PubMed Central

Pardo, Yvette‐Janine; Norris, Keith C.; Diaz‐Romero, Maria; Morris, D'Ann; Vassar, Stefanie D.; Brown, Arleen F.

2015-01-01

Abstract Grant writing is an essential skill necessary to secure financial support for community programs and research projects. Increasingly, funding opportunities for translational biomedical research require studies to engage community partners, patients, or other stakeholders in the research process to address their concerns. However, there is little evidence on strategies to prepare teams of academic and community partners to collaborate on grants. This paper presents the description and formative evaluation of a two‐part community–academic partnered grant writing series designed to help community organizations and academic institutions build infrastructure for collaborative research projects using a partnered approach. The first phase of the series was a half‐day workshop on grant readiness, which was open to all interested community partners. The second phase, open only to community–academic teams that met eligibility criteria, was a 12‐week session that covered partnered grant writing for foundation grants and National Institutes of Health grants. Participants in both phases reported an increase in knowledge and self‐efficacy for writing partnered proposals. At 1‐year follow‐up, participants in Phase 2 had secured approximately $1.87 million in funding. This community–academic partnered grant writing series helped participants obtain proposal development skills and helped community–academic teams successfully compete for funding. PMID:26365589

Academic Mentorship Builds a Pathology Community

PubMed Central

2015-01-01

Since academic mentorship focuses on developing and supporting the next generation of pathologists as well as the existing faculty, it plays a vital role in creating a successful academic pathology department whose faculty deliver quality teaching, research, and clinical care. The central feature is the mentor–mentee relationship which is built on mutual respect, transparency, and a genuine interest from the mentor in the success of the mentee. This relationship is a platform for career development, academic guidance, informed professional choices, and problem solving. Departments of pathology must embrace a culture of effective mentorship so that trainees and faculty members are well mentored. Mentorship should become an academic activity that is valued and rewarded. Departments should create and support formal educational programs that train mentors in mentorship. Effective models of formal mentorship need to be created and evaluated in order to strengthen academic pathology. A successful mentorship culture will provide for a sustainable community of academic pathologists that transmits their best practices to the next generation. PMID:28725749

Growing partners: building a community-academic partnership to address health disparities in rural North Carolina.

PubMed

De Marco, Molly; Kearney, William; Smith, Tosha; Jones, Carson; Kearney-Powell, Arconstar; Ammerman, Alice

2014-01-01

Community-based participatory research (CBPR) holds tremendous promise for addressing public health disparities. As such, there is a need for academic institutions to build lasting partnerships with community organizations. Herein we have described the process of establishing a relationship between a research university and a Black church in rural North Carolina. We then discuss Harvest of Hope, the church-based pilot garden project that emerged from that partnership. The partnership began with a third-party effort to connect research universities with Black churches to address health disparities. Building this academic-community partnership included collaborating to determine research questions and programming priorities. Other aspects of the partnership included applying for funding together and building consensus on study budget and aims. The academic partners were responsible for administrative details and the community partners led programming and were largely responsible for participant recruitment. The community and academic partners collaborated to design and implement Harvest of Hope, a church-based pilot garden project involving 44 youth and adults. Community and academic partners shared responsibility for study design, recruitment, programming, and reporting of results. The successful operation of the Harvest of Hope project gave rise to a larger National Institutes of Health (NIH)-funded study, Faith, Farming and the Future (F3) involving 4 churches and 60 youth. Both projects were CBPR efforts to improve healthy food access and reducing chronic disease. This partnership continues to expand as we develop additional CBPR projects targeting physical activity, healthy eating, and environmental justice, among others. Benefits of the partnership include increased community ownership and cultural appropriateness of interventions. Challenges include managing expectations of diverse parties and adequate communication. Lessons learned and strategies for building

Rhetorical Strategies in Engineering Research Articles and Research Theses: Advanced Academic Literacy and Relations of Power

ERIC Educational Resources Information Center

Koutsantoni, Dimitra

2006-01-01

Research articles and research theses constitute two key genres used by scientific communities for the dissemination and ratification of knowledge. Both genres are produced at advanced stages of individuals' enculturation in disciplinary communities present original research aim to persuade the academic community to accept new knowledge claims,…

Community Engagement in Health-Related Research: A Case Study of a Community-Linked Research Infrastructure, Jefferson County, Arkansas, 2011–2013

PubMed Central

Felix, Holly C.; Olson, Mary; Cottoms, Naomi; Bachelder, Ashley; Smith, Johnny; Ford, Tanesha; Dawson, Leah C.; Greene, Paul G.

2015-01-01

Background Underrepresentation of racial minorities in research contributes to health inequities. Important factors contributing to low levels of research participation include limited access to health care and research opportunities, lack of perceived relevance, power differences, participant burden, and absence of trust. We describe an enhanced model of community engagement in which we developed a community-linked research infrastructure to involve minorities in research both as participants and as partners engaged in issue selection, study design, and implementation. Community Context We implemented this effort in Jefferson County, Arkansas, which has a predominantly black population, bears a disproportionate burden of chronic disease, and has death rates above state and national averages. Methods Building on existing community–academic partnerships, we engaged new partners and adapted a successful community health worker model to connect community residents to services and relevant research. We formed a community advisory board, a research collaborative, a health registry, and a resource directory. Outcome Newly formed community–academic partnerships resulted in many joint grant submissions and new projects. Community health workers contacted 2,665 black and 913 white community residents from December 2011 through April 2013. Eighty-five percent of blacks and 88% of whites were willing to be re-contacted about research of potential interest. Implementation challenges were addressed by balancing the needs of science with community needs and priorities. Interpretation Our experience indicates investments in community-linked research infrastructure can be fruitful and should be considered by academic health centers when assessing institutional research infrastructure needs. PMID:26203813

Community-Based Review of Research Across Diverse Community Contexts: Key Characteristics, Critical Issues, and Future Directions

PubMed Central

Ford, Angela; Wat, Eric; Brayboy, Missy; Isaacs, Mei-Ling; Park, Alice; Strelnick, Hal; Seifer, Sarena D.

2015-01-01

A growing number of community-based organizations and community–academic partnerships are implementing processes to determine whether and how health research is conducted in their communities. These community-based research review processes (CRPs) can provide individual and community-level ethics protections, enhance the cultural relevance of study designs and competence of researchers, build community and academic research capacity, and shape research agendas that benefit diverse communities. To better understand how they are organized and function, representatives of 9 CRPs from across the United States convened in 2012 for a working meeting. In this article, we articulated and analyzed the models presented, offered guidance to communities that seek to establish a CRP, and made recommendations for future research, practice, and policy. PMID:25973834

Psychological Symptoms Linking Exposure to Community Violence and Academic Functioning in African American Adolescents

PubMed Central

Busby, Danielle R.; Lambert, Sharon F.; Ialongo, Nicholas S.

2013-01-01

African American adolescents are exposed disproportionately to community violence, increasing their risk for emotional and behavioral symptoms that can detract from learning and undermine academic outcomes. The present study examined whether aggressive behavior and depressive and anxious symptoms mediated the association between exposure to community violence and academic functioning, and if the indirect effects of community violence on academic functioning differed for boys and girls, in a community sample of urban African American adolescents (N = 491; 46.6% female). Structural equation modeling was used to examine the indirect effect of exposure to community violence in grade 6 on grade 8 academic functioning. Results revealed that aggression in grade 7 mediated the association between grade 6 exposure to community violence and grade 8 academic functioning. There were no indirect effects through depressive and anxious symptoms, and gender did not moderate the indirect effect. Findings highlight the importance of targeting aggressive behavior for youth exposed to community violence to not only improve their behavioral adjustment but also their academic functioning. Implications for future research are discussed. PMID:23277294

Aligning the goals of community-engaged research: why and how academic health centers can successfully engage with communities to improve health.

PubMed

Michener, Lloyd; Cook, Jennifer; Ahmed, Syed M; Yonas, Michael A; Coyne-Beasley, Tamera; Aguilar-Gaxiola, Sergio

2012-03-01

Community engagement (CE) and community-engaged research (CEnR) are increasingly viewed as the keystone to translational medicine and improving the health of the nation. In this article, the authors seek to assist academic health centers (AHCs) in learning how to better engage with their communities and build a CEnR agenda by suggesting five steps: defining community and identifying partners, learning the etiquette of CE, building a sustainable network of CEnR researchers, recognizing that CEnR will require the development of new methodologies, and improving translation and dissemination plans. Health disparities that lead to uneven access to and quality of care as well as high costs will persist without a CEnR agenda that finds answers to both medical and public health questions. One of the biggest barriers toward a national CEnR agenda, however, are the historical structures and processes of an AHC-including the complexities of how institutional review boards operate, accounting practices and indirect funding policies, and tenure and promotion paths. Changing institutional culture starts with the leadership and commitment of top decision makers in an institution. By aligning the motivations and goals of their researchers, clinicians, and community members into a vision of a healthier population, AHC leadership will not just improve their own institutions but also improve the health of the nation-starting with improving the health of their local communities, one community at a time.

Academic Community: Discourse or Discord? Higher Education Policy Series 20.

ERIC Educational Resources Information Center

Barnett, Ronald, Ed.

This collection of 12 author-contributed papers examines the notion of "academic community" within and among institutions of higher education. Papers are grouped into four sections which examine the idea of academic community, community through academic inquiry, community through curriculum, and community through organization,…

Public-academic partnerships: research in community mental health settings: a practicum experience for researchers.

PubMed

Miller, Alexander L; Lopez, Linda; Gonzalez, Jodi M; Dassori, Albana; Bond, Gary; Velligan, Dawn

2008-11-01

Applying research findings to community mental health practices is slowed by provider concerns that research participants often differ from community populations in duration of illness, comorbid conditions, and illness severity. Selecting participants from community settings makes research results demonstrably relevant, but researchers and community providers can be mistrustful of one another, feeling that the other has little understanding of their needs and work. This mistrust impedes patient referrals for research. This column describes a program to increase researcher knowledge of community clinic procedures through structured interactions with clinic personnel. Follow-up interviews indicate improved attitudes and cooperation of researchers and community providers.

The Role of Information and Communication Technology in Community Outreach, Academic and Research Collaboration, and Education and Support Services (IT-CARES)

PubMed Central

Joshi, Ashish; Meza, Jane; Costa, Sergio; Puricelli Perin, Douglas Marcel; Trout, Kate; Rayamajih, Atul

2013-01-01

Introduction The purpose of this study is to examine the role of information and communication technology (ICT) in enhancing community outreach, academic and research collaboration, and education and support services (IT-CARES) in an academic setting. Methods A survey was deployed to assess the ICT needs in an academic setting. The survey was developed using the Delphi methodology. Questionnaire development was initiated by asking key stakeholders involved in community outreach, academic, research, education, and support to provide feedback on current ICT issues and future recommendations for relevant ICT tools that would be beneficial to them in their job, and to capture current ICT issues. Participants were asked to rate the level of importance of each ICT question on five-point Likert scales. Results The survey was sent to 359 participants, including faculty, staff, and students. The total number of respondents was 96, for a 27 percent response rate. The majority of the participants (54.1 percent, n = 46) placed a high importance on learning the available research capabilities of the college. The majority of the participants placed moderate (43.5 percent, n = 37) to high importance (40 percent, n = 34) on having an intranet that could support collaborative grant writing. A majority of the participants attributed high importance to learning to interact with the online learning management system Blackboard. A majority of the participants agreed that social media should being more actively utilized for diverse activities for academic and research purposes. Conclusion The study helped to identify the current needs and challenges faced by professionals and students when interacting with ICT. More research is needed in order to effectively integrate the use of ICT in the field of higher education, especially related to the modern global public health context. PMID:24159275

The role of information and communication technology in community outreach, academic and research collaboration, and education and support services (IT-CARES).

PubMed

Joshi, Ashish; Meza, Jane; Costa, Sergio; Puricelli Perin, Douglas Marcel; Trout, Kate; Rayamajih, Atul

2013-01-01

The purpose of this study is to examine the role of information and communication technology (ICT) in enhancing community outreach, academic and research collaboration, and education and support services (IT-CARES) in an academic setting. A survey was deployed to assess the ICT needs in an academic setting. The survey was developed using the Delphi methodology. Questionnaire development was initiated by asking key stakeholders involved in community outreach, academic, research, education, and support to provide feedback on current ICT issues and future recommendations for relevant ICT tools that would be beneficial to them in their job, and to capture current ICT issues. Participants were asked to rate the level of importance of each ICT question on five-point Likert scales. The survey was sent to 359 participants, including faculty, staff, and students. The total number of respondents was 96, for a 27 percent response rate. The majority of the participants (54.1 percent, n = 46) placed a high importance on learning the available research capabilities of the college. The majority of the participants placed moderate (43.5 percent, n = 37) to high importance (40 percent, n = 34) on having an intranet that could support collaborative grant writing. A majority of the participants attributed high importance to learning to interact with the online learning management system Blackboard. A majority of the participants agreed that social media should being more actively utilized for diverse activities for academic and research purposes. The study helped to identify the current needs and challenges faced by professionals and students when interacting with ICT. More research is needed in order to effectively integrate the use of ICT in the field of higher education, especially related to the modern global public health context.

Community-Based Participatory Research-Speed Dating: An Innovative Model for Fostering Collaborations Between Community Leaders and Academic Researchers.

PubMed

Tucker, Melanie T; Lewis, Dwight W; Payne Foster, Pamela; Lucky, Felecia; Yerby, Lea G; Hites, Lisle; Higginbotham, John C

2016-11-01

Developing meaningful community-based participatory relationships between researchers and the community can be challenging. The overall success of a community-based participatory relationship should be predicated on commitment and respect from empowered stakeholders. Prior to developing the technique discussed in this article, we hypothesized that the process of fostering relationships between researchers and the community was much like a social relationship: It has to develop organically and cannot be forced. To address this challenge, we developed a community-based participatory research-speed dating technique to foster relationships based on common interests, which we call CBPR-SD. This article describes the logistics of implementing CBPR-SD to foster scholarly collaborations. As part of a federally funded community-based research project, the speed dating technique was implemented for 10 researchers and 11 community leaders with a goal of developing scholarly collaborative groups who will submit applications for community-based research grants. In the end, four collaborative groups developed through CBPR-SD, three (75%) successfully submitted grant applications to fund pilot studies addressing obesity-related disparities in rural communities. Our preliminary findings suggest that CBPR-SD is a successful tool for promoting productive scholarly relationships between researchers and community leaders. © 2016 Society for Public Health Education.

Methods for fostering a community academic partnership in a firefighter community.

PubMed

Delisle, Anthony T; Delisle, Alexis L; Chaney, Beth H; Stopka, Christine B; Northcutt, William

2013-11-01

To describe how a community academic partnership (CAP) created a cardiovascular disease (CVD) prevention program for firefighters. Principles of community based participatory research (CBPR) were integrated with intervention mapping (IM) to guide the development of a physical activity program. Key elements of the CAP program include instituting annual CVD screenings; creating a department-wide program and a pilot intervention for high-risk firefighters; training firefighters to become peer health mentors; improving access to physical activity equipment; instituting policy to promote physical activity, and validating instrumentation for assessing cardiorespiratory fitness. Integrating CBPR with IM was an efficacious approach for engaging firefighters in research for developing an ecological approach to cardiovascular health in firefighters.

Case study in designing a research fundamentals curriculum for community health workers: a university-community clinic collaboration.

PubMed

Dumbauld, Jill; Kalichman, Michael; Bell, Yvonne; Dagnino, Cynthia; Taras, Howard L

2014-01-01

Community health workers (CHWs) are increasingly incorporated into research teams. Training them in research methodology and ethics, while relating these themes to a community's characteristics, may help to better integrate these health promotion personnel into research teams. An interactive training course on research fundamentals for CHWs was designed and implemented jointly by a community agency serving a primarily Latino, rural population and an academic health center. A focus group of community members and input from community leaders comprised a community-based participatory research model to create three 3-hour interactive training sessions. The resulting curriculum was interactive and successfully stimulated dialogue between trainees and academic researchers. By choosing course activities that elicited community-specific responses into each session's discussion, researchers learned about the community as much as the training course educated CHWs about research. The approach is readily adaptable, making it useful to other communities where CHWs are part of the health system.

Community Partnered Research Ethics Training in Practice: A Collaborative Approach to Certification.

PubMed

Yonas, Michael A; Jaime, Maria Catrina; Barone, Jean; Valenti, Shannon; Documét, Patricia; Ryan, Christopher M; Miller, Elizabeth

2016-04-01

This report describes the development and implementation of a tailored research ethics training for academic investigators and community research partners (CRP). The Community Partnered Research Ethics Training (CPRET) and Certification is a free and publicly available model and resource created by a university and community partnership to ensure that traditional and non-traditional research partners may study, define, and apply principles of human subjects' research. To date, seven academic and 34 CRP teams have used this highly interactive, engaging, educational, and relationship building process to learn human subjects' research and be certified by the University of Pittsburgh Institutional Review Board (IRB). This accessible, flexible, and engaging research ethics training process serves as a vehicle to strengthen community and academic partnerships to conduct ethical and culturally sensitive research. © The Author(s) 2016.

Community Violence Exposure and Children's Academic Functioning.

ERIC Educational Resources Information Center

Schwartz, David; Gorman, Andrea Hopmeyer

2003-01-01

Reports a cross-sectional investigation of the link between community violence exposure and academic difficulties for 237 urban elementary school children. Analyses indicated that community violence exposure was associated with poor academic performance. These relations appear to be mediated by symptoms of depression and disruptive behavior.…

Formative research to identify community partnerships and foster relationships for health promotion research in South Mississippi.

PubMed

Lemacks, J; Landry, A; Wenzler, P

2018-06-01

The purpose of this short communication is to describe the trust building and collaboration, fostering phases of a community-academic partnership between churches and academic researchers using a community-based participatory research approach. An academic-community partnership with church leaders was initiated using survey administration and was further developed using focus groups. A coalition was developed, and it guided a subsequent focus group with church members. Most churches surveyed did not have a health ministry in place but were agreeable that a variety of health topics were appropriate for the church setting. Church leaders felt that church members were key to engage in health programs in the church, whereas church members viewed pastoral support as important. Church leaders felt that working with a university brings credibility to their own health programs. This early work provides a valuable example of how community collaborations may be initiated and developed using formative research methods, serving both community and research agendas. Published by Elsevier Ltd.

Indigenous Ways of Knowing: Implications for Participatory Research and Community

PubMed Central

Cochran, Patricia A. L.; Marshall, Catherine A.; Garcia-Downing, Carmen; Kendall, Elizabeth; Cook, Doris; McCubbin, Laurie; Gover, Reva Mariah S.

2008-01-01

Researchers have a responsibility to cause no harm, but research has been a source of distress for indigenous people because of inappropriate methods and practices. The way researchers acquire knowledge in indigenous communities may be as critical for eliminating health disparities as the actual knowledge that is gained about a particular health problem. Researchers working with indigenous communities must continue to resolve conflict between the values of the academic setting and those of the community. It is important to consider the ways of knowing that exist in indigenous communities when developing research methods. Challenges to research partnerships include how to distribute the benefits of the research findings when academic or external needs contrast with the need to protect indigenous knowledge. PMID:18048800

Project GRACE: a staged approach to development of a community-academic partnership to address HIV in rural African American communities.

PubMed

Corbie-Smith, Giselle; Adimora, Adaora A; Youmans, Selena; Muhammad, Melvin; Blumenthal, Connie; Ellison, Arlinda; Akers, Aletha; Council, Barbara; Thigpen, Yolanda; Wynn, Mysha; Lloyd, Stacey W

2011-03-01

The HIV epidemic is a health crisis in rural African American communities in the Southeast United States; however, to date little attention has been paid to community-academic collaborations to address HIV in these communities. Interventions that use a community-based participatory research (CBPR) approach to address individual, social, and physical environmental factors have great potential for improving community health. Project GRACE (Growing, Reaching, Advocating for Change and Empowerment) uses a CBPR approach to develop culturally sensitive, feasible, and sustainable interventions to prevent the spread of HIV in rural African American communities. This article describes a staged approach to community-academic partnership: initial mobilization, establishment of organizational structure, capacity building for action, and planning for action. Strategies for engaging rural community members at each stage are discussed; challenges faced and lessons learned are also described. Careful attention to partnership development has resulted in a collaborative approach that has mutually benefited both the academic and community partners.

Using ePortfolios to Assess Applied and Collaborative Learning and Academic Identity in a Summer Research Program for Community College Students

ERIC Educational Resources Information Center

Singer-Freeman, Karen; Bastone, Linda; Skrivanek, Joseph

2016-01-01

We evaluate the extent to which ePortfolios can be used to assess applied and collaborative learning and academic identity among community college students from underrepresented minority groups who participated in a summer research program. Thirty-eight students were evaluated by their research sponsor and two or three naïve faculty evaluators.…

Community College General Academic Course Guide Manual.

ERIC Educational Resources Information Center

Texas Higher Education Coordinating Board, Austin. Div. of Community and Technical Colleges.

The Community College General Academic Course Guide Manual (ACGM) is the official list of approved numbers for general academic transfer courses that may be offered by public community and technical colleges in Texas for state funding. This edition of the ACGM, effective September 1996, contains the latest information available for academic…

Community Partnered Research Ethics Training in Practice – A Collaborative Approach to Certification

PubMed Central

Yonas, Michael A.; Jaime, Maria Catrina D.; Barone, Jean; Valenti, Shannon; Documét, Patricia; Ryan, Christopher M.; Miller, Elizabeth

2016-01-01

This report describes the development and implementation of a tailored research ethics training that for academic investigators and community research partners (CRP). The Community Partnered Research Ethics Training (CPRET) and Certification is a free and publicly available model and resource created by a university and community partnership to ensure that traditional and non-traditional research partners may study, define and apply principles of human subjects’ research. To date, 7 academic and 34 CRP teams have used this highly interactive, engaging, educational and relationship building process to learn human subjects’ research and be certified by the University of Pittsburgh IRB. This accessible, flexible and engaging research ethics training process serves as a vehicle to strengthen community and academic partnerships to conduct ethical and culturally sensitive research. PMID:27241871

Conducting Research With Community Groups.

PubMed

Doornbos, Mary Molewyk; Ayoola, Adejoke; Topp, Robert; Zandee, Gail Landheer

2015-10-01

Nurse scientists are increasingly recognizing the necessity of conducting research with community groups to effectively address complex health problems and successfully translate scientific advancements into the community. Although several barriers to conducting research with community groups exist, community-based participatory research (CBPR) has the potential to mitigate these barriers. CBPR has been employed in programs of research that respond in culturally sensitive ways to identify community needs and thereby address current health disparities. This article presents case studies that demonstrate how CBPR principles guided the development of (a) a healthy body weight program for urban, underserved African American women; (b) a reproductive health educational intervention for urban, low-income, underserved, ethnically diverse women; and (c) a pilot anxiety/depression intervention for urban, low-income, underserved, ethnically diverse women. These case studies illustrate the potential of CBPR as an orientation to research that can be employed effectively in non-research-intensive academic environments. © The Author(s) 2015.

Conducting Research with Community Groups

PubMed Central

Doornbos, Mary Molewyk; Ayoola, Adejoke; Topp, Robert; Zandee, Gail Landheer

2016-01-01

Nurse scientists are increasingly recognizing the necessity of conducting research with community groups to effectively address complex health problems and successfully translate scientific advancements into the community. While several barriers to conducting research with community groups exist, community based participatory research (CBPR) has the potential to mitigate these barriers. CBPR has been employed in programs of research that respond in culturally sensitive ways to identify community needs and thereby address current health disparities. This manuscript presents case studies that demonstrate how CBPR principles guided the development of: (a) a healthy body weight program for urban, underserved African-American women, (b) a reproductive health educational intervention for urban, low-income, underserved, ethnically diverse women, and (c) a pilot anxiety/depression intervention for urban, low-income, underserved, ethnically diverse women. These case studies illustrate the potential of CBPR as an orientation to research that can be employed effectively in non-research intensive academic environments. PMID:25724557

Witness for Wellness: preliminary findings from a community-academic participatory research mental health initiative.

PubMed

Bluthenthal, Ricky N; Jones, Loretta; Fackler-Lowrie, Nicole; Ellison, Marcia; Booker, Theodore; Jones, Felica; McDaniel, Sharon; Moini, Moraya; Williams, Kamau R; Klap, Ruth; Koegel, Paul; Wells, Kenneth B

2006-01-01

Quality improvement programs promoting depression screening and appropriate treatment can significantly reduce racial and ethnic disparities in mental-health care and outcomes. However, promoting the adoption of quality-improvement strategies requires more than the simple knowledge of their potential benefits. To better understand depression issues in racial and ethnic minority communities and to discover, refine, and promote the adoption of evidence-based interventions in these communities, a collaborative academic-community participatory partnership was developed and introduced through a community-based depression conference. This partnership was based on the community-influenced model used by Healthy African-American Families, a community-based agency in south Los Angeles, and the Partners in Care model developed at the UCLA/RAND NIMH Health Services Research Center. The integrated model is described in this paper as well as the activities and preliminary results based on multimethod program evaluation techniques. We found that combining the two models was feasible. Significant improvements in depression identification, knowledge about treatment options, and availability of treatment providers were observed among conference participants. In addition, the conference reinforced in the participants the importance of community mobilization for addressing depression and mental health issues in the community. Although the project is relatively new and ongoing, already substantial gains in community activities in the area of depression have been observed. In addition, new applications of this integrated model are underway in the areas of diabetes and substance abuse. Continued monitoring of this project should help refine the model as well as assist in the identification of process and outcome measures for such efforts.

Community Capacity Building and Sustainability: Outcomes of Community-Based Participatory Research

PubMed Central

Hacker, Karen; Tendulkar, Shalini A.; Rideout, Catlin; Bhuiya, Nazmim; Trinh-Shevrin, Chau; Savage, Clara P.; Grullon, Milagro; Strelnick, Hal; Leung, Carolyn; DiGirolamo, Ann

2013-01-01

Background For communities, the value of community-based participatory research (CBPR) is often manifested in the outcomes of increased capacity and sustainable adoption of evidence-based practices for social change. Educational opportunities that promote discourse between community and academic partners can help to advance CBPR and better define these outcomes. Objectives This paper describes a community–academic conference to develop shared definitions of community capacity building and sustainability related to CBPR and to identify obstacles and facilitators to both. Methods “Taking It to the Curbside: Engaging Communities to Create Sustainable Change for Health” was planned by five Clinical Translational Science Institutes and four community organizations. After a keynote presentation, breakout groups of community and academic members met to define community capacity building and sustainability, and to identify facilitators and barriers to achieving both. Groups were facilitated by researcher–community partner teams and conversations were recorded and transcribed. Qualitative analysis for thematic content was conducted by a subset of the planning committee. Results Important findings included learning that (1) the concepts of capacity and sustainability were considered interconnected; (2) partnership was perceived as both a facilitator and an outcome of CBPR; (3) sustainability was linked to “transfer of knowledge” from one generation to another within a community; and (4) capacity and sustainability were enhanced when goals were shared and health outcomes were achieved. Conclusions Community capacity building and sustainability are key outcomes of CBPR for communities. Co-learning opportunities that engage and mutually educate both community members and academics can be useful strategies for identifying meaningful strategies to achieve these outcomes. PMID:22982848

Community-Academic Partnerships: Developing a Service-Learning Framework.

PubMed

Voss, Heather C; Mathews, Launa Rae; Fossen, Traci; Scott, Ginger; Schaefer, Michele

2015-01-01

Academic partnerships with hospitals and health care agencies for authentic clinical learning have become a major focus of schools of nursing and professional nursing organizations. Formal academic partnerships in community settings are less common despite evolving models of care delivery outside of inpatient settings. Community-Academic partnerships are commonly developed as a means to engage nursing students in service-learning experiences with an emphasis on student outcomes. The benefit of service-learning projects on community partners and populations receiving the service is largely unknown primarily due to the lack of structure for identifying and measuring outcomes specific to service-learning. Nursing students and their faculty engaged in service-learning have a unique opportunity to collaborate with community partners to evaluate benefits of service-learning projects on those receiving the service. This article describes the development of a service-learning framework as a first step toward successful measurement of the benefits of undergraduate nursing students' service-learning projects on community agencies and the people they serve through a collaborative community-academic partnership. Copyright © 2015 Elsevier Inc. All rights reserved.

Training Partnership Dyads for Community-Based Participatory Research: Strategies and Lessons Learned From the Community Engaged Scholars Program

PubMed Central

Andrews, Jeannette O.; Cox, Melissa J.; Newman, Susan D.; Gillenwater, Gwen; Warner, Gloria; Winkler, Joyce A.; White, Brandi; Wolf, Sharon; Leite, Renata; Ford, Marvella E.; Slaughter, Sabra

2014-01-01

This article describes the development, implementation, evaluation framework, and initial outcomes of a unique campus–community training initiative for community-based participatory research (CBPR). The South Carolina Clinical & Translational Research Center for Community Health Partnerships, which functions as the institution’s Clinical Translational and Science Award Community Engagement Program, leads the training initiative known as the Community Engaged Scholars Program (CES-P). The CES-P provides simultaneous training to CBPR teams, with each team consisting of at least one community partner and one academic partner. Program elements include 12 months of monthly interactive group sessions, mentorship with apprenticeship opportunities, and funding for a CBPR pilot project. A modified RE-AIM (Reach, Effectiveness, Adoption, Implementation, Maintenance) framework guides the process, impact, and outcome evaluation plan. Lessons learned include challenges of group instruction with varying levels of readiness among the CBPR partners, navigating the institutional review board process with community co-investigators, and finding appropriate academic investigators to match community research interests. Future directions are recommended for this promising and unique dyadic training of academic and community partners. PMID:23091303

The Urban Nutrition Initiative: Bringing Academically-Based Community Service to the University of Pennsylvania's Department of Anthropology

ERIC Educational Resources Information Center

Johnston, Francis E.; Harkavy, Ira; Barg, Frances; Gerber, Danny; Rulf, Jennifer

2004-01-01

The Urban Nutrition Initiative (UNI) is a University of Pennsylvania/West Philadelphia schools academically-based community service program that integrates academics, research, and service through service-learning and participatory action research. UNI is based academically within Penn's Department of Anthropology and administratively within the…

The Faculty Liaison as Research Coordinator: A Growing Need for the Academic Community.

ERIC Educational Resources Information Center

Grochmal, Helen M.

This paper recommends the creation of a position of research coordinator by expanding the role of faculty liaison within colleges and universities to help bring services generally provided by special libraries to academic researchers. Reasons given for academic institutions to create such a position include the practicability of applying new…

The Community Research Scholars Initiative: A Mid‐Project Assessment

PubMed Central

Pike, Earl; Sehgal, Ashwini R.; Fischer, Robert L.; Collins, Cyleste

2015-01-01

Abstract Community organizations addressing health and human service needs generally have minimal capacity for research and evaluation. As a result, they are often inadequately equipped to independently carry out activities that can be critical for their own success, such as conducting needs assessments, identifying best practices, and evaluating outcomes. Moreover, they are unable to develop equitable partnerships with academic researchers to conduct community‐based research. This paper reports on the progress of the Community Research Scholar Initiative (CRSI), a program that aims to enhance community research and evaluation capacity through training of selected employees from Greater Cleveland community organizations. The intensive 2‐year CRSI program includes didactic instruction, fieldwork, multiple levels of community and academic engagement, leadership training, and a mentored research project. The first cohort of CRSI Scholars, their community organizations, and other community stakeholders have incorporated program lessons into their practices and operations. The CRSI program evaluation indicates: the importance of careful Scholar selection; the need to engage executive leadership from Scholar organizations; the value of a curriculum integrating classwork, fieldwork, and community engagement; and the need for continual scholar skill and knowledge assessment. These findings and lessons learned guide other efforts to enhance community organization research and evaluation capacity. PMID:26073663

Developing Online Communities for Librarian Researchers: A Case Study

ERIC Educational Resources Information Center

Luo, Lili; Kennedy, Marie; Brancolini, Kristine; Stephens, Michael

2017-01-01

This study examines the role of online communities in connecting and supporting librarian researchers, through the analysis of member activities in the online community for academic librarians that attended the 2014 Institute for Research Design in Librarianship (IRDL). The 2014 IRDL cohort members participated in the online community via Twitter…

Lessons learned from a community-academic initiative: the development of a core competency-based training for community-academic initiative community health workers.

PubMed

Ruiz, Yumary; Matos, Sergio; Kapadia, Smiti; Islam, Nadia; Cusack, Arthur; Kwong, Sylvia; Trinh-Shevrin, Chau

2012-12-01

Despite the importance of community health workers (CHWs) in strategies to reduce health disparities and the call to enhance their roles in research, little information exists on how to prepare CHWs involved in community-academic initiatives (CAIs). Therefore, the New York University Prevention Research Center piloted a CAI-CHW training program. We applied a core competency framework to an existing CHW curriculum and bolstered the curriculum to include research-specific sessions. We employed diverse training methods, guided by adult learning principles and popular education philosophy. Evaluation instruments assessed changes related to confidence, intention to use learned skills, usefulness of sessions, and satisfaction with the training. Results demonstrated that a core competency-based training can successfully affect CHWs' perceived confidence and intentions to apply learned content, and can provide a larger social justice context of their role and work. This program demonstrates that a core competency-based framework coupled with CAI-research-specific skill sessions (1) provides skills that CAI-CHWs intend to use, (2) builds confidence, and (3) provides participants with a more contextualized view of client needs and CHW roles.

Higher Education, Academic Communities, and the Intellectual Virtues

ERIC Educational Resources Information Center

Jones, Ward E.

2012-01-01

Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching…

Research Ethics Education for Community-Engaged Research: A Review and Research Agenda

PubMed Central

Anderson, Emily E.; Solomon, Stephanie; Heitman, Elizabeth; DuBois, James M.; Fisher, Celia B.; Kost, Rhonda G.; Lawless, Mary Ellen; Ramsey, Cornelia; Jones, Bonnie; Ammerman, Alice; Ross, Lainie Friedman

2012-01-01

Community engagement is increasingly becoming an integral part of research. “Community-engaged research” (CEnR) introduces new stakeholders as well as unique challenges to the protection of participants and the integrity of the research process. We—a group of representatives of CTSA-funded institutions and others who share expertise in research ethics and CEnR—have identified gaps in the literature regarding (1) ethical issues unique to CEnR; (2) the particular instructional needs of academic investigators, community research partners, and IRB members; and (3) best practices for teaching research ethics. This paper presents what we know, as well as what we still need to learn, in order to develop quality research ethics educational materials tailored to the full range of stakeholder groups in CEnR. PMID:22565579

Evaluating Community Engagement in an Academic Medical Center

PubMed Central

Shone, Laura P.; Dozier, Ann M.; Newton, Gail L.; Green, Theresa; Bennett, Nancy M.

2014-01-01

From the perspective of academic medical centers (AMCs), community engagement is a collaborative process of working toward mutually defined goals to improve the community’s health, and involves partnerships between AMCs, individuals, and entities representing the surrounding community. AMCs increasingly recognize the importance of community engagement, and recent programs such as Prevention Research Centers and Clinical and Translational Science Awards have highlighted community engagement activities. However, there is no standard or accepted metric for evaluating AMCs’ performance and impact of community engagement activities. In this article, the authors present a framework for evaluating AMCs’ community engagement activities. The framework includes broad goals and specific activities within each goal, wherein goals and activities are evaluated using a health services research framework consisting of structure, process, and outcome criteria. To illustrate how to use this community engagement evaluation framework, the authors present specific community engagement goals and activities of the University of Rochester Medical Center to (1) improve the health of the community served by the AMC; (2) increase the AMC’s capacity for community engagement; and (3) increase generalizable knowledge and practices in community engagement and public health. Using a structure-process-outcomes framework, a multidisciplinary team should regularly evaluate an AMC’s community engagement program with the purpose of measurably improving the performance of the AMC and the health of its surrounding community. PMID:24556768

Research and Mapping for MCEECDYA Project: Student Academic Engagement. Report 2012

ERIC Educational Resources Information Center

Ure, Christine; Gray, Jan

2012-01-01

The purpose of the Research and Mapping for MCEECDYA Project: Student Academic Engagement was to examine the characteristics of schools with a low Index of Community Socio-Educational Advantage (ICSEA) from all jurisdictions that were identified to be making a difference to student academic and to identify the key drivers and characteristics of…

Partnership readiness for community-based participatory research

PubMed Central

Andrews, Jeannette O.; Newman, Susan D.; Meadows, Otha; Cox, Melissa J.; Bunting, Shelia

2012-01-01

The use of a dyadic lens to assess and leverage academic and community partners’ readiness to conduct community-based participatory research (CBPR) has not been systematically investigated. With a lack of readiness to conduct CBPR, the partnership and its products are vulnerable. The purpose of this qualitative study was to explore the dimensions and key indicators necessary for academic and community partnership readiness to conduct CBPR. Key informant interviews and focus groups (n = 36 participants) were conducted with academic and community participants who had experiences with CBPR partnerships. A ‘framework analysis' approach was used to analyze the data and generate a new model, CBPR Partnership Readiness Model. Antecedents of CBPR partnership readiness are a catalyst and mutual interest. The major dimensions of the CBPR Partnership Readiness Model are (i) goodness of fit, (ii) capacity, and (iii) operations. Preferred outcomes are sustainable partnership and product, mutual growth, policy and social and health impact on the community. CBPR partnership readiness is an iterative and dynamic process, partnership and issue specific, influenced by a range of environmental and contextual factors, amenable to change and essential for sustainability and promotion of health and social change in the community. PMID:20837654

Academic Capitalism and the Community College

ERIC Educational Resources Information Center

Kleinman, Ilene

2010-01-01

Profit-generating entrepreneurial initiatives have become increasingly important as community colleges look for alternative revenue to support escalating costs in an environment characterized by funding constraints. Academic capitalism was used as the conceptual framework to determine whether community colleges have become increasingly market…

Developing professional identity in nursing academics: the role of communities of practice.

PubMed

Andrew, Nicola; Ferguson, Dorothy; Wilkie, George; Corcoran, Terry; Simpson, Liz

2009-08-01

This paper analyses the current standing of nursing within the wider United Kingdom (UK) higher education (HE) environment and considers the development of academic identity within the sector, introducing a technology mediated approach to professional learning and development. A community of practice (CoP) is a way of learning based on collaboration among peers. Individuals come together virtually or physically, with a common purpose, defined by knowledge rather than task [Wenger, E., 1998. Communities of Practice: Learning, Meaning and Identity, sixth ed. Cambridge University Press, Cambridge]. In 2008, a small team of academics at Glasgow Caledonian University, School of Nursing, Midwifery and Community Health created and implemented iCoP, a project undertaken to pilot an international CoP, where novices and expert academics collaborated to debate and discuss the complex transition from clinician to academic. Although not intended as a conventional research project, the developmental journey and emerging online discussion provide an insight into the collective thoughts and opinions of a multi-national group of novice academics. The article also highlights the key challenges, problems and limitations of working in an international online arena with professionals who traditionally work and thrive in a face to face, real time environment.

Developing and Conducting a Dissertation Study through the Community-Based Participatory Research Approach.

PubMed

Nadimpalli, S B; Van Devanter, N; Kavathe, R; Islam, N

2016-06-01

The community-based participatory research (CBPR) approach has been shown to be innovative and effective in conducting research with communities experiencing health disparities. Doctoral nursing students, and other doctoral students in the health sciences, who are interested in this approach can benefit through structured CBPR training experiences in learning how to engage with communities, build community capacity, share resources, implement CBPR study plans, and disseminate results of CBPR-focused studies. The objectives of this case-study are to demonstrate ways in which one doctoral student aligned with academic mentors and a funded CBPR project to build a relationship with the Sikh Asian Indian (AI) community of New York City to develop and implement a CBPR-focused doctoral dissertation study. The purpose of the research was to examine the relationship between the experience of perceived discrimination and health outcomes in this community. CBPR methods utilized in developing the study entailed the author partaking in formal and informal CBPR learning experiences, building relationships with community and academic partners early on through volunteering, developing a research plan in collaboration with members of the community and academic partners, identifying an appropriate setting and methods for recruitment and data collection, increasing capacity and resources for all partners (the author, community, and academic), and presenting dissertation study findings to the community. In conclusion, CBPR-focused doctoral experiences are novel pedagogical and professional approaches for nursing and health science students which can lead to mutual benefits for all involved, and ultimately successful and effective community-based health research.

"We make the path by walking it": building an academic community partnership with Boston Chinatown.

PubMed

Rubin, Carolyn Leung; Allukian, Nathan; Wang, Xingyue; Ghosh, Sujata; Huang, Chien-Chi; Wang, Jacy; Brugge, Doug; Wong, John B; Mark, Shirley; Dong, Sherry; Koch-Weser, Susan; Parsons, Susan K; Leslie, Laurel K; Freund, Karen M

2014-01-01

The potential for academic community partnerships are challenged in places where there is a history of conflict and mistrust. Addressing Disparities in Asian Populations through Translational Research (ADAPT) represents an academic community partnership between researchers and clinicians from Tufts Medical Center and Tufts University and community partners from Boston Chinatown. Based in principles of community-based participatory research and partnership research, this partnership is seeking to build a trusting relationship between Tufts and Boston Chinatown. This case study aims to provides a narrative story of the development and formation of ADAPT as well as discuss challenges to its future viability. Using case study research tools, this study draws upon a variety of data sources including interviews, program evaluation data and documents. Several contextual factors laid the foundation for ADAPT. Weaving these factors together helped to create synergy and led to ADAPT's formation. In its first year, ADAPT has conducted formative research, piloted an educational program for community partners and held stakeholder forums to build a broad base of support. ADAPT recognizes that long term sustainability requires bringing multiple stakeholders to the table even before a funding opportunity is released and attempting to build a diversified funding base.

Academic Researchers Speak

ERIC Educational Resources Information Center

Bergom, Inger; Waltman, Jean; August, Louise; Hollenshead, Carol

2010-01-01

Non-tenure-track (NTT) research faculty are perhaps the most under-recognized group of academic professionals on the campuses today, despite their increasingly important role within the expanding academic research enterprise. The American Association for the Advancement of Science reports that the amount of federal spending on R&D has more than…

Towards Building a Bridge between Community Engagement in Research (CEnR) and Comparative Effectiveness Research (CER).

PubMed

Ahmed, Syed M; Nelson, David; Kissack, Anne; Franco, Zeno; Whittle, Jeff; Kotchen, Theodore; Meurer, John R; Morzinski, Jeffrey; Brandenburg, Terry

2015-04-01

A major national priority is establishing an effective infrastructure for translation of scientific discoveries into the community. Knowledge and practice continue to accelerate in health research yet healthcare recommendation adoption remains slow for practitioners, patients, and communities. Two areas of research placed in the later stages of the translational research spectrum, Community Engagement in Research and Comparative Effectiveness Research, are ideal for approaching this challenge collaboratively. The Clinical and Translational Science Institute of Southeastern Wisconsin convened academics and community-based organizations familiar with these fields of research in a 1-day workshop to establish an initial dialogue on similarities and differences with a goal of exploring ways to operationalize a collective effort. Participants represented four academic institutions and twelve other healthcare and community-based service organizations. Primary fields of study included community engaged research, comparative effectiveness research, psychology, clinical research, administration, nursing, public health, education, and other professionals. This initial report outlines the results of this diverse discussion and provides insights into the priorities, diverging issues, and areas for future examination and practice. Key discoveries reveal clear crosscutting issues, value in philosophical and provocative discussions among investigators, a need for practice and lessons learned, and bidirectional exchange with community representation. © 2014 Wiley Periodicals, Inc.

Examining Factors Related to Academic Success of Military-Connected Students at Community Colleges

ERIC Educational Resources Information Center

Williams-Klotz, Denise N.; Gansemer-Topf, Ann M.

2018-01-01

The number of military-connected students enrolling in community colleges has increased dramatically in the past decade, and this trend is expected to continue. This research focused on examining factors that contribute to the academic success of community college students. Specifically, the purpose of this quantitative study was to identify the…

Community (in) Colleges: The Relationship Between Online Network Involvement and Academic Outcomes at a Community College

ERIC Educational Resources Information Center

Evans, Eliza D.; McFarland, Daniel A.; Rios-Aguilar, Cecilia; Deil-Amen, Regina

2016-01-01

Objective: This study explores the relationship between online social network involvement and academic outcomes among community college students. Prior theory hypothesizes that socio-academic moments are especially important for the integration of students into community colleges and that integration is related to academic outcomes. Online social…

Constituting the Significance and Value of Research: Views from Information Technology Academics and Industry Professionals

ERIC Educational Resources Information Center

Bruce, Christine; Pham, Binh; Stoodley, Ian

2004-01-01

The information technology research community, comprising both academic and industry stakeholders, is responding to national and international imperatives that challenge disparate groups to work together. In this article it is shown how, within both academic and industrial contexts, researchers interpret, or constitute, the significance and value…

Developing a Community-Academic Partnership to Improve Recognition and Treatment of Depression in Underserved African American and White Elders

PubMed Central

Dobransky-Fasiska, Deborah; Brown, Charlotte; Pincus, Harold A.; Nowalk, Mary P.; Wieland, Melissa; Parker, Lisa S.; Cruz, Mario; McMurray, Michelle L.; Mulsant, Benoit; Reynolds, Charles F.

2011-01-01

Objective Reducing mental health disparities among underserved populations, particularly African American elders, is an important public health priority. The authors describe the process and challenges of developing a community/academic research partnership to address these disparities. Methods The authors are using a Community-Based Participatory Research approach to gain access to underserved populations in need of depression treatment. The authors identify six stages: 1) Collaborating to Secure Funding; 2) Building a Communications Platform and Research Infrastructure; 3) Fostering Enduring Relationships; 4) Assessing Needs/Educating about Research Process; 5) Initiating Specific Collaborative Projects (meeting mutual needs/interests); and 6) Maintaining a Sustainable and Productive Partnership. Data from a needs assessment developed collaboratively by researchers and community agencies facilitated agreement on mutual research goals, while strengthening the partnership. Results A community/academic-based partnership with a solid research infrastructure has been established and maintained for 3 years. Using the results of a needs assessment, the working partnership prioritized and launched several projects. Through interviews and questionnaires, community partners identified best practices for researchers working in the community. Future research and interventional projects have been developed, including plans for sustainability that will eventually shift more responsibility from the academic institution to the community agencies. Conclusions To reach underserved populations by developing and implementing models of more effective mental health treatment, it is vital to engage community agencies offering services to this population. A successful partnership requires “cultural humility,” collaborative efforts, and the development of flexible protocols to accommodate diverse communities. PMID:20104053

Dual Credit Student Enrollment: Does It Contribute to Academic Performance at the Community College?

ERIC Educational Resources Information Center

Johnson, Roscoe A.

2017-01-01

This research compares the academic performance of two groups of students at the community college level of higher education. These two groups are dual credit students and non-dual credit students. The academic records of these students were examined from the years 2010-2014. Students in both groups had completed their formal high school education…

Creating Community–Academic Partnerships for Cancer Disparities Research and Health Promotion

PubMed Central

Meade, Cathy D.; Menard, Janelle M.; Luque, John S.; Martinez-Tyson, Dinorah; Gwede, Clement K.

2010-01-01

To effectively attenuate cancer disparities in multiethnic, medically underserved populations, interventions must be developed collaboratively through solid community–academic partnerships and driven by community-based participatory research (CBPR). The Tampa Bay Community Cancer Network (TBCCN) has been created to identify and implement interventions to address local cancer disparities in partnership with community-based nonprofit organizations, faith-based groups, community health centers, local media, and adult literacy and education organizations. TBCCN activities and research efforts are geared toward addressing critical information and access issues related to cancer control and prevention in diverse communities in the Tampa Bay area. Such efforts include cross-cultural health promotion, screening, and awareness activities in addition to applied research projects that are rooted in communities and guided by CBPR methods. This article describes these activities as examples of partnership building to positively affect cancer disparities, promote community health, and set the stage for community-based research partnerships. PMID:19822724

Evaluating the Non-Academic Impact of Academic Research: Design Considerations

ERIC Educational Resources Information Center

Gunn, Andrew; Mintrom, Michael

2017-01-01

Evaluation of academic research plays a significant role in government efforts to steer public universities. The scope of such evaluation is now being extended to include the "relevance" or "impact" of academic research outside the academy. We address how evaluation of non-academic research impact can promote more such impact…

Leveraging community-academic partnerships to improve healthy food access in an urban, Kansas City, Kansas, community.

PubMed

Mabachi, Natabhona M; Kimminau, Kim S

2012-01-01

Americans can combat overweight (OW) and obesity by eating unprocessed, fresh foods. However, all Americans do not have equal access to these recommended foods. Low-income, minority, urban neighborhoods in particular often have limited access to healthy resources, although they are vulnerable to higher levels of OW and obesity. This project used community-based participatory research (CBPR) principles to investigate the food needs of residents and develop a business plan to improve access to healthy food options in an urban, Kansas City, Kansas, neighborhood. Partner community organizations were mobilized to conduct a Community Food Assessment survey. The surveys were accompanied by flyers that were part of the communication engagement strategy. Statistical analysis of the surveys was conducted. We engaged low-income, minority population (40% Latino, 30% African American) urban communities at the household level. Survey results provided in-depth information about residents' food needs and thoughts on how to improve food access. Results were reported to community members at a town hall style meeting. Developing a strategic plan to engage a community and develop trust is crucial to sustaining a partnership particularly when working with underserved communities. This project demonstrates that, if well managed, the benefits of academic and community partnerships outweigh the challenges thus such relationships should be encouraged and supported by communities, academic institutions, local and national government, and funders. A CBPR approach to understanding an urban community's food needs and opinions is important for comprehensive food access planning.

Role of academic institutions in community disaster response since september 11, 2001.

PubMed

Dunlop, Anne L; Logue, Kristi M; Beltran, Gerald; Isakov, Alexander P

2011-10-01

To describe the role of academic institutions in the community response to Federal Emergency Management Agency-declared disasters from September 11, 2001, to February 1, 2009. We conducted a review of the published literature and Internet reports to identify academic institutions that participated in the community response to disaster events between September 11, 2001, to February 1, 2009, inclusive. From retrieved reports, we abstracted the identity of the academic institutions and the resources and services each provided. We characterized the resources and services in terms of their contribution to established constructs of community disaster resilience and disaster preparedness and response. Between September 11, 2001, and February 1, 2009, there were 98 published or Internet-accessible reports describing 106 instances in which academic institutions participated in the community response to 11 Federal Emergency Management Agency-declared disaster events that occurred between September 11, 2001, and February 1, 2009. Academic institutions included academic health centers and community teaching hospitals; schools of medicine, nursing, and public health; schools with graduate programs such as engineering and psychology; and 4-year programs. The services and resources provided by the academic institutions as part of the community disaster response could be categorized as contributing to community disaster resilience by reducing the consequences or likelihood of an event or to specific dimensions of public health preparedness and response, or both. The most common dimensions addressed by academic institutions (in order of occurrence) were resource management, enabling and sustaining a public health response, information capacity management, and performance evaluation. Since September 11, 2001, the participation of academic institutions in community disaster response has contributed to community resilience and the achievement of specific dimensions of disaster

Using the critical incident technique in community-based participatory research: a case study.

PubMed

Belkora, Jeffrey; Stupar, Lauren; O'Donnell, Sara

2011-01-01

Successful community-based participatory research involves the community partner in every step of the research process. The primary study for this paper took place in rural, Northern California. Collaborative partners included an academic researcher and two community based resource centers that provide supportive services to people diagnosed with cancer. This paper describes our use of the Critical Incident Technique (CIT) to conduct Community-based Participatory Research. We ask: Did the CIT facilitate or impede the active engagement of the community in all steps of the study process? We identified factors about the Critical Incident Technique that were either barriers or facilitators to involving the community partner in every step of the research process. Facilitators included the CIT's ability to accommodate involvement from a large spectrum of the community, its flexible design, and its personal approach. Barriers to community engagement included training required to conduct interviews, depth of interview probes, and time required. Overall, our academic-community partners felt that our use of the CIT facilitated community involvement in our Community-Based Participatory Research Project, where we used it to formally document the forces promoting and inhibiting successful achievement of community aims.

Collaborative Academic Projects on Social Network Sites to Socialize EAP Students into Academic Communities of Practice

ERIC Educational Resources Information Center

Dashtestani, Reza

2018-01-01

Learning English for academic purposes (EAP) can help university students promote their academic literacy through socializing them into academic communities of practice. This study examined the impact of the use of collaborative projects on three social network sites on EAP students' attitudes towards EAP and academic content learning. Three…

“We Make the Path by Walking It”: Building an Academic Community Partnership With Boston Chinatown

PubMed Central

Rubin, Carolyn Leung; Allukian, Nathan; Wang, Xingyue; Ghosh, Sujata; Huang, Chien-Chi; Wang, Jacy; Brugge, Doug; Wong, John B.; Mark, Shirley; Dong, Sherry; Koch-Weser, Susan; Parsons, Susan K.; Leslie, Laurel K.; Freund, Karen M.

2015-01-01

Background The potential for academic community partnerships are challenged in places where there is a history of conflict and mistrust. Addressing Disparities in Asian Populations through Translational Research (ADAPT) represents an academic community partnership between researchers and clinicians from Tufts Medical Center and Tufts University and community partners from Boston Chinatown. Based in principles of community-based participatory research and partnership research, this partnership is seeking to build a trusting relationship between Tufts and Boston Chinatown. Objectives This case study aims to provides a narrative story of the development and formation of ADAPT as well as discuss challenges to its future viability. Methods Using case study research tools, this study draws upon a variety of data sources including interviews, program evaluation data and documents. Results Several contextual factors laid the foundation for ADAPT. Weaving these factors together helped to create synergy and led to ADAPT’s formation. In its first year, ADAPT has conducted formative research, piloted an educational program for community partners and held stakeholder forums to build a broad base of support. Conclusions ADAPT recognizes that long term sustainability requires bringing multiple stakeholders to the table even before a funding opportunity is released and attempting to build a diversified funding base. PMID:25435562

"It's an Amazing Learning Curve to Be Part of the Project": Exploring Academic Identity in Collaborative Research

ERIC Educational Resources Information Center

Leibowitz, Brenda; Ndebele, Clever; Winberg, Christine

2014-01-01

This article reports on an investigation into the role of academic identity within collaborative research in higher education in South Africa. The study was informed by the literature on academic identities, collaborative research and communities of practice. It was located within a multi-site study, with involvement of researcher collaborators…

Using community-based participatory research to develop the PARTNERS youth violence prevention program.

PubMed

Leff, Stephen S; Thomas, Duane E; Vaughn, Nicole A; Thomas, Nicole A; MacEvoy, Julie Paquette; Freedman, Melanie A; Abdul-Kabir, Saburah; Woodlock, Joseph; Guerra, Terry; Bradshaw, Ayana S; Woodburn, Elizabeth M; Myers, Rachel K; Fein, Joel A

2010-01-01

School-based violence prevention programs have shown promise for reducing aggression and increasing children's prosocial behaviors. Prevention interventions within the context of urban after-school programs provide a unique opportunity for academic researchers and community stakeholders to collaborate in the creation of meaningful and sustainable violence prevention initiatives. This paper describes the development of a collaborative between academic researchers and community leaders to design a youth violence prevention/leadership promotion program (PARTNERS Program) for urban adolescents. Employing a community-based participatory research (CBPR) model, this project addresses the needs of urban youth, their families, and their community. Multiple strategies were used to engage community members in the development and implementation of the PARTNERS Program. These included focus groups, pilot testing the program in an after-school venue, and conducting organizational assessments of after-school sites as potential locations for the intervention. Community members and academic researchers successfully worked together in all stages of the project development. Community feedback helped the PARTNERS team redesign the proposed implementation and evaluation of the PARTNERS Program such that the revised study design allows for all sites to obtain the intervention over time and increases the possibility of building community capacity and sustainability of programs. Despite several challenges inherent to CBPR, the current study provides a number of lessons learned for the continued development of relationships and trust among researchers and community members, with particular attention to balancing the demand for systematic implementation of community-based interventions while being responsive to the immediate needs of the community.

Health and academic success: A look at the challenges of first-generation community college students.

PubMed

McFadden, Deanna L H

2016-04-01

Community colleges in the United States serve more than six million students and are the gateway to postsecondary education for individuals from typically underserved populations such as low-income, ethnic minorities, and first-generation college students. First-generation college students are defined as students whose adoptive or natural parents' highest level of education was a high school diploma or less. Postsecondary education has the potential to reduce both health and socioeconomic disparities. First-generation community college students face significant economic, social, and cultural barriers to academic success and are the most at risk for "dropping-out." The purpose of this brief report was to explore what is known about social, psychological, and physical factors that impede first-generation community college students' academic success. Little is known about potential health and psychological barriers experienced by first-generation community college students that impact academic achievement. Advanced practice nurses (APNs) on community college campuses are in the ideal position to identify and treat health issues, and conduct much-needed research into these areas. College health centers are an important practice setting for APNs to provide direct care to students as well as influence college policies that improve student health, well-being, and promote academic success. ©2016 American Association of Nurse Practitioners.

Gendered academic adjustment among Asian American adolescents in an emerging immigrant community.

PubMed

Kiang, Lisa; Supple, Andrew J; Stein, Gabriela L; Gonzalez, Laura M

2012-03-01

Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field's restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to examine gender differences in academic adjustment as well as school, family, and cultural variables as potential mediators of gender differences found. Results suggest that girls report significantly higher educational goals, intrinsic academic motivation, and utility value of school compared to boys. These gender differences are statistically mediated by ethnic exploration and family processes, most prominently, family respect. School connectedness and perceived discrimination are also associated with academic adjustment at the bivariate level, suggesting that academic success may be best promoted if multiple domains of influence can be targeted.

Academic Research Record-Keeping: Best Practices for Individuals, Group Leaders, and Institutions

PubMed Central

Schreier, Alan A.; Wilson, Kenneth; Resnik, David

2014-01-01

During the last half of the 20th century, social and technological changes in academic research groups have challenged traditional research record-keeping practices, making them either insufficient or obsolete. New practices have developed but standards (best practices) are still evolving. Based on the authors’ review and analysis of a number of sources, they present a set of systematically compiled best practices for research record-keeping for academic research groups. These best practices were developed as an adjunct to a research project on research ethics aimed at examining the actual research record-keeping practices of active academic scientists and their impact on research misconduct inquiries. The best practices differentiate and provide separate standards for three different levels within the university: the individual researcher, the research group leader, and the department/institution. They were developed using a combination of literature reviews, surveys of university integrity officials, focus groups of active researchers, and inspection of university policies on research record-keeping. The authors believe these best practices constitute a “snapshot” of the current normative standards for research records within the academic research community. They are offered as ethical and practical guidelines subject to continuing evolution and not as absolute rules. They may be especially useful in training the next generation of researchers. PMID:16377817

Scientific literacy and academic identity: Creating a community of practice

NASA Astrophysics Data System (ADS)

Reveles, John Michael

2005-07-01

This one-year ethnographic study of a third grade classroom examined the construction of elementary school science. The research focused on the co-development of scientific literacy and academic identity. Unlike much research in science education that views literacy as merely supportive of science; this dissertation research considers how students learned both disciplinary knowledge in science as well as about themselves as learners through language use. The study documented and analyzed how students came to engage with scientific knowledge and the impact this engagement had upon their academic identities over time. Ethnographic and discourse analytic methods were employed to investigate three research questions: (a) How were the students in a third grade classroom afforded opportunities to acquire scientific literate practices through the spoken/written discourse and science activities? (b) In what ways did students develop and maintain academic identities taken-up over time as they discursively appropriated scientific literate practices via classroom discourse? and (c) How did students collectively and individually inscribe their academic identities and scientific knowledge into classroom artifacts across the school year? Through multiple forms of analyses, I identified how students' communication and participation in science investigations provided opportunities for them to learn specific scientific literate practices. The findings of this empirical research indicate that students' communication and participation in science influenced the ways they perceived themselves as active participants within the classroom community. More specifically, students were observed to appropriate particular discourse practices introduced by the teacher to frame scientific disciplinary knowledge and investigations. Thus, emerging academic identities and developing literate practices were documented via analysis of discursive (spoken, written, and enacted) classroom interactions. A

Building community participatory research coalitions from the ground up: the Philadelphia area research community coalition.

PubMed

Johnson, Jerry C; Hayden, U Tara; Thomas, Nicole; Groce-Martin, Jennine; Henry, Thomas; Guerra, Terry; Walker, Alia; West, William; Barnett, Marina; Kumanyika, Shiriki

2009-01-01

A coalition of formal, large organizations and informal, grassroots organizations, recruited through an open process, contrasts with the usual practice of developing a community-based participatory research (CBPR) coalition with a small number of well-developed organizations. This paper describes the process, developmental challenges, and accomplishments of the Philadelphia Area Research Community Coalition (PARCC). The University of Pennsylvania-Cheyney University of Pennsylvania EXPORT Center established the PARCC, an academic-community research partnership of twenty-two diverse organizations of variable size and with variable experience in health research. The EXPORT Center provided the infrastructure and staff support needed to engage in sustained, face-to-face community outreach and to nurture, coordinate, and facilitate the 2.5-year developmental process. The start-up process, governing principles, activities, challenges, and lessons learned are described. Since its inception, PARCC established core work groups, a governance structure, operating principles, research training activities, community health education projects, and several PARCC-affiliated research projects. Organizations across the spectrum of developmental capacity were major contributors to PARCC. The success of PARCC was based on committed and trusted leadership, preexisting relationships, trust among members from the community and academia, research training, extensive time commitment of members to the coalition's work, and rapid development of work group activities. Building a CBPR coalition from the ground up involving organizations of diverse size and at various stages of development presents unique challenges that can be overcome with committed leadership, clear governance principles, and appropriate infrastructure. Engagement in community-based research during the early stages, while still developing trust, structure, and governance procedures can be accomplished as long as training of

Reflexive Research Ethics for Environmental Health and Justice: Academics and Movement-Building

PubMed Central

Cordner, Alissa; Ciplet, David; Brown, Phil; Morello-Frosch, Rachel

2012-01-01

Community-engaged research on environmental problems has reshaped researcher-participant relationships, academic-community interaction, and the role of community partners in human subjects protection and ethical oversight. We draw on our own and others’ research collaborations with environmental health and justice social movement organizations to discuss the ethical concerns that emerge in community-engaged research. In this paper we introduce the concept of reflexive research ethics: ethical guidelines and decision-making principles that depend on continual reflexivity concerning the relationships between researchers and participants. Seeing ethics in this way can help scientists conduct research that simultaneously achieves a high level of professional conduct and protects the rights, well-being, and autonomy of both researchers and the multiple publics affected by research. We highlight our research with community-based organizations in Massachusetts, California, and Alaska, and discuss the potential impacts of the community or social movement on the research process and the potential impacts of research on community or social movement goals. We conclude by discussing ways in which the ethical concerns that surface in community-engaged research have led to advances in ethical research practices. This type of work raises ethical questions whose answers are broadly relevant for social movement, environmental, and public health scholars. PMID:22690133

Engagement strategies that foster community self-determination in participatory research: Insider ownership through outsider championship.

PubMed

Salsberg, Jon; Macridis, Soultana; Garcia Bengoechea, Enrique; Macaulay, Ann C; Moore, Spencer

2017-06-01

In order to maximize the benefits of community-based participatory research, effective ownership over the research process must be at least equally in the hands of the community. A previous social network analysis documented that the participatory research process shifted ownership from academic to community partners, but did not show what actions and strategies fostered this shift. This study follows the trajectory of a community-academic partnership and asks, from the perspective of the project stakeholders, which actions and strategies over the lifespan of the research led to the observed shift in ownership and decision-making from the original external academics to the community stakeholders? Qualitative description using inductive thematic analysis. One academic and five community stakeholders identified as central in a previous social network analysis, participated in retrospective, semi-structured interviews. Actions deemed to have fostered the observed shift in ownership included: existence of a strong champion; stimulating 'outside' ideas; emergence of core people; alignment of project goals with stakeholders' professional roles; involving the right people; personal qualities of the champion; trust-building; and active use of participatory engagement strategies. Although communities must take ownership over the research process to assure sustained action and change, a strong, trusted and accepted outside champion who actively enacts participatory engagement strategies can facilitate the participatory process and provide community stakeholders the time and support they need to achieve meaningful and sustained leadership roles. These findings have implications for how partnership research is designed and implemented, both in community and in clinical organisational settings. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Community violence and youth: affect, behavior, substance use, and academics.

PubMed

Cooley-Strickland, Michele; Quille, Tanya J; Griffin, Robert S; Stuart, Elizabeth A; Bradshaw, Catherine P; Furr-Holden, Debra

2009-06-01

Community violence is recognized as a major public health problem (WHO, World Report on Violence and Health, 2002) that Americans increasingly understand has adverse implications beyond inner-cities. However, the majority of research on chronic community violence exposure focuses on ethnic minority, impoverished, and/or crime-ridden communities while treatment and prevention focuses on the perpetrators of the violence, not on the youth who are its direct or indirect victims. School-based treatment and preventive interventions are needed for children at elevated risk for exposure to community violence. In preparation, a longitudinal, community epidemiological study, The Multiple Opportunities to Reach Excellence (MORE) Project, is being fielded to address some of the methodological weaknesses presented in previous studies. This study was designed to better understand the impact of children's chronic exposure to community violence on their emotional, behavioral, substance use, and academic functioning with an overarching goal to identify malleable risk and protective factors which can be targeted in preventive and intervention programs. This paper describes the MORE Project, its conceptual underpinnings, goals, and methodology, as well as implications for treatment and preventive interventions and future research.

Community Music: History and Current Practice, Its Constructions of "Community", Digital Turns and Future Soundings, an Arts and Humanities Research Council Research Review

ERIC Educational Resources Information Center

McKay, George; Higham, Ben

2012-01-01

The United Kingdom has been a pivotal national player within the development of community music practice. There are elements of cultural and debatably pedagogic innovations in community music. These have to date only partly been articulated and historicized within academic research. This report, funded by the UK's Arts and Humanities Research…

A Funding Initiative for Community-Based Participatory Research: Lessons from the Harvard Catalyst Seed Grants

PubMed Central

Tendulkar, Shalini A.; Chu, Jocelyn; Opp, Jennifer; Geller, Alan; DiGirolamo, Ann; Gandelman, Ediss; Grullon, Milagro; Patil, Pratima; King, Stacey; Hacker, Karen

2013-01-01

Background The National Institutes of Health–funded Clinical and Translational Science Awards (CTSA) have increasingly focused on community-engaged research and funded investigators for community-based participatory research (CBPR). However, because CBPR is a collaborative process focused on community-identified research topics, the Harvard CTSA and its Community Advisory Board (CERAB) funded community partners through a CBPR initiative. Objectives We describe lessons learned from this seed grants initiative designed to stimulate community–academic CBPR partnerships. Methods The CBPR program of the Harvard CTSA and the CERAB developed this initiative and each round incorporated participant and advisory feedback toward program improvement. Lessons Learned Although this initiative facilitated relevant and innovative research, challenges included variable community research readiness, insufficient project time, and difficulties identifying investigators for new partnerships. Conclusion Seed grants can foster innovative CBPR projects. Similar initiatives should consider preliminary assessments of community research readiness as well as strategies for meaningful academic researcher engagement. PMID:21441667

Academic Incentives for Faculty Participation in Community-based Participatory Research

PubMed Central

Nyden, Philip

2003-01-01

Recognizing the need to overcome the obstacles of traditional university- and discipline-oriented research approaches, a variety of incentives to promote community-based participatory research (CBPR) are presented. Experiences of existing CBPR researchers are used in outlining how this methodological approach can appeal to faculty: the common ground shared by faculty and community leaders in challenging the status quo; opportunities to have an impact on local, regional, and national policy; and opening doors for new research and funding opportunities. Strategies for promoting CBPR in universities are provided in getting CBPR started, changing institutional practices currently inhibiting CBPR, and institutionalizing CBPR. Among the specific strategies are: development of faculty research networks; team approaches to CBPR; mentoring faculty and students; using existing national CBPR networks; modifying tenure and promotion guidelines; development of appropriate measures of CBPR scholarship; earmarking university resources to support CBPR; using Institutional Review Boards to promote CBPR; making CBPR-oriented faculty appointments; and creating CBPR centers. PMID:12848841

Collaboration Strategies in Nontraditional Community-Based Participatory Research Partnerships: Lessons From an Academic–Community Partnership With Autistic Self-Advocates

PubMed Central

Nicolaidis, Christina; Raymaker, Dora; McDonald, Katherine; Dern, Sebastian; Ashkenazy, Elesia; Boisclair, Cody; Robertson, Scott; Baggs, Amanda

2012-01-01

Background Most community-based participatory research (CBPR) projects involve local communities defined by race, ethnicity, geography, or occupation. Autistic self-advocates, a geographically dispersed community defined by disability, experience issues in research similar to those expressed by more traditional minorities. Objectives We sought to build an academic–community partnership that uses CBPR to improve the lives of people on the autistic spectrum. Methods The Academic Autistic Spectrum Partnership in Research and Education (AASPIRE) includes representatives from academic, self-advocate, family, and professional communities. We are currently conducting several studies about the health care experiences and well-being of autistic adults. Lessons Learned We have learned a number of strategies that integrate technology and process to successfully equalize power and accommodate diverse communication and collaboration needs. Conclusions CBPR can be conducted successfully with autistic self-advocates. Our strategies may be useful to other CBPR partnerships, especially ones that cannot meet in person or that include people with diverse communication needs. PMID:21623016

Pathways to Advancing Aging Policy-Relevant Research in Academic Settings

PubMed Central

KIETZMAN, KATHRYN G.; TROY, LISA M.; GREEN, CARMEN R.; WALLACE, STEVEN P.

2016-01-01

Policy-level changes have a significant influence on the health and well-being of aging populations. Yet there is often a gap between scientific knowledge and policy action. Although previous research has identified barriers and facilitators to effective knowledge translation, little attention has been given to the role of academic institutions in knowledge generation. This exploratory focus group study examines barriers and pathways to developing and maintaining an aging policy-relevant research agenda in academic settings, and additional challenges associated with minority group membership in this pursuit. Participants were personally committed to conducting policy-relevant research despite institutional barriers such as fewer funding opportunities and less value attributed to their research, particularly in the context of tenure and promotion. Although many viewed their research as an opportunity to make a difference, especially for underserved older adult populations, a number of minority group participants expressed that their policy research interests were marginalized. Participants offer individual and institutional-level strategies for addressing barriers, including collaborating with community members and colleagues and engaging mentors within and outside of their academic institutions. Reframing the valuation of policy research through the diversification of funding and publishing opportunities can better support scholars engaged in aging policy-relevant research. PMID:26849290

Pathways to Advancing Aging Policy-Relevant Research in Academic Settings.

PubMed

Kietzman, Kathryn G; Troy, Lisa M; Green, Carmen R; Wallace, Steven P

2016-01-01

Policy-level changes have a significant influence on the health and well-being of aging populations. Yet there is often a gap between scientific knowledge and policy action. Although previous research has identified barriers and facilitators to effective knowledge translation, little attention has been given to the role of academic institutions in knowledge generation. This exploratory focus group study examines barriers and pathways to developing and maintaining an aging policy-relevant research agenda in academic settings, and additional challenges associated with minority group membership in this pursuit. Participants were personally committed to conducting policy-relevant research despite institutional barriers such as fewer funding opportunities and less value attributed to their research, particularly in the context of tenure and promotion. Although many viewed their research as an opportunity to make a difference, especially for underserved older adult populations, a number of minority group participants expressed that their policy research interests were marginalized. Participants offer individual and institutional-level strategies for addressing barriers, including collaborating with community members and colleagues and engaging mentors within and outside of their academic institutions. Reframing the valuation of policy research through the diversification of funding and publishing opportunities can better support scholars engaged in aging policy-relevant research.

Culturally Competent Substance Abuse Prevention Research among Rural Native American Communities.

ERIC Educational Resources Information Center

Stubben, Jerry

A study examined the process of evaluating family-oriented substance abuse prevention efforts in three Native American communities. In general, the Native communities exhibited a lack of commitment to academic evaluation research due to concerns over who would gain from such research, how much value was placed on Indian opinions, the level of…

On Using Ethical Principles of Community-Engaged Research in Translational Science

PubMed Central

Mikesell, Lisa; Schraiber, Ron; Booth, Marika; Bromley, Elizabeth

2015-01-01

The transfer of new discoveries into both clinical practice and the wider community calls for reliance on interdisciplinary translational teams that include researchers with different areas of expertise, representatives of healthcare systems and community organizations, and patients. Engaging new stakeholders in research, however, calls for a re-consideration or expansion of the meaning of ethics in translational research. We explored expert opinion on the applicability of ethical principles commonly practiced in community-engaged research (CEnR) to translational research. To do so, we conducted two online, modified-Delphi panels with 63 expert stakeholders who iteratively rated and discussed nine ethical principles commonly used in CEnR in terms of their importance and feasibility for use in translational research. The RAND/UCLA Appropriateness Method was used to analyze the data and determine agreement and disagreement among participating experts. Both panels agreed that ethical translational research should be “grounded in trust.” While the academic panel endorsed “culturally appropriate” and “forthcoming with community about study risks and benefits,” the mixed academic-community panel endorsed “scientifically valid” and “ready to involve community in interpretation and dissemination” as important and feasible principles of ethical translational research. These findings suggest that in addition to protecting human subjects, contemporary translational science models need to account for the interests of, and owe ethical obligations to, members of the investigative team and the community at large. PMID:26773561

On using ethical principles of community-engaged research in translational science.

PubMed

Khodyakov, Dmitry; Mikesell, Lisa; Schraiber, Ron; Booth, Marika; Bromley, Elizabeth

2016-05-01

The transfer of new discoveries into both clinical practice and the wider community calls for reliance on interdisciplinary translational teams that include researchers with different areas of expertise, representatives of health care systems and community organizations, and patients. Engaging new stakeholders in research, however, calls for a reconsideration or expansion of the meaning of ethics in translational research. We explored expert opinion on the applicability of ethical principles commonly practiced in community-engaged research (CEnR) to translational research. To do so, we conducted 2 online, modified-Delphi panels with 63 expert stakeholders who iteratively rated and discussed 9 ethical principles commonly used in CEnR in terms of their importance and feasibility for use in translational research. The RAND/UCLA appropriateness method was used to analyze the data and determine agreement and disagreement among participating experts. Both panels agreed that ethical translational research should be "grounded in trust." Although the academic panel endorsed "culturally appropriate" and "forthcoming with community about study risks and benefits," the mixed academic-community panel endorsed "scientifically valid" and "ready to involve community in interpretation and dissemination" as important and feasible principles of ethical translational research. These findings suggest that in addition to protecting human subjects, contemporary translational science models need to account for the interests of, and owe ethical obligations to, members of the investigative team and the community at large. Copyright © 2016 Elsevier Inc. All rights reserved.

Gendered Academic Adjustment among Asian American Adolescents in an Emerging Immigrant Community

ERIC Educational Resources Information Center

Kiang, Lisa; Supple, Andrew J.; Stein, Gabriela L.; Gonzalez, Laura M.

2012-01-01

Research on the academic adjustment of immigrant adolescents has been predominately conducted in large cities among established migration areas. To broaden the field's restricted focus, data from 172 (58% female) Asian American adolescents who reside within a non-traditional or emerging immigrant community in the Southeastern US were used to…

Knowledge Sharing and Educational Technology Acceptance in Online Academic Communities of Practice

ERIC Educational Resources Information Center

Nistor, Nicolae; Baltes, Beate; Schustek, Monika

2012-01-01

Purpose: Online programs rely on the use of educational technology for knowledge sharing in academic virtual communities of practice (vCoPs). This poses the question as to which factors influence technology acceptance. Previous research has investigated the inter-relationship between educational technology acceptance (ETA) and the vCoP context…

Understanding Community College Students' Learning Styles and the Link to Academic Achievement

ERIC Educational Resources Information Center

Peters, Kathleen

2012-01-01

Learning styles have been an area of interest in educational psychology for many decades. However, community college students have been overlooked in learning styles research. To enhance teacher efficacy and student success, it is important to continue to evaluate the relationship between learning styles and academic achievement. The purpose of…

The Impact of Participation in Freshman Learning Communities on Student Academic Achievement and Retention at One College

ERIC Educational Resources Information Center

Roark, Deborah Jo

2013-01-01

This research study was specifically designed to examine the relationship of a learning communities program, as a standard treatment effect, on the academic performance and retention of college freshmen during the Fall 2008 through Fall 2011 academic semesters, and specifically for a university comprised of higher levels of underrepresented…

Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes

PubMed Central

Muhammad, Michael; Wallerstein, Nina; Sussman, Andrew L.; Avila, Magdalena; Belone, Lorenda; Duran, Bonnie

2016-01-01

The practice of community based participatory research (CBPR) has evolved over the past 20 years with the recognition that health equity is best achieved when academic researchers form collaborative partnerships with communities. This article theorizes the possibility that core principles of CBPR cannot be realistically applied unless unequal power relations are identified and addressed. It provides theoretical and empirical perspectives for understanding power, privilege, researcher identity and academic research team composition, and their effects on partnering processes and health disparity outcomes. The team’s processes of conducting seven case studies of diverse partnerships in a national cross-site CBPR study are analyzed; the multi-disciplinary research team’s self-reflections on identity and positionality are analyzed, privileging its combined racial, ethnic, and gendered life experiences, and integrating feminist and post-colonial theory into these reflections. Findings from the inquiry are shared, and incorporating academic researcher team identity is recommended as a core component of equalizing power distribution within CBPR. PMID:27429512

Reflections on Researcher Identity and Power: The Impact of Positionality on Community Based Participatory Research (CBPR) Processes and Outcomes.

PubMed

Muhammad, Michael; Wallerstein, Nina; Sussman, Andrew L; Avila, Magdalena; Belone, Lorenda; Duran, Bonnie

2015-11-01

The practice of community based participatory research (CBPR) has evolved over the past 20 years with the recognition that health equity is best achieved when academic researchers form collaborative partnerships with communities. This article theorizes the possibility that core principles of CBPR cannot be realistically applied unless unequal power relations are identified and addressed. It provides theoretical and empirical perspectives for understanding power, privilege, researcher identity and academic research team composition, and their effects on partnering processes and health disparity outcomes. The team's processes of conducting seven case studies of diverse partnerships in a national cross-site CBPR study are analyzed; the multi-disciplinary research team's self-reflections on identity and positionality are analyzed, privileging its combined racial, ethnic, and gendered life experiences, and integrating feminist and post-colonial theory into these reflections. Findings from the inquiry are shared, and incorporating academic researcher team identity is recommended as a core component of equalizing power distribution within CBPR.

Preferences of young physicians at community hospitals regarding academic research training through graduate school: a cross-sectional research.

PubMed

Kurita, Noriaki; Murakami, Minoru; Shimizu, Sayaka; Kumasawa, Junji; Azuma, Teruhisa; Kataoka, Yuki; Yamamoto, Shungo; Fukuma, Shingo; Yamamoto, Yosuke; Fukuhara, Shunichi

2016-04-21

Desire to attend graduate school for academic research training following the mandatory two-year clinical internship is unknown among young Japanese physicians who work at community hospitals after their internship. The aim of this study is to determine opinions and factors regarding pursuing higher education through graduate school among young physicians who work at community hospitals after their two-year internship. This cross-sectional survey was conducted among young physicians working at community hospitals after their two-year internship. We examined the percentage of young physicians considering higher education through graduate school, the planned timing and field of enrollment among those wanting to enroll, and reasons for not continuing their education among those with no such plans. The association between desire to enroll in graduate school and background characteristics was examined using modified least-squares regression to estimate proportion difference. Among 127 (73.2% internal medicine specialists, median age 30 years) physicians in 33 hospitals, 71 (55.9%) stated that they wished to enroll in graduate school. The most frequently reported timing was 7-8 years after graduation from medical school. Those who stated no desire to attend graduate school cited concerns about the quality of training or not having enough knowledge to choose an appropriate laboratory or field, among other reasons. Increased number of years since graduating medical school [adjusted proportion difference (PD) -6.0%, 95% confidence interval (95% CI) -9.8 to -2.3%], being a woman with children [adjusted PD -53.4%, 95% CI -87.3 to -19.5% (vs. a man not having children)], and completing their two-year internship at both university and community hospitals [adjusted PD -40.3%, 95% CI -72.5 to -8.0% (vs. internship only at community hospitals)] were associated with a reduction in desire to enroll in graduate school. We identified a growing trend in desire among young physicians to

The future of pharmacy practice research - Perspectives of academics and practitioners from Australia, NZ, United Kingdom, Canada and USA.

PubMed

Babar, Zaheer-Ud-Din; Scahill, Shane; Nagaria, Raveena Amee; Curley, Louise E

2018-01-11

Healthcare is under significant pressure with the explosion of long term conditions, shift in worldwide demographics and is evolving through advances in technology. Aligned with this is the changing role of pharmacy from the traditional dispenser of medicines to having (in addition) a more advanced clinical role. This study aimed to understand what the pharmacy practice research agenda might look like from the viewpoint of pharmacy academics and practitioners across five high-income countries. Qualitative methods were used, and thirty one-hour interviews were undertaken with practitioners and academics from five economically advanced countries. These nations have comparable socio-economic status but differing health systems and include; Australia, Canada, New Zealand, United Kingdom and United States of America. Six key informants were chosen from each country, three academics and three community pharmacists. A general inductive analysis was undertaken to analyse the most common and recurring themes. These themes of research were based around current community pharmacy practice issues and the enablers to changing the profession. Specific areas pharmacy practice could be more involved with included long term health conditions. Some community pharmacists also believed that research into the impact of professional standards and policy change would be beneficial. The findings of this research suggest that current pharmacy practice research methods are sufficient, but need to be used more effectively. Participants identified a wide range of issues within community pharmacy practice. Academics largely focused on how research can be utilised in the community and how to implement findings to ensure sustainability of pharmacy practice research. Issues that community pharmacists would like to research are related to the current practice model, such as allocating time to provide patient-focused services in addition to managing a business. Copyright © 2018 Elsevier Inc. All

Using mixed methods when researching communities.

PubMed

Ochieng, Bertha M N; Meetoo, Danny

2015-09-01

To argue for the use of mixed methods when researching communities. Although research involving minority communities is now advanced, not enough effort has been made to formulate methodological linkages between qualitative and quantitative methods in most studies. For instance, the quantitative approaches used by epidemiologists and others in examining the wellbeing of communities are usually empirical. While the rationale for this is sound, quantitative findings can be expanded with data from in-depth qualitative approaches, such as interviews or observations, which are likely to provide insights into the experiences of people in those communities and their relationships with their wellbeing. Academic databases including The Cochrane Library, MEDLINE, CINAHL, AMED, INTERNURSE, Science Direct, Web of Knowledge and PubMed. An iterative process of identifying eligible literature was carried out by comprehensively searching electronic databases. Using mixed-methods approaches is likely to address any potential drawbacks of individual methods by exploiting the strengths of each at the various stages of research. Combining methods can provide additional ways of looking at a complex problem and improve the understanding of a community's experiences. However, it is important for researchers to use the different methods interactively during their research. The use of qualitative and quantitative methods is likely to enrich our understanding of the interrelationship between wellbeing and the experiences of communities. This should help researchers to explore socio-cultural factors and experiences of health and healthcare practice more effectively.

The Impact of Community Violence on School-Based Research.

PubMed

Velsor-Friedrich, Barbara; Richards, Maryse; Militello, Lisa K; Dean, Kyle C; Scott, Darrick; Gross, Israel M; Romeo, Edna

2015-12-01

Research conducted on youth exposure to violence has generally focused on documenting the prevalence of community violence and its emotional and behavioral implications. However, there is a dearth of information related to the impact of violence on the implementation and evaluation of community and school-based programs. This commentary examines the impact of community violence on a school-based research program. It is also a brief summary of the detrimental effects of exposure to community violence on psychological and academic functioning and health outcomes. An example of the impact of community violence on the implementation of a school-based asthma program will be addressed. Implications for school nurses will be discussed. © The Author(s) 2015.

Community-Based Participatory Research Conceptual Model: Community Partner Consultation and Face Validity.

PubMed

Belone, Lorenda; Lucero, Julie E; Duran, Bonnie; Tafoya, Greg; Baker, Elizabeth A; Chan, Domin; Chang, Charlotte; Greene-Moton, Ella; Kelley, Michele A; Wallerstein, Nina

2016-01-01

A national community-based participatory research (CBPR) team developed a conceptual model of CBPR partnerships to understand the contribution of partnership processes to improved community capacity and health outcomes. With the model primarily developed through academic literature and expert consensus building, we sought community input to assess face validity and acceptability. Our research team conducted semi-structured focus groups with six partnerships nationwide. Participants validated and expanded on existing model constructs and identified new constructs based on "real-world" praxis, resulting in a revised model. Four cross-cutting constructs were identified: trust development, capacity, mutual learning, and power dynamics. By empirically testing the model, we found community face validity and capacity to adapt the model to diverse contexts. We recommend partnerships use and adapt the CBPR model and its constructs, for collective reflection and evaluation, to enhance their partnering practices and achieve their health and research goals. © The Author(s) 2014.

Virtual Communities of Practice: Bridging Research and Practice Using Web 2.0

ERIC Educational Resources Information Center

Lewis, Laura A.; Koston, Zoe; Quartley, Marjorie; Adsit, Jason

2011-01-01

A significant dilemma for the health and human service professions continues to be the question of how best to bridge the divide between academic research and practice. Communities of practice have traditionally been a vehicle for collaborative research and for information exchange (Moore, 2008). Through collaboration, communities of practice have…

Mobilizing communities and building capacity for youth violence prevention: the National Academic Centers of Excellence for Youth Violence Prevention.

PubMed

Vivolo, Alana M; Matjasko, Jennifer L; Massetti, Greta M

2011-09-01

Violence, including its occurrence among youth, results in considerable physical, emotional, social, and economic consequences in the US. Youth violence prevention work at the Division of Violence Prevention (DVP) at the Centers for Disease Control and Prevention (CDC) emphasizes preventing youth violence-related behaviors, injuries, and deaths by collaborating with academic and community partners and stakeholders. In 2000 and 2005, DVP funded the National Academic Centers of Excellence (ACE) for Youth Violence Prevention. Most ACE Centers focus on building community capacity and competence so that evidence-based programs for youth violence prevention can be successfully implemented through effective and supportive research-community partnerships. This commentary provides historical information about the ACE Program, including the development, goals, accomplishments of the Centers, and the utilization of a community-based participatory research approach to prevent youth violence.

Academic Performance of Community College Transferees.

ERIC Educational Resources Information Center

Fernandez, Thomas V.; And Others

A study was conducted at Nassau Community College (NCC) to determine how transfer students' performance at NCC compared with their performance at baccalaureate institutions; to compare the academic performance of graduate transfers with non-graduate transfers; and to determine what percentage of the transfers graduated from the baccalaureate…

Human subjects protections in community-engaged research: a research ethics framework.

PubMed

Ross, Lainie Friedman; Loup, Allan; Nelson, Robert M; Botkin, Jeffrey R; Kost, Rhonda; Smith, George R; Gehlert, Sarah

2010-03-01

In the 30 years since the Belmont Report, the role of the community in research has evolved and has taken on greater moral significance. Today, more and more translational research is being performed with the active engagement of individuals and communities rather than merely upon them. This engagement requires a critical examination of the range of risks that may arise when communities become partners in research. In attempting to provide such an examination, one must distinguish between established communities (groups that have their own organizational structure and leadership and exist regardless of the research) and unstructured groups (groups that may exist because of a shared trait but do not have defined leadership or internal cohesiveness). In order to participate in research as a community, unstructured groups must develop structure either by external means (by partnering with a Community-Based Organization) or by internal means (by empowering the group to organize and establish structure and leadership). When groups participate in research, one must consider risks to well-being due to process and outcomes. These risks may occur to the individual qua individual, but there are also risks that occur to the individual qua member of a group and also risks that occur to the group qua group. There are also risks to agency, both to the individual and the group. A 3-by-3 grid including 3 categories of risks (risks to well-being secondary to process, risks to well-being secondary to outcome and risks to agency) must be evaluated against the 3 distinct agents: individuals as individual participants, individuals as members of a group (both as participants and as nonparticipants) and to communities as a whole. This new framework for exploring the risks in community-engaged research can help academic researchers and community partners ensure the mutual respect that community-engaged research requires.

Enhancing Themes and Strengths Assessment: Leveraging Academic-Led Qualitative Inquiry in Community Health Assessment to Uncover Roots of Community Health Inequities.

PubMed

Hebert-Beirne, Jennifer; Felner, Jennifer K; Castañeda, Yvette; Cohen, Sheri

Rigorous qualitative research can enhance local health departments' efforts to gain a deeper insight into residents' perceived community health inequities necessary for productive community health assessments (CHAs) and community health improvement plans (CHIPs). The Chicago Department of Public Health and the Partnership for Healthy Chicago used the National Association of County & City Health Officials' Mobilizing for Action through Planning and Partnerships (MAPP) model to conduct its CHA/CHIP, Healthy Chicago 2.0 (HC 2.0). Public health graduate students conducted qualitative research for part of the Community Themes and Strengths Assessment (CTSA), one of the 4 MAPP assessments. Using a health equity lens, this qualitative component included focus groups and oral histories with residents in Chicago Community Areas with the highest social and economic hardship to better understand how residents perceive health inequities in their respective neighborhoods. Community-based organizations in 6 Chicago neighborhoods with the highest quartile of social and economic hardship. Forty-eight Chicago residents from 5 community areas participated in focus groups, and 6 residents of a Mexican ethnic enclave shared oral histories. Residents' perceptions of community needs and assets. Needs identified include inaccessible resources and opportunities, economic instability, and safety. Assets include the efficacy and agency of resilient residents, as well as faith and spirituality. Systemic and institutional discrimination was identified at the roots of community health inequities. Through qualitative inquiry, the more nuanced understanding of how residents perceive health inequities better positioned HC 2.0 to develop upstream strategies in line with advanced health equity practice. Engaging qualitative academic researchers in CTSA brings academic expertise to enrich the CHA while providing real-time learning experiences to prepare future public health practitioners to work on

Diabetes Bingo: Research Prioritization with the Filipino Community

PubMed Central

Oculto, Tessie; Ramones, Emilyn; Caagbay, Cedric R

2010-01-01

This community-based participatory research, conducted in partnership between a European-American academic researcher and a professional group of Filipino nurses, aimed to determine the diabetes research priority for the Filipino community on the island of O‘ahu in Hawai‘i, and to evaluate the multi-voting technique to seek input from the community. The study design was a qualitative, cross-sectional interactive process consisting of an educational presentation followed by data collection from the audience. Ten community presentations about the impact of diabetes on the Filipino community were conducted by a Filipino nurse with participants (N = 265). Following the educational session, the participants selected priorities for research using a multi-vote technique developed as a Diabetes Bingo card. Community voting results identified prevention and a focus on adults as important priorities for research. Based on the results of the multi-voting, the research partners were able to come to consensus on a research priority area of prevention of type 2 diabetes in adults. Multi-voting using a Diabetes Bingo card, preceded by an educational presentation by a Filipino nurse, was a culturally competent community-based participatory research method that gave voice to the participants and direction to the research partners for future projects. The multi-voting technique was readily accepted and enjoyed by participants. PMID:21229487

Sense of Community and Academic Engagement in the Seminary

ERIC Educational Resources Information Center

Chukwuorji, JohnBosco Chika; Ifeagwazi, Chuka Mike; Nwonyi, Sampson Kelechi; Ujoatuonu, Ikechukwu V. N.

2018-01-01

This study examined the associations of sense of community (SOC) and academic engagement in a seminary. The seminarians (N = 300) completed the Classroom Sense of Community Inventory (CSCI)-School Form, and Utrecht Work Engagement Scale-Student Version. Results showed that a perception that the seminary provided a positive learning community for…

Community-Based Research and Student Development: An Interview with Trisha Thorme

ERIC Educational Resources Information Center

O'Shea, Joseph

2012-01-01

A growing number of universities have implemented community-based research pedagogy into their undergraduate education. Integrating academic training with community engagement has the potential to engage students in a way volunteering may not. This interview with Trisha Thorme, an anthropologist and assistant director of Princeton University's…

Effective recruitment strategies and community-based participatory research: Community Networks Program Centers’ recruitment in cancer prevention studies

PubMed Central

Greiner, K. Allen; Friedman, Daniela B.; Adams, Swann Arp; Gwede, Clement K.; Cupertino, Paula; Engelman, Kimberly K.; Meade, Cathy D.; Hébert, James R.

2014-01-01

Background Community-based participatory research (CBPR) approaches that involve community and academic partners in activities ranging from protocol design through dissemination of study findings can increase recruitment of medically underserved and underrepresented racial/ethnic minority populations into biomedical research. Settings/Methods Five cancer screening and prevention trials in three NCI-funded Community Networks Program Centers (CNPCs); in Florida, Kansas and South Carolina, were conducted across diverse populations. Data were collected on total time period of recruitment, ratios of participants enrolled over potential participants approached, selected CBPR strategies, capacity-building development, and systematic procedures for community stakeholder involvement. Findings Community-engaged approaches employed included establishing co-learning opportunities, participatory procedures for community-academic involvement, and community and clinical capacity building. A relatively large proportion of individuals identified for recruitment were actually approached (between 50% and 100%). The proportion of subjects who were eligible among all those approached ranged from 25% to over 70% (in the community setting). Recruitment rates were very high (78%–100% of eligible individuals approached) and the proportion who refused or who were not interested among those approached was very low (5%–11%). Conclusions Recruitment strategies used by the CNPCs were associated with low refusal and high enrollment ratios of potential subjects. Adherence to CBPR principles in the spectrum of research activities; from strategic planning to project implementation has significant potential to increase involvement in biomedical research and improve our ability to make appropriate recommendations for cancer prevention and control programming in underrepresented diverse populations. Impact CBPR strategies should be more widely implemented to enhance study recruitment. PMID

Photovoice in the Red River Basin of the north: a systematic evaluation of a community-academic partnership.

PubMed

Stedman-Smith, Maggie; McGovern, Patricia M; Peden-McAlpine, Cynthia J; Kingery, Linda R; Draeger, Kathryn J

2012-09-01

A community-academic partnership was formed in Minnesota's Red River Basin for a 1-year planning grant preceding a larger intervention to reduce pesticide exposure among children. Photovoice, developed by Dr. Caroline Wang, was used by mothers to document pathways to pesticide exposure for their children along with other health and safety concerns. An evaluation of the partnership was conducted for mothers, and for the research team of local stakeholders and academics. Surveys consisting of structured and open-ended questions elicited information on the perception of the process and short-term outcomes. Questions were created based on objectives of the Photovoice project, satisfaction, and principles of community-based participatory research (CBPR). A high percentage of study participants and researchers indicated that the objectives of the effort had been met, the principles of CBPR had been realized and they were satisfied with the benefits of participation. A need for more thorough planning was identified related to long-term dissemination of knowledge generated. The evaluation provides insight on the strengths and weaknesses of the project, demonstrates to team members and funders that formative and summative outcomes were met, and serves as a model for community-academic partnerships utilizing Photovoice as one CBPR method.

The Value of Research in Academic Libraries

ERIC Educational Resources Information Center

Perkins, Gay Helen; Slowik, Amy J. W.

2013-01-01

In the summer of 2010, two researchers interviewed twenty-three library administrators of comparable academic libraries at American universities for their views of the value of research in academic libraries. The interview questions focused on the administrators' perceived value of academic librarians' research, incentives given to academic…

Filling the implementation gap: a community-academic partnership approach to early intervention in psychosis.

PubMed

Hardy, Kate V; Moore, Melissa; Rose, Demian; Bennett, Robert; Jackson-Lane, Carletta; Gause, Michael; Jackson, Alma; Loewy, Rachel

2011-11-01

The aim of this study was to describe the development of a sustainable community early psychosis programme created through an academic-community partnership in the United States to other parties interested in implementing early psychosis services founded upon evidence-based practices within community settings. The service was developed around a sustainable core of key components, founded upon evidence-based practice, with additional flexible elements that could be adapted to the needs of the individual commissioning county. This paper describes the ways in which funding was sourced and secured as well as the partnerships developed through this process. Successful development of the Prevention and Recovery from Early Psychosis (PREP) programme in San Francisco County, California. PREP clinicians have received extensive training in the evidence-based approaches that are available through the programme and treated 30 clients and their families in the first year of operation. Development of a sustainable community programme of this type in a non-universal health-care setting, which is historically seen as non-integrated, required extensive partnering with agencies familiar with local resources. Implementation of the community-academic partnership bridged the gap between research and practice with successful integration of fidelity practice at the community level. The community partners were effective in sourcing funding and allocating resources, while the academic side of the partnership provided training in evidence-based models and oversight of clinical implementation of the model. Stringent evaluation of the impact of the service is our next focus. © 2011 Blackwell Publishing Asia Pty Ltd.

A task analysis of emergency physician activities in academic and community settings.

PubMed

Chisholm, Carey D; Weaver, Christopher S; Whenmouth, Laura; Giles, Beverly

2011-08-01

We characterize and compare the work activities, including peak patient loads, associated with the workplace in the academic and community emergency department (ED) settings. This allows assessment of the effect of future ED system operational changes and identifies potential sources contributing to medical error. This was an observational, time-motion study. Trained observers shadowed physicians, recording activities. Data included total interactions, distances walked, time sitting, patients concurrently treated, interruptions, break in tasks, physical contact with patients, hand washing, diagnostic tests ordered, and therapies rendered. Activities were classified as direct patient care, indirect patient care, or personal time with a priori definitions. There were 203 2-hour observation periods of 85 physicians at 2 academic EDs with 100,000 visits per year at each (N=160) and 2 community EDs with annual visits of 19,000 and 21,000 (N=43). Reported data present the median and minimum-maximum values per 2-hour period. Emergency physicians spent the majority of time on indirect care activities (academic 64 minutes, 29 to 91 minutes; community 55 min, 25 to 95 minutes), followed by direct care activities (academic 36 minutes, 6 to 79 minutes; community 41 minutes, 5 to 60 minutes). Personal time differed by location type (academic 6 minutes, 0 to 66 minutes; community 13 minutes, 0 to 69 minutes). All physicians simultaneously cared for multiple patients, with a median number of patients greater than 5 (academic 7 patients, 2 to 16 patients; community 6 patients, 2 to 12 patients). Emergency physicians spend the majority of their time involved in indirect patient care activities. They are frequently interrupted and interact with a large number of individuals. They care for a wide range of patients simultaneously, with surges in multiple patient care responsibilities. Physicians working in academic settings are interrupted at twice the rate of their community

Community-Based Participatory Research Contributions to Intervention Research: The Intersection of Science and Practice to Improve Health Equity

PubMed Central

Duran, Bonnie

2010-01-01

Community-based participatory research (CBPR) has emerged in the last decades as a transformative research paradigm that bridges the gap between science and practice through community engagement and social action to increase health equity. CBPR expands the potential for the translational sciences to develop, implement, and disseminate effective interventions across diverse communities through strategies to redress power imbalances; facilitate mutual benefit among community and academic partners; and promote reciprocal knowledge translation, incorporating community theories into the research. We identify the barriers and challenges within the intervention and implementation sciences, discuss how CBPR can address these challenges, provide an illustrative research example, and discuss next steps to advance the translational science of CBPR. PMID:20147663

Community-Based Participatory Research in Indian Country: Improving Health through Water Quality Research and Awareness

PubMed Central

Cummins, C.; Doyle, J.; Kindness, L.; Lefthand, M.J.; Bear Don't Walk, U.J.; Bends, A.; Broadaway, S.C.; Camper, A.K.; Fitch, R.; Ford, T.E.; Hamner, S.; Morrison, A.R.; Richards, C.L.; Young, S.L.; Eggers, M.J.

2011-01-01

Water has always been held in high respect by the Apsaálooke (Crow) people of Montana. Tribal members questioned the health of the rivers and well water due to visible water quality deterioration and potential connections to illnesses in the community. Community members initiated collaboration among local organizations, the Tribe and academic partners, resulting in genuine community based participatory research. The article shares what we have learned as tribal members and researchers about working together to examine surface and groundwater contaminants, assess routes of exposure and use our data to bring about improved health of our people and our waters. PMID:20531097

Practical strategies and perceptions from community pharmacists following their experiences with conducting pharmacy practice research: a qualitative content analysis.

PubMed

De Vera, Mary A; Campbell, Natasha K J; Chhina, Harpreet; Galo, Jessica S; Marra, Carlo

2017-10-26

While prior research identified barriers to conducting research in community pharmacies, there remains a need to better understand facilitators to ensure successful collaborations between academic researchers and pharmacists. Our objective was to determine the experiences and perspectives of community pharmacists who have recently conducted a pharmacy practice-based research study to gain in-depth understanding of challenges as well as facilitators and identify strategies and solutions. We conducted a qualitative study involving one-on-one semi-structured telephone interviews with community pharmacists following the completion of a practice-based research study in their pharmacies. Interview transcripts were analysed using inductive content analysis involving open coding, creating categories and abstraction into final themes. Eleven pharmacists participated in the qualitative interviews. We identified six major themes including: (1) barriers (e.g. time constraints); (2) facilitators (e.g. ideal pharmacy layout); (3) support and resources from academic researchers (e.g. helpfulness of training, easy-to-use study materials); (4) pharmacist-initiated strategies for conducting research (beyond prior suggestions from researchers); (5) suggestions for future pharmacy practice research; and (6) motivation for conducting pharmacy practice research. These findings informed practical strategies targeted at academic researchers and pharmacists, respectively, to facilitate the conduct of research in community pharmacists across various stages of the research process. Our study adds to better understanding of community pharmacists' perspectives on conducting research and identifies practical solutions that can be readily implemented by academic researchers and pharmacists participating in research. © 2017 Royal Pharmaceutical Society.

Academic Success Among Mexican American Women in a Community College.

ERIC Educational Resources Information Center

Castellanos, Mary; Fujitsubo, Lani C.

1997-01-01

Discusses a study conducted to show how factors such as depression, somatization, and acculturation affect the academic performance of Mexican-American women in community colleges. Results indicate these variables have no significant relationship to academic performance. Includes 24 citations. (JDI)

An Overlooked Population in Community College: International Students' (In)Validation Experiences With Academic Advising

ERIC Educational Resources Information Center

Zhang, Yi

2016-01-01

Objective: Guided by validation theory, this study aims to better understand the role that academic advising plays in international community college students' adjustment. More specifically, this study investigated how academic advising validates or invalidates their academic and social experiences in a community college context. Method: This…

Women finding the way: American Indian women leading intervention research in Native communities.

PubMed

Brave Heart, Maria Yellow Horse; Chase, Josephine; Elkins, Jennifer; Martin, Jennifer; Nanez, Jennifer; Mootz, Jennifer

2016-01-01

Although there is literature concentrating on cross-cultural approaches to academic and community partnerships with Native communities, few address the process and experiences of American Indian women leading federally funded and culturally grounded behavioral health intervention research in Native communities. This paper summarizes relevant literature on community-engaged research with Native communities, examines traditional roles and modern challenges for American Indian women, describes the culturally grounded collaborative process for the authors' behavioral health intervention development with Native communities, and considers emergent themes from our own research experiences navigating competing demands from mainstream and Native communities. It concludes with recommendations for supporting and enhancing resilience.

WOMEN FINDING THE WAY: AMERICAN INDIAN WOMEN LEADING INTERVENTION RESEARCH IN NATIVE COMMUNITIES

PubMed Central

Brave Heart, Maria Yellow Horse; Chase, Josephine; Elkins, Jennifer; Martin, Jennifer; Nanez, Jennifer S.; Mootz, Jennifer J.

2017-01-01

Although there is literature concentrating on cross-cultural approaches to academic and community partnerships with Native communities, few address the process and experiences of American Indian women leading federally funded and culturally grounded behavioral health intervention research in Native communities. This paper summarizes relevant literature on community-engaged research with Native communities, examines traditional roles and modern challenges for American Indian women, describes the culturally grounded collaborative process for the authors’ behavioral health intervention development with Native communities, and considers emergent themes from our own research experiences navigating competing demands from mainstream and Native communities. It concludes with recommendations for supporting and enhancing resilience. PMID:27383085

Building a community-academic partnership to improve health outcomes in an underserved community.

PubMed

McCann, Eileen

2010-01-01

East Garfield Park, IL, is an impoverished community with 59.7% of residents falling below twice the poverty level and 42.6% of its children in poverty. In 2001, the leading causes of hospitalizations were heart disease (10.3%), diabetes (2%), and asthma (3.9%), all of which occur at frequencies 33% greater than the Chicago average. Finally, a review of the health care facilities in the community suggests that there is a need for accessible primary health care services in the area. The purpose of this project was to improve health outcomes in an impoverished, underserved community with documented health care needs and lack of adequate health care services by creating a community-academic partnership to provide on-site, interdisciplinary, health care services within an established and trusted community-based social service agency, Marillac House. The short-term objectives for this project included creating a community-academic partnership between Marillac House and Colleges of Nursing, Medicine, and Health Sciences; providing comprehensive health care services; and developing an innovative clinical education model for interdisciplinary care across specialties. Long-term objectives included providing preventative services; evidenced-based management of acute and chronic illness; evaluating client's health outcomes; and creating a sustainability plan for the long-term success of the health center.

Building Community in Academic Settings: The Importance of Flexibility in a Structured Mentoring Program

ERIC Educational Resources Information Center

Ewing, Robyn; Freeman, Mark; Barrie, Simon; Bell, Amani; O'Connor, Donna; Waugh, Fran; Sykes, Chris

2008-01-01

Academic mentoring is increasingly being used by many universities as a tool to enhance the quality of research-led teaching, promote cross-faculty collaboration and encourage a mentoring culture and community. This article reports on a pilot project established to investigate the benefits of building flexibility into a structured academic…

The Engagement of Academic Institutions in Community Disaster Response: A Comparative Analysis

PubMed Central

Dunlop, Anne L.; Logue, Kristi M.

2014-01-01

Objective Using comparative analysis, we examined the factors that influence the engagement of academic institutions in community disaster response. Methods We identified colleges and universities located in counties affected by four Federal Emergency Management Agency-declared disasters (Kentucky ice storms, Hurricanes Ike and Gustav, California wildfires, and the Columbia space shuttle disintegration) and performed key informant interviews with officials from public health, emergency management, and academic institutions in those counties. We used a comparative case study approach to explore particular resources provided by academic institutions, processes for engagement, and reasons for engagement or lack thereof in the community disaster response. Results Academic institutions contribute a broad range of resources to community disaster response. Their involvement and the extent of their engagement is variable and influenced by (1) their resources, (2) preexisting relationships with public health and emergency management organizations, (3) the structure and organizational placement of the school's disaster planning and response office, and (4) perceptions of liability and lines of authority. Facilitators of engagement include (1) the availability of faculty expertise or special training programs, (2) academic staff presence on public health and emergency management planning boards, (3) faculty contracts and student practica, (4) incident command system or emergency operations training of academic staff, and (5) the existence of mutual aid or memoranda of agreements. Conclusion While a range of relationships exist between academic institutions that engage with public health and emergency management agencies in community disaster response, recurrent win-win themes include co-appointed faculty and staff; field experience opportunities for students; and shared planning and training for academic, public health, and emergency management personnel. PMID:25355979

The shifting dynamics of social roles and project ownership over the lifecycle of a community-based participatory research project.

PubMed

Salsberg, Jon; Macridis, Soultana; Garcia Bengoechea, Enrique; Macaulay, Ann C; Moore, Spencer

2017-06-01

. Community based participatory research (CBPR) is often initiated by academic researchers, yet relies on meaningful community engagement and ownership to have lasting impact. Little is understood about how ownership shifts from academic to community partners. . We examined a CBPR project over its life course and asked: what does the evolution of ownership look like from project initiation by an academic (non-community) champion (T1); to maturation-when the intervention is ready to be deployed (T2); to independence-the time when the original champion steps aside (T3); and finally, to its maintenance-when the community has had an opportunity to function independently of the original academic champion (T4)? . Using sociometric (whole network) social network analysis, knowledge leadership was measured using 'in-degree centrality'. Stakeholder network structure was measured using 'centralisation' and 'core-periphery analysis'. Friedman rank sum test was used to measure change in actor roles over time from T1 to T4. . Project stakeholder roles were observed to shift significantly (P < 0.005) from initiation (T1) to project maintenance (T4). Community stakeholders emerged into positions of knowledge leadership, while the roles of academic partners diminished in importance. The overall stakeholder network demonstrated a structural shift towards a core of densely interacting community stakeholders. . This was the first study to use Social network analysis to document a shift in ownership from academic to community partners, indicating community self-determination over the research process. Further analysis of qualitative data will determine which participatory actions or strategies were responsible for this observed change. © The Author 2017. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: journals.permissions@oup.com.

Understanding Chinese TEFL Academics' Capacity for Research

ERIC Educational Resources Information Center

Bai, Li; Hudson, Peter

2011-01-01

This study aims to benchmark Chinese TEFL academics' research productivities to identify and address research productivity issues. Using a literature-based survey, this study examined 182 Chinese TEFL academics' research output, perceptions about research, personal dispositions for conducting research and workplace context for conducting research…

Deepening Our Understanding of Academic Inbreeding Effects on Research Information Exchange and Scientific Output: New Insights for Academic Based Research

ERIC Educational Resources Information Center

Horta, Hugo

2013-01-01

This paper analyzes the impact of academic inbreeding in relation to academic research, and proposes a new conceptual framework for its analysis. We find that mobility (or lack of) at the early research career stage is decisive in influencing academic behaviors and scientific productivity. Less mobile academics have more inward oriented…

Academics and Citizens Working Together

NASA Astrophysics Data System (ADS)

Bogen, D., Jr.

2017-12-01

Traditionally Academics and citizens have contributed to each other lives but friction has always existed between the two. When there is a hostile relationship between community members and Academics, the collection of data suffers, which in returns hurts the potential solutions to community problems. Combining Community Based Participatory Research and the BISCO Community Organizing Model, {Listens, Identify, Research, offer solution}, these frictions can be limited, creating better working environments, and producing better data. Helping create and participating in workgroups, including NGO's, Academics and Citizens leaders, have produce better working environments. Using these methods within the work groups I observed, relationships being form between Academics and Citizens. Some of the relationships were both public and private. The workgroups that created space for professional and personal stories telling produced the most relationships. Listening and understand each other, before research have proven to be successful in producing trust between Academics and Citizens. When Academics and Citizens developed trust between themselves, each party respects the other limitation. Knowing each limitation is perhaps the most key element in working together, which eliminates over promises and culture hindrance within the community. It's amazing like getting the answers to the test before you take it. The project becomes richer in design, when there is trust in the process before it begins. Working together to eliminating potential road blocks ahead of time, enhance the project chances to produce, richer data.Academics cannot produce good data if citizens withhold information and citizens cannot solve their social ills if they do not have good data, in short we need each other.

Research Productivity and Academics' Conceptions of Research

ERIC Educational Resources Information Center

Brew, Angela; Boud, David; Namgung, Sang Un; Lucas, Lisa; Crawford, Karin

2016-01-01

This paper asks the question: do people with different levels of research productivity and identification as a researcher think of research differently? It discusses a study that differentiated levels of research productivity among English and Australian academics working in research-intensive environments in three broad discipline areas: science,…

Community-Based Participatory Research to Adapt Health Measures for Use by People With Developmental Disabilities.

PubMed

Nicolaidis, Christina; Raymaker, Dora; Katz, Marsha; Oschwald, Mary; Goe, Rebecca; Leotti, Sandra; Grantham, Leah; Plourde, Eddie; Salomon, Janice; Hughes, Rosemary B; Powers, Laurie E

2015-01-01

People with developmental disabilities (DD) are often not included as participants in research owing to a variety of ethical and practical challenges. One major challenge is that traditional measurement instruments may not be accessible to people with DD. Participatory research approaches promise to increase the participation of marginalized communities in research, but few partnerships have successfully used such approaches to conduct quantitative studies people with DD. To use a community-based participatory research (CBPR) approach to create an accessible, computer-assisted survey about violence and health in people with DD, and to psychometrically test adapted health instruments. Our academic-community partnership, composed of academic researchers, people with DD, and supporters, collaboratively selected and modified data collection instruments, conducted cognitive interviews and pilot tests, and then administered the full survey to 350 people with DD. Although team members sometimes had opposing accommodation needs and adaptation recommendations, academic and community partners were able to work together successfully to adapt instruments to be accessible to participants with a wide range of DD. Results suggest the adapted health instruments had strong content validity and all but one had good to excellent internal consistency reliability (alpha, 0.81-0.94). The majority of participants (75%) responded that all or most of the questions were easy to understand. Researchers should consider using participatory approaches to adapting instruments so people with DD can be validly included in research.

Case Study in Designing a Research Fundamentals Curriculum for Community Health Workers: A University - Community Clinic Collaborative

PubMed Central

Dumbauld, Jill; Kalichman, Michael; Bell, Yvonne; Dagnino, Cynthia; Taras, Howard

2014-01-01

Introduction Community health workers are increasingly incorporated into research teams. Training them in research methodology and ethics, while relating these themes to a community’s characteristics, may help to better integrate these health promotion personnel into research teams. Approach and Strategies This pilot project involved the design and implementation of an interactive training course on research fundamentals for community health workers from clinics in a rural, predominately Latino setting. Curriculum development was guided by collaborative activities arising from a university - clinic partnership, a community member focus group, and the advice of community-based researchers. The resulting curriculum was interactive and stimulated dialogue between trainees and academic researchers. Discussion and Conclusions Collaboration between researchers and health agency professionals proved to be a practical method to develop curriculum for clinic staff. An interactive curriculum allowed trainees to incorporate community-specific themes into the discussion. This interaction educated course instructors from academia about the community as much as it educated course participants about research. The bidirectional engagement that occurs during the development and teaching of this course can potentially lead to research partnerships between community agencies and academia, better-informed members of the public, and research protocols that accommodate community characteristics. PMID:24121537

Small group activities within academic communities improve the connectedness of students and faculty.

PubMed

Brandl, Katharina; Schneid, Stephen D; Smith, Sunny; Winegarden, Babbi; Mandel, Jess; Kelly, Carolyn J

2017-08-01

The University of California, San Diego, School of Medicine implemented a curriculum change that included reduction of lectures, incorporation of problem-based learning and other small group activities. Six academic communities were introduced for teaching longitudinal curricular content and organizing extracurricular activities. Surveys were collected from 904 first- and second-year medical students over 6 years. Student satisfaction data with their sense of connectedness and community support were collected before and after the implementation of the new curriculum. In a follow-up survey, medical students rated factors that contributed to their sense of connectedness with faculty and students (n = 134). Students' perception of connectedness to faculty significantly increased following implementation of a curriculum change that included academic communities. Students ranked small group clinical skills activities within academic communities significantly higher than other activities concerning their sense of connectedness with faculty. Students' perception of connectedness among each other was high at baseline and did not significantly change. Small group activities scored higher than extracurricular activities regarding students' connectedness among themselves. The implementation of a new curriculum with more small group educational activities including academic communities enhanced connectedness between students and faculty and resulted in an increased sense of community.

Military and academic programs outperform community programs on the American Board of Surgery Examinations.

PubMed

Falcone, John L; Charles, Anthony G

2013-01-01

There is a paucity of American Board of Surgery (ABS) Qualifying Examination (QE) and Certifying Examination (CE) outcomes comparing residency programs by academic, community, or military affiliation. We hypothesize that the larger academic programs will outperform the smaller community programs. In this retrospective study from 2002 to 2012, examination performance on the ABS QE and CE were obtained from the ABS for all of the general surgery residency programs. Programs were categorized by academic, community, and military affiliation. Both nonparametric and parametric statistics were used for comparison, using an α = 0.05. There were 137/235 (58.3%) academic programs, 90/235 (38.3%) community programs, and 8/235 (3.4%) military programs that satisfied inclusion criteria for this study. The Mann-Whitney U tests showed that the military programs outperformed academic and community programs on the ABS QE and the ABS CE, and had a higher proportion of examinees passing both examinations on the first attempt (all p≤0.02). One-tailed Student t-tests showed that academic programs had higher pass rates than community programs on the ABS QE (85.4%±9.5% vs. 81.9%±11.5%), higher pass rates on the ABS CE (83.6%±8.3% vs. 80.6%±11.0%), and a higher proportion of examinees passing both examinations on the first attempt (0.73±0.12 vs. 0.68±0.15) (all p≤0.01). The chi-square and Fisher exact tests showed that examinees performed highest in military programs, followed by academic programs, and lowest in community programs on the ABS QE and ABS CE (all p≤ 0.01). Military programs have the highest degrees of success on all of the ABS examinations. Academic programs outperform community programs. These results have the potential to affect application patterns to established general surgery residency programs. Copyright © 2013 Association of Program Directors in Surgery. Published by Elsevier Inc. All rights reserved.

Academic Innovation and Autonomy: An Exploration of Entrepreneurship Education within American Community Colleges and the Academic Capitalist Context

ERIC Educational Resources Information Center

Mars, Matthew M.; Ginter, Mary Beth

2012-01-01

Employing interviews with individuals from 16 community colleges across the country, as well as an independent consultant engaged in activities of the National Association for Community College Entrepreneurship (NACCE), this study considers the organizational structures and academic practices associated with community college entrepreneurship…

Community Engagement and Data Disclosure in Environmental Health Research

PubMed Central

Haynes, Erin N.; Elam, Sarah; Burns, Roxanne; Spencer, Alonzo; Yancey, Elissa; Kuhnell, Pierce; Alden, Jody; Walton, Mike; Reynolds, Virgil; Newman, Nicholas; Wright, Robert O.; Parsons, Patrick J.; Praamsma, Meredith L.; Palmer, Christopher D.; Dietrich, Kim N.

2016-01-01

Summary: Federal funding agencies increasingly support stakeholder participation in environmental health studies, and yet there is very little published research on engagement of community members in the development of data disclosure (DD) strategies. The Ohio Environmental Protection Agency reported airborne manganese (Mn) concentrations in East Liverpool, Ohio, 30 times higher than the reference concentration, which led to an academic–community research partnership to address community concern about Mn exposure, particularly among children. Children and their families were recruited to participate in a pilot study. Samples of blood and hair were collected from the children and analyzed for metals. DD mechanisms were developed using an iterative approach between community and academic partners. Individual DD letters were mailed to each participating family, and a community meeting was held. A post-meeting survey was administered to gauge community perception of the DD strategies. The purpose of this article is to demonstrate the effectiveness of engaging community partners in the conduct of environmental health research and in the development of DD strategies for individuals and the community at large. Scientists should include community partners in the development of DD strategies to enhance translation of the research findings and support the right of study participants to know their individual results. PMID:26829152

Completing the Circle: A Model for Effective Community Review of Environmental Health Research

PubMed Central

Shepard, Peggy Morrow; Corbin-Mark, Cecil D.

2009-01-01

While it is well understood that multiple and cumulative environmental stressors negatively impact health at the community level, existing ethical research review procedures are designed to protect individual research participants but not communities. Increasing concerns regarding the ethical conduct of research in general and environmental and genetic research in particular underscore the need to expand the scope of current human participant research regulations and ethical guidelines to include protections for communities. In an effort to address this issue, West Harlem Environmental Action (WE ACT), a nonprofit, community-based environmental justice organization in New York City that has been involved in community–academic partnerships for the past decade, used qualitative interview data to develop a pilot model for community review of environmental health science research. PMID:19890159

Community-based participatory research in Little Haiti: challenges and lessons learned.

PubMed

Kobetz, Erin; Menard, Janelle; Diem, Joshua; Barton, Betsy; Blanco, Jenny; Pierre, Larry; Auguste, Pascale D; Etienne, Marie; Brewster, Cheryl

2009-01-01

Community-based participatory research (CBPR) is an effective methodology for developing relevant interventions with socially marginalized communities. However, implementing CBPR methods is challenging for several reasons. This paper presents challenges encountered in the context of an ongoing CBPR initiative in Little Haiti in Miami, Florida, and describes the solutions used to address them. We sought to describe the challenges faced and lessons learned while conducting CBPR in Little Haiti. Community-academic partnerships were created to guide the creation of culturally relevant cancer interventions and research. Historical distrust of research, cultural constructions of health and illness, and literacy issues are key considerations when developing partnerships with Haitian and other marginalized, immigrant communities. Partnerships are fostered over time through demonstrated mutual commitment to improving health and building community capacity. Communities must play an active role throughout the research process to ensure that studies are culturally relevant, and ensuing intervention, sustainable.

Institutionalizing Student Participation in the Academic Community

ERIC Educational Resources Information Center

Knock, Gary H.

1971-01-01

Student personnel workers can prepare the academic community for student participation by: (1) making staff aware of previous examples of participation; (2) creating an atmosphere of trust and good will; (3) refusing to become scapegoats for student disruption; and (4) becoming involved in areas traditionally outside their scope. (CJ)

Postgraduate Research Students and Academic Integrity: "It's about Good Research Training"

ERIC Educational Resources Information Center

Mahmud, Saadia; Bretag, Tracey

2013-01-01

Findings from a study on academic integrity at Australian universities challenge the presumption that postgraduate research students have prior knowledge of academic integrity. A review of online academic integrity policy in 39 Australian universities found that one in five policies had no mention of higher degree by research (HDR) students.…

Community centrality and social science research.

PubMed

Allman, Dan

2015-12-01

Community centrality is a growing requirement of social science. The field's research practices are increasingly expected to conform to prescribed relationships with the people studied. Expectations about community centrality influence scholarly activities. These expectations can pressure social scientists to adhere to models of community involvement that are immediate and that include community-based co-investigators, advisory boards, and liaisons. In this context, disregarding community centrality can be interpreted as failure. This paper considers evolving norms about the centrality of community in social science. It problematises community inclusion and discusses concerns about the impact of community centrality on incremental theory development, academic integrity, freedom of speech, and the value of liberal versus communitarian knowledge. Through the application of a constructivist approach, this paper argues that social science in which community is omitted or on the periphery is not failed science, because not all social science requires a community base to make a genuine and valuable contribution. The utility of community centrality is not necessarily universal across all social science pursuits. The practices of knowing within social science disciplines may be difficult to transfer to a community. These practices of knowing require degrees of specialisation and interest that not all communities may want or have.

Community centrality and social science research

PubMed Central

Allman, Dan

2015-01-01

Community centrality is a growing requirement of social science. The field's research practices are increasingly expected to conform to prescribed relationships with the people studied. Expectations about community centrality influence scholarly activities. These expectations can pressure social scientists to adhere to models of community involvement that are immediate and that include community-based co-investigators, advisory boards, and liaisons. In this context, disregarding community centrality can be interpreted as failure. This paper considers evolving norms about the centrality of community in social science. It problematises community inclusion and discusses concerns about the impact of community centrality on incremental theory development, academic integrity, freedom of speech, and the value of liberal versus communitarian knowledge. Through the application of a constructivist approach, this paper argues that social science in which community is omitted or on the periphery is not failed science, because not all social science requires a community base to make a genuine and valuable contribution. The utility of community centrality is not necessarily universal across all social science pursuits. The practices of knowing within social science disciplines may be difficult to transfer to a community. These practices of knowing require degrees of specialisation and interest that not all communities may want or have. PMID:26440071

What is a Pharmacist: Opinions of Pharmacy Department Academics and Community Pharmacists on Competences Required for Pharmacy Practice

PubMed Central

Atkinson, Jeffrey; de Paepe, Kristien; Sánchez Pozo, Antonio; Rekkas, Dimitrios; Volmer, Daisy; Hirvonen, Jouni; Bozic, Borut; Skowron, Agnieska; Mircioiu, Constantin; Marcincal, Annie; Koster, Andries; Wilson, Keith; van Schravendijk, Chris; Wilkinson, Jamie

2016-01-01

This paper looks at the opinions of 241 European academics (who provide pharmacy education), and of 258 European community pharmacists (who apply it), on competences for pharmacy practice. A proposal for competences was generated by a panel of experts using Delphi methodology. Once finalized, the proposal was then submitted to a large, European-wide community of academics and practicing pharmacists in an additional Delphi round. Academics and community pharmacy practitioners recognized the importance of the notion of patient care competences, underlining the nature of the pharmacist as a specialist of medicines. The survey revealed certain discrepancies. Academics placed substantial emphasis on research, pharmaceutical technology, regulatory aspects of quality, etc., but these were ranked much lower by community pharmacists who concentrated more on patient care competences. In a sub-analysis of the data, we evaluated how perceptions may have changed since the 1980s and the introduction of the notions of competence and pharmaceutical care. This was done by splitting both groups into respondents < 40 and > 40 years old. Results for the subgroups were essentially statistically the same but with some different qualitative tendencies. The results are discussed in the light of the different conceptions of the professional identity of the pharmacist. PMID:28970385

Implementing a Randomized Controlled Trial through a Community-Academia Partnered Participatory Research: Arte con Salud Research-Informed Intervention.

PubMed

Noboa-Ortega, Patricia; Figueroa-Cosme, Wanda I; Feldman-Soler, Alana; Miranda-Díaz, Christine

2017-06-01

"Arte con Salud" is an HIV/AIDS prevention intervention tailored for Puerto Rican women who have sex with men. The intervention curriculum was refined through a community-academic collaboration between Taller Salud, the UPRCayey Campus, and the UCC-School of Medicine, subsided in 2012-13 by PRCTRC. The collaboration has been crucial to validate the impact of using art as a tool to facilitate sexual negotiation skills and safer sexual practices among adult women have sex with men participating in HIV prevention education. This article describes the vision, valley, victory phases endured to establish a community-academia partnership based on the CPPR framework as an effective mean to implement a randomized controlled trial intervention (RCT). We also discuss the barriers, outcomes, and lessons learned from this partnership. Some of the identified solutions include: setting goals to secure funding, regular meetings, and the inclusion of undergraduate level students to assist in the implementation of the intervention. These solutions helped to build trust among the community and academic partners. As a result of this collaboration, a total of 86 participants were enrolled and 5 competitive research grants have been submitted. The community-academic collaboration was essential in order to build a solid research infrastructure that addresses the complexities of HIV prevention education among groups of Puerto Rican women.

Assessing the Effectiveness of a Critical Thinking Program to Academic Success of Community College Students

ERIC Educational Resources Information Center

Fields, Jeffery B.

2017-01-01

The relational mixed methods study assesses success of a college-wide critical thinking program to the academic success of community college students. The research compared the pretest and posttest results of the California Critical Thinking Skills Test (CCTST) given to associate degree graduates during their first semester and last semester of…

PUBLISHING SOUTH AFRICAN SCHOLARSHIP IN THE GLOBAL ACADEMIC COMMUNITY.

PubMed

Le Roux, Elizabeth

2015-09-20

South Africa's academic publishing history has been profoundly influenced by its colonial heritage. This is reflected in the publication of Transactions of the South African Philosophical Society (later, the Royal Society of South Africa) from 1878. Although the Society and journal sought to promote original research about South Africa, it was modelled after the Royal Society in London and formed part of an imperial scientific community. As the local higher education institutions grew more independent and research-focused, local scholarly publishing developed as well, with university presses playing an increasingly important role. The University of South Africa (Unisa) Press started publishing departmental journals in the 1950s, with a focus on journals that 'speak to the student', and it is today the only South African university press with an active journals publishing programme. As external funding declined and the country became intellectually isolated in the high apartheid period, the Press managed to attract journals that could no longer be subsidized by learned societies and other universities. More recently, new co-publishing arrangements have brought South African journals back into an international intellectual community. Although some argue that this constitutes a re-colonization of South African knowledge production, it is also an innovative strategy for positioning local research in a global context.

Publishing South African scholarship in the global academic community

PubMed Central

le Roux, Elizabeth

2015-01-01

South Africa's academic publishing history has been profoundly influenced by its colonial heritage. This is reflected in the publication of Transactions of the South African Philosophical Society (later, the Royal Society of South Africa) from 1878. Although the Society and journal sought to promote original research about South Africa, it was modelled after the Royal Society in London and formed part of an imperial scientific community. As the local higher education institutions grew more independent and research-focused, local scholarly publishing developed as well, with university presses playing an increasingly important role. The University of South Africa (Unisa) Press started publishing departmental journals in the 1950s, with a focus on journals that ‘speak to the student’, and it is today the only South African university press with an active journals publishing programme. As external funding declined and the country became intellectually isolated in the high apartheid period, the Press managed to attract journals that could no longer be subsidized by learned societies and other universities. More recently, new co-publishing arrangements have brought South African journals back into an international intellectual community. Although some argue that this constitutes a re-colonization of South African knowledge production, it is also an innovative strategy for positioning local research in a global context. PMID:26495579

African American Males in the Community College: Towards a Model of Academic Success

ERIC Educational Resources Information Center

Wood, Jonathan Luke

2010-01-01

Many scholars have noted the dismal persistence rates of Black male students in community colleges, as well as their poor academic success outcomes. This study sought to further the literature on academic success by exploring student perspectives in one southwestern community college. The purpose of this study was to examine the experiences of…

Higher Education Research Community in Taiwan: An Emerging Field

ERIC Educational Resources Information Center

Chan, Sheng-Ju; Chan, Ying

2015-01-01

This paper aims to explore the evolution and characteristics of the higher education research community in Taiwan. In echoing the development of the East Asian region, Taiwan has made substantial progress during the past two decades. The massification of higher education itself has played a major role in promoting the academic differentiation or…

Helping Basic Scientists Engage With Community Partners to Enrich and Accelerate Translational Research.

PubMed

Kost, Rhonda G; Leinberger-Jabari, Andrea; Evering, Teresa H; Holt, Peter R; Neville-Williams, Maija; Vasquez, Kimberly S; Coller, Barry S; Tobin, Jonathan N

2017-03-01

Engaging basic scientists in community-based translational research is challenging but has great potential for improving health. In 2009, The Rockefeller University Center for Clinical and Translational Science partnered with Clinical Directors Network, a practice-based research network (PBRN), to create a community-engaged research navigation (CEnR-Nav) program to foster research pairing basic science and community-driven scientific aims. The program is led by an academic navigator and a PBRN navigator. Through meetings and joint activities, the program facilitates basic science-community partnerships and the development and conduct of joint research protocols. From 2009-2014, 39 investigators pursued 44 preliminary projects through the CEnR-Nav program; 25 of those became 23 approved protocols and 2 substudies. They involved clinical scholar trainees, early-career physician-scientists, faculty, students, postdoctoral fellows, and others. Nineteen (of 25; 76%) identified community partners, of which 9 (47%) named them as coinvestigators. Nine (of 25; 36%) included T3-T4 translational aims. Seven (of 25; 28%) secured external funding, 11 (of 25; 44%) disseminated results through presentations or publications, and 5 (71%) of 7 projects publishing results included a community partner as a coauthor. Of projects with long-term navigator participation, 9 (of 19; 47%) incorporated T3-T4 aims and 7 (of 19; 37%) secured external funding. The CEnR-Nav program provides a model for successfully engaging basic scientists with communities to advance and accelerate translational science. This model's durability and generalizability have not been determined, but it achieves valuable short-term goals and facilitates scientifically meaningful community-academic partnerships.

The Difference in the Academic Achievement of Hispanic High School Students Based on the Theme of the Small Learning Community

ERIC Educational Resources Information Center

Martinez, Beate M. Winter

2010-01-01

The purpose of this study is to describe the difference in the academic achievement of urban Hispanic high school students based on the small learning community theme. The study used a quantitative method of ex post facto research to examine how the academic achievement of Hispanic high school students differs across the themes of small…

Ethical dilemmas in community-based participatory research: recommendations for institutional review boards.

PubMed

Flicker, Sarah; Travers, Robb; Guta, Adrian; McDonald, Sean; Meagher, Aileen

2007-07-01

National and international codes of research conduct have been established in most industrialized nations to ensure greater adherence to ethical research practices. Despite these safeguards, however, traditional research approaches often continue to stigmatize marginalized and vulnerable communities. Community-based participatory research (CBPR) has evolved as an effective new research paradigm that attempts to make research a more inclusive and democratic process by fostering the development of partnerships between communities and academics to address community-relevant research priorities. As such, it attempts to redress ethical concerns that have emerged out of more traditional paradigms. Nevertheless, new and emerging ethical dilemmas are commonly associated with CBPR and are rarely addressed in traditional ethical reviews. We conducted a content analysis of forms and guidelines commonly used by institutional review boards (IRBs) in the USA and research ethics boards (REBs) in Canada. Our intent was to see if the forms used by boards reflected common CBPR experience. We drew our sample from affiliated members of the US-based Association of Schools of Public Health and from Canadian universities that offered graduate public health training. This convenience sample (n = 30) was garnered from programs where application forms were available online for download between July and August, 2004. Results show that ethical review forms and guidelines overwhelmingly operate within a biomedical framework that rarely takes into account common CBPR experience. They are primarily focused on the principle of assessing risk to individuals and not to communities and continue to perpetuate the notion that the domain of "knowledge production" is the sole right of academic researchers. Consequently, IRBs and REBs may be unintentionally placing communities at risk by continuing to use procedures inappropriate or unsuitable for CBPR. IRB/REB procedures require a new framework more

Evaluating the Effects of Basic Skills Mathematics Placement on Academic Outcomes of Community College Students

ERIC Educational Resources Information Center

Melguizo, Tatiana; Bo, Hans; Prather, George; Kim, Bo

2011-01-01

The main objective of the authors' proposed study is to evaluate the effectiveness of math placement policies for entering community college students on these students' academic success in math, and their transfer and graduation rates. The main research question that guides the proposed study is: What are the effects of various basic skills…

Are We Covering Our Own Backyards?: An Analysis of Local Research Guides Created by Academic Business Librarians

ERIC Educational Resources Information Center

Lyons, Charles

2009-01-01

This study examines local research guides created by academic business librarians to assist patrons with researching the communities (towns, cities, and regions) where their schools are located. A key finding is that only 33% of the libraries surveyed provide guides to local research, while 80% provide guides to international research. (Contains 2…

A Creative Approach to the Research Paper: Combining Creative Writing with Academic Research

ERIC Educational Resources Information Center

Blue, Tim

2006-01-01

This article describes a combination of a research essay and a creative writing assignment that encourages rigorous academic research while allowing students to get "outside the box" of traditional academic research papers. This assignment has five steps. The first two steps offer the chance to introduce academic research along with summary and…

Creation of the Quebrada Arriba Community and Academic Partnership: An effective coalition for addressing health disparities in older Puerto Ricans

PubMed Central

Orellano-Colón, Elsa M.; González-Laboy, Yolanda; De Jesús Rosario, Amarelis

2017-01-01

Objective The objective of this project was to develop a community-academic coalition partnership to conduct community-based participatory research (CBPR) to address health disparities in older adults with chronic conditions living in the Quebrada Arriba community. Methods We used the ‘Developing and Sustaining CPPR Partnerships: A Skill-Building Curriculum’, to create the Quebrada Arriba Community-Academic Partnership (QACAP). We assessed the meetings effectiveness and the CBPR experiences of the coalition members in the community-academic partnership. Results The stepwise process resulted in: the development of The Coalition for the Health and Wellbeing of Older People of Quebrada Arriba; the partnership’s mission and vision; the operating procedures; the formulation of the research question, and; the action plan for obtaining funding resources. The mean levels of satisfaction for each of the items of the Meeting Effectiveness Evaluation tool were 100%. The mean agreement rating scores on variables related to having a positive experience with the coalition, members’ representativeness of community interest, respectful contacts between members, the coalition’s vision and mission, the participation of the members in establishing the prioritized community problem, and sharing of resources between the members was 100%. Conclusion The steps used to build the QACAP provided an effective structure to create the coalition and captures the results of coalition activities. Partners’ time to build trust and developing a sufficient understanding of local issues, high interest of the community members, flexibility of the partners, capitalization on the partners’ strengths, and the shared decision building process were key contributors of this coalition’s success. PMID:28622408

Unpredictable Feelings: Academic Women under Research Audit

ERIC Educational Resources Information Center

Grant, Barbara M.; Elizabeth, Vivienne

2015-01-01

Academic research is subject to audit in many national settings. In Aotearoa/New Zealand, the government regulates the flow of publicly funded research income into tertiary institutions through the Performance-Based Research Fund (PBRF). This article enquires into the effects of the PBRF by exploring data collected from 16 academic women of…

Establishing Academic Senates in California Community Colleges.

ERIC Educational Resources Information Center

Case, Chester H.

This report, a description and analysis of the early formation period of the academic senate movement in California community colleges, is a portion of a larger study conducted in 1967. Responses from senate presidents provided a large measure of the data on problems and issues of forming a senate. Legal enactments from Sacramento in 1963, 1964,…

Beyond the Ivory Tower: A Comparison of Grades Across Academic and Community OB/GYN Clerkship Sites.

PubMed

Fay, Emily E; Schiff, Melissa A; Mendiratta, Vicki; Benedetti, Thomas J; Debiec, Kate

2016-01-01

CONSTRUCT: Decentralized clinical education is the use of community facilities and community physicians to educate medical students. The theory behind decentralized clinical education is that academic and community sites will provide educational equivalency as determined by objective and subjective performance measures, while training more medical students and exposing students to rural or underserved communities. One of the major challenges of decentralized clinical education is ensuring site comparability in both learning opportunities and evaluation of students. Previous research has examined objective measures of student performance, but less is known about subjective performance measures, particularly in the field of obstetrics and gynecology (OB/GYN). This study explores the implications of clinical site on the adequacy of subjective and objective performance measures. This was a retrospective cohort study of 801 students in the University of Washington School of Medicine OB/GYN clerkship from 2008 to 2012. Academic sites included those with OB/GYN residency programs (n = 2) and community sites included those without residency programs (n = 29). The association between clerkship site and National Board of Medical Examiners (NBME) grade was assessed using linear regression and clinical and final grade using multinomial regression, estimating β coefficient and relative risks (RR), respectively, and 95% confidence intervals (CIs), adjusting for gender, academic quarter of clerkship, and year of clerkship. There were no differences in NBME exam grades of students at academic sites (76.4 (7.3) versus 74.6 (8.0), β = -0.11, 95% CI [1.35, 1.12] compared to community sites. For clinical grade, students at community sites were 2.4 times more likely to receive honors relative to high pass (RR 2.45), 95% CI [1.72, 3.50], and for final grade, students at community sites were 1.9 times more likely to receive honors relative to pass (RR 1.98), 95% CI [1.27, 3.09], and 1

Academic Service Learning in PETE: Service for the Community in the 21st Century

ERIC Educational Resources Information Center

Konukman, Ferman; Schneider, Robert C.

2012-01-01

Academic Service Learning (ASL) is a non-traditional experiential learning model where students gain experience through community involvement and reflection, and ultimately are able to link community service to academic study. Students understand related course content and civic responsibility via a period of highly structured reflection. This…

Conducting Research with Tribal Communities: Sovereignty, Ethics, and Data-Sharing Issues

PubMed Central

Harper, Barbara; Stone, Dave; O’Neill, Catherine; Berger, Patricia; Harris, Stuart; Donatuto, Jamie

2011-01-01

Background: When conducting research with American Indian tribes, informed consent beyond conventional institutional review board (IRB) review is needed because of the potential for adverse consequences at a community or governmental level that are unrecognized by academic researchers. Objectives: In this article, we review sovereignty, research ethics, and data-sharing considerations when doing community-based participatory health–related or natural-resource–related research with American Indian nations and present a model material and data-sharing agreement that meets tribal and university requirements. Discussion: Only tribal nations themselves can identify potential adverse outcomes, and they can do this only if they understand the assumptions and methods of the proposed research. Tribes must be truly equal partners in study design, data collection, interpretation, and publication. Advances in protection of intellectual property rights (IPR) are also applicable to IRB reviews, as are principles of sovereignty and indigenous rights, all of which affect data ownership and control. Conclusions: Academic researchers engaged in tribal projects should become familiar with all three areas: sovereignty, ethics and informed consent, and IPR. We recommend developing an agreement with tribal partners that reflects both health-related IRB and natural-resource–related IPR considerations. PMID:21890450

Conducting research with tribal communities: sovereignty, ethics, and data-sharing issues.

PubMed

Harding, Anna; Harper, Barbara; Stone, Dave; O'Neill, Catherine; Berger, Patricia; Harris, Stuart; Donatuto, Jamie

2012-01-01

When conducting research with American Indian tribes, informed consent beyond conventional institutional review board (IRB) review is needed because of the potential for adverse consequences at a community or governmental level that are unrecognized by academic researchers. In this article, we review sovereignty, research ethics, and data-sharing considerations when doing community-based participatory health-related or natural-resource-related research with American Indian nations and present a model material and data-sharing agreement that meets tribal and university requirements. Only tribal nations themselves can identify potential adverse outcomes, and they can do this only if they understand the assumptions and methods of the proposed research. Tribes must be truly equal partners in study design, data collection, interpretation, and publication. Advances in protection of intellectual property rights (IPR) are also applicable to IRB reviews, as are principles of sovereignty and indigenous rights, all of which affect data ownership and control. Academic researchers engaged in tribal projects should become familiar with all three areas: sovereignty, ethics and informed consent, and IPR. We recommend developing an agreement with tribal partners that reflects both health-related IRB and natural-resource-related IPR considerations.

Establishing a 'track record': research productivity and nursing academe.

PubMed

Emden, C

1998-01-01

Many nursing academics in Australia are finding to their dismay that an outstanding teaching career and exemplary professional contribution to their field--and a PhD--are not enough to achieve promotion within their university, or secure a new academic post. One must also possess a proven or established 'track record' in research and publication. The operational funding arrangements for Australian universities rely in part on the research productivity of their academic staff members. This places special expectation upon the way academics conduct their scholarly work. Nursing academics are under particular pressure: as relative newcomers to the university scene, most find themselves considered as early career researchers with weak track records. This paper reviews relevant research and draws upon personal experience in the area of research development, to highlight how nursing academics may most strategically establish a research and publication record with a view to career advancement.

The PILI ‘Ohana Project: A Community-Academic Partnership to Achieve Metabolic Health Equity in Hawai‘i

PubMed Central

Kekauoha, Puni; Dillard, Adrienne; Yoshimura, Sheryl; Palakiko, Donna-Marie; Hughes, Claire; Townsend, Claire KM

2014-01-01

Native Hawaiians and Pacific Islanders (NHPI) have higher rates of excess body weight and related medical disorders, such as diabetes and cardiovascular disease, compared to other ethnic groups in Hawai‘i. To address this metabolic health inequity, the Partnership for Improving Lifestyle Intervention (PILI) ‘Ohana Project, a community-academic partnership, was formed over eight years ago and developed two community-placed health promotion programs: the PILI Lifestyle Program (PLP) to address overweight/obesity and the Partners in Care (PIC) to address diabetes self-care. This article describes and reviews the innovations, scientific discoveries, and community capacity built over the last eight years by the PILI ‘Ohana Project's (POP) partnership in working toward metabolic health equity. It also briefly describes the plans to disseminate and implement the PLP and PIC in other NHPI communities. Highlighted in this article is how scientific discoveries can have a real-world impact on health disparate populations by integrating community wisdom and academic expertise to achieve social and health equity through research. PMID:25535599

Mission-Driven Collaboration between Academic and Student Affairs in Community Colleges

ERIC Educational Resources Information Center

Gulley, Needham Yancey

2017-01-01

The purpose of this study was to understand the nature of collaboration between academic affairs and student affairs units in the community college context from a basic interpretivist qualitative perspective. The aim was to examine the experiences, influences, and perceptions of mid-level and chief student affairs and academic affairs officers…

Engaging and Empowering Academic Staff to Promote Service-Learning Curriculum in Research-Intensive Universities

ERIC Educational Resources Information Center

Fang, Yahui

2016-01-01

Much of the literature on service-learning discusses issues related to faculty, students, and community partners. However, there is little research on issues related to academic staff. In this project, through a series of meetings and workshops, change lab methodology was used to analyze the barriers to staff members' involvement in…

Reconciling community-based Indigenous research and academic practices: Knowing principles is not always enough.

PubMed

Morton Ninomiya, Melody E; Pollock, Nathaniel J

2017-01-01

Historically, Indigenous health research in Canada has failed to engage Indigenous peoples and communities as primary stakeholders of research evidence. Increasingly, research ethics and methodologies are being positioned as tools for Indigenous self-determination. In response, mainstream institutions have developed new ethical principles for research involving Indigenous people. While these transformations are necessary steps towards re-orienting research practices, they are not prescriptive. In this paper, we make visible three dilemmas from a case study in which Indigenous health research frameworks provided limited guidance or were unclear about how to balance community priorities with Indigenous research principles. We also discuss the strategies used to resolve each of these dilemmas. We draw examples from a project that examined the lived experiences of children and youth living with FASD and their caregivers. This project was conducted in collaboration with Sheshatshiu Innu First Nation, an Indigenous community in Labrador, Canada. In doing so, we argue that knowing the key guiding principles in Indigenous health research is not always enough, and that the 'real-world' context of practices and relationships can lead to conflicts that are not easily resolved with adherence to these principles. Copyright © 2016 Elsevier Ltd. All rights reserved.

The Influence and Outcomes of a STEM Education Research Faculty Community of Practice

ERIC Educational Resources Information Center

Nadelson, Louis S.

2016-01-01

To address the need to increase STEM faculty member expertise in STEM education research I developed a faculty community of practice (FCP) focused on increasing knowledge and experience in STEM education research. The STEM Education Research Scholars Group (SERSG) met every other week during the academic year to study and engage in education…

Academic-industry Collaborations in Translational Stroke Research.

PubMed

Boltze, Johannes; Wagner, Daniel-Christoph; Barthel, Henryk; Gounis, Matthew J

2016-08-01

Academic-industry collaborations are an emerging format of translational stroke research. Next to classic contract research models, a multitude of collaboration models has been developed, some of which even allowing for multinational or intercontinental research programs. This development has recently been paralleled by first successful attempts to overcome the translational stroke research road block, such as the unprecedented success of novel endovascular approaches or the advent of the multicenter preclinical trial concept. While the first underlines the role of the industry as a major innovation driver in stroke research, the latter will require enrollment of industrial partners for optimal output. Moreover, academic-industry partnerships are invaluable to bridge the translational "valley of death" as well as funding gaps in times of dwindling public funding and declining high risk capital investments. However, these collaborations are also subject to relevant challenges because interests, values, and aims often significantly differ between cademia and industry. Here, we describe common academic-industry collaboration models as well as associated benefits and challenges in the stroke research arena. We also suggest strategies for improved planning, implementation, guidance, and utilization of academic-industry collaborations to the maximum mutual benefit.

Social responsibility and the academic medical center: building community-based systems for the nation's health.

PubMed

Foreman, S

1994-02-01

Academic medical centers have fulfilled several of their missions with immense success but have failed to fulfill others. They have responded only modestly to the needs of the nation's underserved rural and urban communities. The author calls on academic medical centers to take an aggressively active role in building the medical infrastructure now missing in these communities and outlines a multi-part agenda for institutional commitment. It includes developing community-based systems of primary care, outreach programs, and social supports; training professionals committed to serving isolated and poor communities; and performing research that will extend the knowledge base to include the health and social issues of the disadvantaged. (Examples are given of institutions that have pioneered these kinds of community-based activities.) To build the new infrastructure, financing must be secured (various sources are discussed), a community-based faculty must be developed, and each institution's leadership--the medical school dean, the hospital executive, and the department chairmen--must come together around a new agenda and support it materially and psychologically, making whatever changes are needed in the corporate culture. The author warns that if centers do not undertake this responsibility for the health of the underserved, a critical job will go undone, a huge opportunity will have been missed, and American society will be the poorer.

Recruitment Strategies and Costs Associated with Community-Based Research in a Mexican-Origin Population

ERIC Educational Resources Information Center

Mendez-Luck, Carolyn A.; Trejo, Laura; Miranda, Jeanne; Jimenez, Elizabeth; Quiter, Elaine S.; Mangione, Carol M.

2011-01-01

Purpose: We describe the recruitment strategies and personnel and materials costs associated with two community-based research studies in a Mexican-origin population. We also highlight the role that academic-community partnerships played in the outreach and recruitment process for our studies. We reviewed study documents using case study…

Considering Community Literacies in the Secondary Classroom: A Collaborative Teacher and Researcher Study Group

ERIC Educational Resources Information Center

Carbone, Paula M.; Reynolds, Rema E.

2013-01-01

A year long study group brought teachers and researchers working in urban contexts in US public schools together to examine literacy practices incorporating students' community literacies into schooled tasks. The goal was to provide teacher development in making connections across their students' community literacies and the academic literacy they…

The Academic Performance of Piedmont Virginia Community College Transfer Students at the University of Virginia. Research Report 5-84.

ERIC Educational Resources Information Center

Doherty, Frank J.; Vaughan, George B.

A study was conducted to assess the academic performance of students who transferred from Piedmont Virginia Community College (PVCC) to the University of Virginia (UVA), using information on student application and acceptance rates, test scores, grade point averages (GPA's), and graduation rates. Data supplied by UVA on 291 students who…

Community-Academic Partnership to Implement a Breast and Cervical Cancer Screening Education Program in Puerto Rico.

PubMed

Colón-López, Vivian; González, Daisy; Vélez, Camille; Fernández-Espada, Natalie; Feldman-Soler, Alana; Ayala-Escobar, Kelly; Ayala-Marín, Alelí M; Soto-Salgado, Marievelisse; Calo, William A; Pattatucci-Aragón, Angela; Rivera-Díaz, Marinilda; Fernández, María E

2017-12-01

To describe how a community-academic partnership between Taller Salud Inc., a community-based organization, and the Puerto Rico Community Cancer Control Outreach Program of the University of Puerto Rico was crucial in the adaptation and implementation of Cultivando La Salud (CLS), an evidencebased educational outreach program designed to increase breast and cervical cancer screening among Hispanic women living in Puerto Rico. This collaboration facilitated the review and adaptation of the CLS intervention to improve cultural appropriateness, relevance, and acceptability for Puerto Rican women. A total of 25 interviewers and 12 Lay Health Workers (LHWs) were recruited and trained to deliver the program. The interviewers recruited women who were non-adherent to recommended screening guidelines for both breast and cervical cancer. LHWs then provided one-on-one education using the adapted CLS materials. A total of 444 women were recruited and 48% of them were educated through this collaborative effort. Our main accomplishment was establishing the academic-community partnership to implement the CLS program. Nevertheless, in order to promote better collaborations with our community partners, it is important to carefully delineate and establish clear roles and shared responsibilities for each partner for the successful execution of research activities, taking into consideration the community's needs.

The Construction of Academic Time: Sub/Contracting Academic Labour in Research.

ERIC Educational Resources Information Center

Hey, Valerie

2001-01-01

Offers a poststructuralist analysis of the UK higher education sector's academic division of labor, exploring some new contradictions from a contract researcher's standpoint. Raises political, social, and methodological questions about these divisions by exploring their class and gender dimensions. Too many academics remain silent about adverse…

Effectiveness of Blended Cooperative Learning Environment in Biology Teaching: Classroom Community Sense, Academic Achievement and Satisfaction

ERIC Educational Resources Information Center

Yapici, I. Ümit

2016-01-01

The aim of this study was to examine the effect of Blended Cooperative Learning Environment (BCLE) in biology teaching on students' classroom community sense, their academic achievement and on their levels of satisfaction. In the study, quantitative and qualitative research methods were used together. The study was carried out with 30 students in…

Learning in the context of community: The academic experiences of first-year arts and science students in a learning community program

NASA Astrophysics Data System (ADS)

Schmidt, Nancy

2000-10-01

This study explored the academic experiences of two groups of first-year students in university, one in the arts and one in the science, who participated in a residential-based learning community program. Using qualitative and critical analysis of in-depth student interviews conducted over a fall and winter semester, I constructed their world as implied from their stories and narratives. From this vantage point, I investigated how students as novice learners negotiated their role as learners; the belief systems they brought with them to minimize academic risk; their coping strategies in a 12 week semestered system; and the tacit theories they acquired within their day-to-day educational experiences. A number of themes emerged from the research: students intentionally minimizing faculty contact until they developed 'worthiness'; learning as 'teacher pleasing'; disciplinary learning differences between the arts and sciences students; and a grade orientation that influenced what and how students learned. Within the broader political, ideological, and cultural framework of the university, I identified student patterns of accommodation, resistance, silence and submission in negotiating their roles as learners. By critiquing the academic side of university life as students experienced it and lived it as a community of learners, I exposed the tensions, contradictions, and paradoxes that emerged. I revealed the points of disjuncture that came from competing discourses within the university for these students: the discourse of community, the discourse of collective harmony, and the discourse of the market place.

Improving Asian American, Native Hawaiian, and Pacific Islander Health: National Organizations Leading Community Research Initiatives

PubMed Central

Cook, Won Kim; Weir, Rosy Chang; Ro, Margeurite; Ko, Kathy Lim; Panapasa, Sela; Bautista, Roxanna; Asato, Lloyd; Chung, Corina; Cabllero, Jeffery; Islam, Nadia

2012-01-01

Background Functionally, many CBPR projects operate through a model of academic partners providing research expertise and community partners playing a supporting role. Objectives To demonstrate how national umbrella organizations deeply rooted in communities, cognizant of community needs, and drawing on the insights and assets of community partners, can lead efforts to address health disparities affecting their constituents through research. Methods Case studies of two Asian American, Native Hawaiian, and Pacific Islander national organizations Results Strategically engaging a diverse range of partners and securing flexible funding mechanisms that support research were important facilitators. Main challenges included limited interest of local community organizations whose primary missions as service or health care providers may deprioritize research. Conclusions Efforts to make research relevant to the work of community partners and to instill the value of research in community partners, as well as flexible funding mechanisms, may help to promote community-driven research. PMID:22643786

A Retrospective on the Vision for Progress in Community Health Partnerships: Research, Education, and Action.

PubMed

Eder, Milton Mickey; Holzer, Jessica; Calhoun, Karen; Strong, Larkin L

2017-01-01

The organizers founded Progress in Community Health Partnerships with a commitment to improving our understanding of community-based participatory research (CBPR) and its use in community-academic/institutional health partnerships. Following Rogers's Diffusion of Innovations, they reasoned that expanded adoption would occur through academic and community partner recognition of CBPR's relative advantage over previous approaches; its compatibility with the values, past experience and needs of potential adopters; its ease of understanding and use; its capacity for experimentation and refinement; and its production of observable results. We now assess the journal's progress toward realizing the vision, as well as issues and problems the organizers identified. We map the journal's content over its first decade onto the initial vision by examining the record of submissions and publications across the eight types of articles and the journal's record of rejections and publications. In remembering that Rogers's study of innovations requires both technical and social change, we discuss the difference between understanding how to do something and actually putting an innovation into action that becomes standard practice at both individual and systemic levels. We observe that the large number of Original Research and Works-in-Progress/Lessons Learned manuscripts, submitted and published, reflect traditional expectations for faculty research productivity. We suggest that sustainability, which rated of lower importance within the initial vision, has gained in importance among community and academic partners; however, it will gain added attention only with changed university expectations of researchers. We further suggest that the study of partnerships involved in researching and improving public health should be expanded beyond the current focus on CBPR.

Academic Couples, Parenthood and Women's Research Careers

ERIC Educational Resources Information Center

Vohlídalová, Marta

2017-01-01

The paper focuses on dual-career academic couples, how they combine careers and parenthood and how their strategies translate into employment pathways of researchers, and especially women researchers. Based on sixteen in-depth interviews with dual-career academic couples, the analysis identified two types of partnerships which differed in terms of…

Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, January 2010

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2010

2010-01-01

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) The Master Plan for Higher Education and the Missions of the California Community Colleges (Jane Patton); (2) Academic Dishonesty and the Faculty's Right to Assign a Grade: A Test of the Academic…

Developing a Bidirectional Academic–Community Partnership with an Appalachian-American Community for Environmental Health Research and Risk Communication

PubMed Central

Beidler, Caroline; Wittberg, Richard; Meloncon, Lisa; Parin, Megan; Kopras, Elizabeth J.; Succop, Paul; Dietrich, Kim N.

2011-01-01

Background: Marietta, Ohio, is an Appalachian-American community whose residents have long struggled with understanding their exposure to airborne manganese (Mn). Although community engagement in research is strongly endorsed by the National Institutes of Health and the National Institute of Environmental Health Sciences in particular, little has been documented demonstrating how an academic–community partnership that implements the community-based participatory research (CBPR) principles can be created and mobilized for research. Objectives: We created a bidirectional, academic–community partnership with an Appalachian-American community to a) identify the community’s thoughts and perceptions about local air quality, its effect on health, and the perception of risk communication sources and b) jointly develop and conduct environmental health research. Methods: We formed a community advisory board (CAB), jointly conducted pilot research studies, and used the results to develop a community-driven research agenda. Results: Persons in the community were “very concerned” to “concerned” about local air quality (91%) and perceived the air quality to have a direct impact on their health and on their children’s health (93% and 94%, respectively). The CAB identified the primary research question: “Does Mn affect the cognition and behavior of children?” Although the community members perceived research scientists as the most trusted and knowledgeable regarding risks from industrial emissions, they received very little risk information from research scientists. Conclusions: Engaging a community in environmental health research from its onset enhanced the quality and relevance of the research investigation. The CBPR principles were a useful framework in building a strong academic–community partnership. Because of the current disconnect between communities and research scientists, academic researchers should consider working collaboratively with community

Academic-health department collaborative relationships are reciprocal and strengthen public health practice: results from a study of academic research centers.

PubMed

Neri, Elizabeth M; Ballman, Marie R; Lu, Hua; Greenlund, Kurt J; Grunbaum, Jo Anne

2014-01-01

Collaborations between academic institutions and state and local health departments have been shown to enhance the public health core functions of Assurance by improving the public health workforce's knowledge and skills. Few studies have analyzed how academic-health department collaborations enhance Assessment and Policy Development core functions. This qualitative study explores types of collaborations between health departments and Prevention Research Centers (PRCs) and how they align with the core functions. Prevention Research Centers are academic institutions funded by the Centers for Disease Control and Prevention to conduct public health research and translate research results for policies and practices. We reviewed each PRC's annual report from fiscal year 2011 and abstracted descriptions of PRC-health department collaborations. We identified 14 themes of PRC-health department collaborations and conducted a qualitative analysis to describe the dimensions and distribution of themes. Of the 37 PRCs, 36 reported 215 collaborations with 19 city, 97 county, 31 state, and 46 tribal health departments. Themes of research, survey, and surveillance aligned with the Assessment core function and evaluation, strategic planning, technical assistance, and program implementation supported the Policy Development and Assurance core functions. Overall, health departments provided on-the-ground expertise to inform PRC research, ensuring its applicability to public health practice. Reciprocally, PRCs improved data quality, increased the scientific rigor of health department processes and programs, and filled knowledge gaps within health departments. Both PRCs and health departments enhanced the relevance of public health programs and practices by grounding implementation and evaluation in community needs and views. Findings from this study demonstrate that PRC-health department collaborations often enhanced multiple core functions that could lead to implementation of evidence

Culturally Relevant Human Subjects Protection Training: A Case Study in Community-Engaged Research in the United States.

PubMed

Kue, Jennifer; Szalacha, Laura A; Happ, Mary Beth; Crisp, Abigail L; Menon, Usha

2018-02-01

Non-academic members of research teams, such as community members, can perceive traditional human subjects protection training as lacking in cultural relevance. We present a case exemplar of the development of a human subjects protection training for research staff with limited English proficiency and/or no or limited research experience. Seven modules were adapted for language, cultural examples, etc., from the standard Collaborative Institutional Training Initiative (CITI) human subjects protection training. Non-academic research staff completed a day-long training in human subjects protection (six modules) and our research protocol (one module). We assessed comprehension of content with PowerPoint slides and module quizzes. All participants successfully passed each module quiz with ≥ 80% correct. Questions answered incorrectly were discussed before proceeding to the next module. To meet the increasing demand for collaborative community-engaged research with underserved minority populations, human subjects protection training protocols can be adapted successfully to reflect real-world situations and provide culturally relevant materials to help non-academic research staff better understand the importance and necessity of research ethics.

A Study of Research Assistants' Perceptions about Academic Adviser and Academic Life through Metaphors

ERIC Educational Resources Information Center

Gulmez, Deniz; Kozan, Hatice Irem Ozteke

2017-01-01

In current study research assistants' perceptions about the concepts of "Academic adviser" and "Academic life" via metaphors were aimed which is conducted with qualitative research method. Participants of study consist of 82 research assistant (45 of them women) work in Educational Faculties in Turkey. In data collection, for…

The Relevance of Academic Research in OSCM Practice

ERIC Educational Resources Information Center

Raffield, Wiliam D.; Vang, David O.; Lundsten, Lorman L.

2016-01-01

The authors examine the relevance of academic research for operations and supply chain management (OSCM) professionals. Members of a major metropolitan APICS chapter were surveyed. Consistent with prior research, findings indicate that OSCM practitioners prefer trade journal articles to academic research. Nonetheless, respondents indicate interest…

From subject to participant: ethics and the evolving role of community in health research.

PubMed

Bromley, Elizabeth; Mikesell, Lisa; Jones, Felica; Khodyakov, Dmitry

2015-05-01

Belmont Report principles focus on the well-being of the research subject, yet community-engaged investigators often eschew the role of subject for that of participant. We conducted semistructured interviews with 29 community and academic investigators working on 10 community-engaged studies. Interviews elicited perspectives on ethical priorities and ethical challenges. Interviewees drew on the Belmont Report to describe 4 key principles of ethical community-engaged research (embodying ethical action, respecting participants, generalizing beneficence, and negotiating justice). However, novel aspects of the participant role were the source of most ethical challenges. We theorize that the shift in ethical focus from subject to participant will pose new ethical dilemmas for community-engaged investigators and for other constituents interested in increasing community involvement in health research.

From Subject to Participant: Ethics and the Evolving Role of Community in Health Research

PubMed Central

Mikesell, Lisa; Jones, Felica; Khodyakov, Dmitry

2015-01-01

Belmont Report principles focus on the well-being of the research subject, yet community-engaged investigators often eschew the role of subject for that of participant. We conducted semistructured interviews with 29 community and academic investigators working on 10 community-engaged studies. Interviews elicited perspectives on ethical priorities and ethical challenges. Interviewees drew on the Belmont Report to describe 4 key principles of ethical community-engaged research (embodying ethical action, respecting participants, generalizing beneficence, and negotiating justice). However, novel aspects of the participant role were the source of most ethical challenges. We theorize that the shift in ethical focus from subject to participant will pose new ethical dilemmas for community-engaged investigators and for other constituents interested in increasing community involvement in health research. PMID:25790380

CAEP 2015 Academic Symposium: Leadership within the emergency medicine academic community and beyond.

PubMed

Sinclair, Doug; Worthington, James R; Joubert, Gary; Holroyd, Brian R; Stempien, James; Letovsky, Eric; Rutledge, Tim; LeBlanc, Constance; Pitters, Carrol; McCallum, Andrew; Carr, Brendan; Gerace, Rocco; Stiell, Ian G; Artz, Jennifer D; Christenson, Jim

2016-05-01

A panel of emergency medicine (EM) leaders endeavoured to define the key elements of leadership and its models, as well as to formulate consensus recommendations to build and strengthen academic leadership in the Canadian EM community in the areas of mentorship, education, and resources. The expert panel comprised EM leaders from across Canada and met regularly by teleconference over the course of 9 months. From the breadth of backgrounds and experience, as well as a literature review and the development of a leadership video series, broad themes for recommendations around the building and strengthening of EM leadership were presented at the CAEP 2015 Academic Symposium held in Edmonton, Alberta. Feedback from the attendees (about 80 emergency physicians interested in leadership) was sought. Subsequently, draft recommendations were developed by the panel through attendee feedback, further review of the leadership video series, and expert opinion. The recommendations were distributed to the CAEP Academic Section for further feedback and updated by consensus of the expert panel. The methods informed the panel who framed recommendations around four themes: 1) leadership preparation and training, 2) self-reflection/emotional intelligence, 3) academic leadership skills, and 4) gender balance in academic EM leadership. The recommendations aimed to support and nurture the next generation of academic EM leaders in Canada and included leadership mentors, availability of formal educational courses/programs in leadership, self-directed education of aspiring leaders, creation of a Canadian subgroup with the AACEM/SAEM Chair Development Program, and gender balance in leadership roles. These recommendations serve as a roadmap for all EM leaders (and aspiring leaders) to build on their success, inspire their colleagues, and foster the next generation of Canadian EM academic leaders.

Community-Based Participatory Research Integrates Behavioral and Biological Research to Achieve Health Equity for Native Hawaiians.

PubMed

Townsend, Claire K M; Dillard, Adrienne; Hosoda, Kelsea K; Maskarinec, Gregory G; Maunakea, Alika K; Yoshimura, Sheryl R; Hughes, Claire; Palakiko, Donna-Marie; Kehauoha, Bridget Puni; Kaholokula, Joseph Keawe'aimoku

2015-12-22

Native Hawaiians bear a disproportionate burden of type-2 diabetes and related complications compared to all other groups in Hawai'i (e.g., Whites, Japanese, Korean). Distrust in these communities is a significant barrier to participation in epigenetic research studies seeking to better understand disease processes. The purpose of this paper is to describe the community-based participatory research (CBPR) approach and research process we employed to integrate behavior and biological sciences with community health priorities. A CBPR approach was used to test a 3-month evidence-based, diabetes self-management intervention (N = 65). To investigate the molecular mechanisms linking inflammation with glucose homeostasis, a subset of participants (n = 16) provided peripheral blood mononuclear cells. Community and academic researchers collaborated on research design, assessment protocols, and participant recruitment, prioritizing participants' convenience and education and strictly limiting the use of the data collected. Preliminary results indicate significant changes in DNA methylation at gene regions associated with inflammation and diabetes signaling pathways and significant improvements in hemoglobin A1c, self-care activities, and diabetes distress and understanding. This study integrates community, behavioral, and epigenomic expertise to better understand the outcomes of a diabetes self-management intervention. Key lessons learned suggest the studies requiring biospecimen collection in indigenous populations require community trust of the researchers, mutual benefits for the community and researchers, and for the researchers to prioritize the community's needs. CBPR may be an important tool in providing communities the voice and protections to participate in studies requiring biospecimens.

From leaky pipeline to irrigation system: minority education through the lens of community-based participatory research.

PubMed

James, Rosalina; Starks, Helene; Segrest, Valerie Ann; Burke, Wylie

2012-01-01

Higher education has long made efforts to increase underrepresented minority participation in biomedical research and health fields. However, relatively few minority trainees complete advanced degrees or proceed to independent research careers, a loss referred to as the "leaky pipeline." Minority trainees may take alternate pathways to climbing the academic ladder, exiting to pursue multiple disciplinary or community-serving roles. The authors propose a model for understanding minority departures from the education pipeline as a basis for supporting careers that align with community goals for health. Concepts of the traditional pipeline training model are compared with a model that aligns with community-based participatory research (CBPR) principles and practices. The article describes an irrigation model that incorporates informal learning from academic and community knowledge bases to prepare trainees for CBPR and interdisciplinary research. Students serve as agents that foster individual, institutional, and social change needed to address health problems while attending to root causes of disparities. Viewing minority students as agents for community engagement allows institutions to reassess the role training can play in diversifying participation in higher education and research. An irrigation model supports development of an infrastructure that optimizes success at all post-secondary levels, and enhances CBPR capacity wherever trainees live, work, and learn. Linking formal education to informal learning in context of CBPR experiences can also reduce community mistrust of research while nurturing productive research partnerships with communities to address health disparities.

From Leaky Pipeline to Irrigation System: Minority Education through the Lens of Community-Based Participatory Research

PubMed Central

James, Rosalina; Starks, Helene; Segrest, Valerie; Burke, Wylie

2014-01-01

Background Higher education has long made efforts to increase underrepresented minority participation in biomedical research and health fields. However, relatively few minority trainees complete advanced degrees or proceed to independent research careers, a loss referred to as the “leaky pipeline.” Minority trainees may take alternate pathways to climbing the academic ladder, exiting to pursue multiple disciplinary or community-serving roles. Objective The authors propose a model for understanding minority departures from the education pipeline as a basis for nurturing careers that support community goals for health. Methods Concepts of the traditional pipeline training model are compared with a model that aligns with CBPR principles and practices. The article describes an irrigation model that incorporates informal learning from academic and community knowledge bases to prepare trainees for CBPR and interdisciplinary research. Students serve as agents that foster individual, institutional and social change needed to address health problems while attending to root causes of disparities. Conclusions Viewing minority students as agents for community engagement allows institutions to reassess the role training can play in diversifying participation in higher education and research. An irrigation model supports development of an infrastructure that optimizes success at all post-secondary levels, and enhances CBPR capacity wherever trainees live, work, and learn. Linking formal education to informal learning in context of community-based participatory research experiences can also reduce community mistrust of research while nurturing productive research partnerships with communities to address health disparities. PMID:23221293

[Role of academic social networks in disseminating the scientific production of researchers in biology/medicine: the example of ResearchGate].

PubMed

Boudry, Christophe; Bouchard, Aline

2017-01-01

Over time, academic social networks are more and more used by researchers, especially thanks to the possibilities of sharing articles they offer. The objective of the present study was to evaluate the proportion, the typology (pre-print, post-print author/publisher) and the legality of the full-text publications deposited by researchers on ResearchGate which is widely used by the medical and biological community, using a sample of 1,500 randomly selected articles in PubMed and published between 2013 and 2015. To compare, the access to the full-text of the 1500 articles via PubMed and PubMed Central has been assessed, putting into evidence the important role ResearchGate plays for providing full-texts of articles in biology/medicine. It also puts academic social networks into perspective in relation to open-access repositories and open access. © 2017 médecine/sciences – Inserm.

Ethical Dilemmas in Community-Based Participatory Research: Recommendations for Institutional Review Boards

PubMed Central

Travers, Robb; Guta, Adrian; McDonald, Sean; Meagher, Aileen

2007-01-01

National and international codes of research conduct have been established in most industrialized nations to ensure greater adherence to ethical research practices. Despite these safeguards, however, traditional research approaches often continue to stigmatize marginalized and vulnerable communities. Community-based participatory research (CBPR) has evolved as an effective new research paradigm that attempts to make research a more inclusive and democratic process by fostering the development of partnerships between communities and academics to address community-relevant research priorities. As such, it attempts to redress ethical concerns that have emerged out of more traditional paradigms. Nevertheless, new and emerging ethical dilemmas are commonly associated with CBPR and are rarely addressed in traditional ethical reviews. We conducted a content analysis of forms and guidelines commonly used by institutional review boards (IRBs) in the USA and research ethics boards (REBs) in Canada. Our intent was to see if the forms used by boards reflected common CBPR experience. We drew our sample from affiliated members of the US-based Association of Schools of Public Health and from Canadian universities that offered graduate public health training. This convenience sample (n = 30) was garnered from programs where application forms were available online for download between July and August, 2004. Results show that ethical review forms and guidelines overwhelmingly operate within a biomedical framework that rarely takes into account common CBPR experience. They are primarily focused on the principle of assessing risk to individuals and not to communities and continue to perpetuate the notion that the domain of “knowledge production” is the sole right of academic researchers. Consequently, IRBs and REBs may be unintentionally placing communities at risk by continuing to use procedures inappropriate or unsuitable for CBPR. IRB/REB procedures require a new framework

Looking for robust properties in the growth of an academic network: the case of the Uruguayan biological research community.

PubMed

Cabana, Alvaro; Mizraji, Eduardo; Pomi, Andrés; Valle-Lisboa, Juan Carlos

2008-04-01

Graph-theoretical methods have recently been used to analyze certain properties of natural and social networks. In this work, we have investigated the early stages in the growth of a Uruguayan academic network, the Biology Area of the Programme for the Development of Basic Science (PEDECIBA). This transparent social network is a territory for the exploration of the reliability of clustering methods that can potentially be used when we are confronted with opaque natural systems that provide us with a limited spectrum of observables (happens in research on the relations between brain, thought and language). From our social net, we constructed two different graph representations based on the relationships among researchers revealed by their co-participation in Master's thesis committees. We studied these networks at different times and found that they achieve connectedness early in their evolution and exhibit the small-world property (i.e. high clustering with short path lengths). The data seem compatible with power law distributions of connectivity, clustering coefficients and betweenness centrality. Evidence of preferential attachment of new nodes and of new links between old nodes was also found in both representations. These results suggest that there are topological properties observed throughout the growth of the network that do not depend on the representations we have chosen but reflect intrinsic properties of the academic collective under study. Researchers in PEDECIBA are classified according to their specialties. We analysed the community structure detected by a standard algorithm in both representations. We found that much of the pre-specified structure is recovered and part of the mismatches can be attributed to convergent interests between scientists from different sub-disciplines. This result shows the potentiality of some clustering methods for the analysis of partially known natural systems.

Modifying Photovoice for community-based participatory Indigenous research.

PubMed

Castleden, Heather; Garvin, Theresa

2008-03-01

Scientific research occurs within a set of socio-political conditions, and in Canada research involving Indigenous communities has a historical association with colonialism. Consequently, Indigenous peoples have been justifiably sceptical and reluctant to become the subjects of academic research. Community-Based Participatory Research (CBPR) is an attempt to develop culturally relevant research models that address issues of injustice, inequality, and exploitation. The work reported here evaluates the use of Photovoice, a CBPR method that uses participant-employed photography and dialogue to create social change, which was employed in a research partnership with a First Nation in Western Canada. Content analysis of semi-structured interviews (n=45) evaluated participants' perspectives of the Photovoice process as part of a larger study on health and environment issues. The analysis revealed that Photovoice effectively balanced power, created a sense of ownership, fostered trust, built capacity, and responded to cultural preferences. The authors discuss the necessity of modifying Photovoice, by building in an iterative process, as being key to the methodological success of the project.

The evolution of an academic-community partnership in the design, implementation, and evaluation of experience corps® Baltimore city: a courtship model.

PubMed

Tan, Erwin J; McGill, Sylvia; Tanner, Elizabeth K; Carlson, Michelle C; Rebok, George W; Seeman, Teresa E; Fried, Linda P

2014-04-01

Experience Corps Baltimore City (EC) is a product of a partnership between the Greater Homewood Community Corporation (GHCC) and the Johns Hopkins Center on Aging and Health (COAH) that began in 1998. EC recruits volunteers aged 55 and older into high-impact mentoring and tutoring roles in public elementary schools that are designed to also benefit the volunteers. We describe the evolution of the GHCC-COAH partnership through the "Courtship Model." We describe how community-based participatory research principals, such as shared governance, were applied at the following stages: (1) partner selection, (2) getting serious, (3) commitment, and (4) leaving a legacy. EC could not have achieved its current level of success without academic-community partnership. In early stages of the "Courtship Model," GHCC and COAH were able to rely on the trust developed between the leadership of the partner organizations. Competing missions from different community and academic funders led to tension in later stages of the "Courtship Model" and necessitated a formal Memorandum of Understanding between the partners as they embarked on a randomized controlled trial. The GHCC-COAH partnership demonstrates how academic-community partnerships can serve as an engine for social innovation. The partnership could serve as a model for other communities seeking multiple funding sources to implement similar public health interventions that are based on national service models. Unified funding mechanisms would assist the formation of academic-community partnerships that could support the design, implementation, and the evaluation of community-based public health interventions.

ResearchGate is no longer reliable: leniency towards ghost journals may decrease its impact on the scientific community.

PubMed

Memon, Aamir Raoof

2016-12-01

ResearchGate has been regarded as one of the most attractive academic social networking site for scientific community. It has been trying to improve user-centered interfaces to gain more attractiveness to scientists around the world. Display of journal related scietometric measures (such as impact factor, 5-year impact, cited half-life, eigenfactor) is an important feature in ResearchGate. Open access publishing has added more to increased visibility of research work and easy access to information related to research. Moreover, scientific community has been much interested in promoting their work and exhibiting its impact to others through reliable scientometric measures. However, with the growing market of publications and improvements in the field of research, this community has been victimized by the cybercrime in the form of ghost journals, fake publishers and magical impact measures. Particularly, ResearchGate more recently, has been lenient in its policies against this dark side of academic writing. Therefore, this communication aims to discuss concerns associated with leniency in ResearchGate policies and its impact of scientific community.

Relationships of Academic Preparedness, Age, Gender, and Ethnicity to Success in a Community College Fundamentals of Nursing Course

ERIC Educational Resources Information Center

Rayno, Marisue

2010-01-01

Nursing student attrition in community colleges negatively affects students, faculty, colleges, and the nursing profession. The purpose of this quantitative correlational retrospective research study was to examine the possible relationships between each of the independent variables of academic preparedness (as measured by NET mathematics and…

Perceived impact of human subjects protection training on community partners in community-based participatory research.

PubMed

Hawley, Nancy C; Wieland, Mark L; Weis, Jennifer A; Sia, Irene G

2014-01-01

Human subjects protection training (HSPT) is a requirement of institutional review boards (IRBs) for individuals who engage in research. The lack of HSPT among community partners may contribute to power imbalance between community and academic members of community-based participatory research (CBPR) partnerships. The Rochester Healthy Community Partnership (RHCP) is an established CBPR partnership in Minnesota that works primarily with immigrant and refugee populations. We sought to describe the implementation and evaluation of HSPT among community members of a CBPR partnership. Seven community partners participated in HSPT through adaptation of an existing institutional program. Evaluation of program acceptability was measured through a 5-item survey (5-point Likert scales). A focus group with all seven participants was conducted to evaluate the impact of training on perceptions of research, characteristics of a successful program, and potential value of training to CBPR partnerships. Coding and inductive analysis were done on the transcript with NVIVO-9 software. The HSPT program was highly acceptable (mean score, 4.5 ± 0.2). Focus groups revealed that training implementation should be done as a cohesive group with the opportunity to discuss concepts as they pertain to partnership projects. Training fostered an encouraging and safe environment, accommodated diverse learning styles, and promoted interaction. Participants reported improved trust in research as a result of the training. Perceived impact of the training on the CBPR partnership included improved transparency and enhanced camaraderie while establishing essential knowledge required for community leaders. HSPT is feasible among community members of a CBPR partnership, and may improve perceptions of research while strengthening capacity of partnerships to impact community health.

Developing measures of community-relevant outcomes for violence prevention programs: a community-based participatory research approach to measurement.

PubMed

Hausman, Alice J; Baker, Courtney N; Komaroff, Eugene; Thomas, Nicole; Guerra, Terry; Hohl, Bernadette C; Leff, Stephen S

2013-12-01

Community-Based Participatory Research is a research paradigm that encourages community participation in designing and implementing evaluation research, though the actual outcome measures usually reflect the "external" academic researchers' view of program effect and the policy-makers' needs for decision-making. This paper describes a replicable process by which existing standardized psychometric scales commonly used in youth-related intervention programs were modified to measure indicators of program success defined by community partners. This study utilizes a secondary analysis of data gathered in the context of a community-based youth violence prevention program. Data were retooled into new measures developed using items from the Alabama Parenting Questionnaire, the Hare Area Specific Self-Esteem Scale, and the Youth Asset Survey. These measures evaluated two community-defined outcome indicators, "More Parental Involvement" and "Showing Kids Love." Results showed that existing scale items can be re-organized to create measures of community-defined outcomes that are psychometrically reliable and valid. Results also show that the community definitions of parent or parenting caregivers exemplified by the two indicators are similar to how these constructs have been defined in previous research, but they are not synonymous. There are nuanced differences that are important and worthy of better understanding, in part through better measurement.

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners.

PubMed

Calzo, Jerel P; Bogart, Laura M; Francis, Evelyn; Kornetsky, Susan Z; Winkler, Sabune J; Kaberry, Julie

2016-01-01

Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners.

Respecting and protecting our relationships: a community research HIV prevention program for teen fathers and mothers.

PubMed

Lesser, Janna; Verdugo, Robert L; Koniak-Griffin, Deborah; Tello, Jerry; Kappos, Barbara; Cumberland, William G

2005-08-01

This article describes a two-phase community and academic collaboration funded by the California Collaborative Research Initiative to develop and test the feasibility of an innovative HIV prevention program relevant to the needs of the population of inner-city Latino teen parenting couples and realistic for implementation in community settings. The article describes (a) the identification of special issues that needed to be addressed before formation of a productive academic-community-based organization research partnership, including integrating a dominant theoretical model used in health education with principles of practice derived from clinical experience; (b) the first phase of the project that helped to inform the development of the HIV prevention program for couples; (c) examples from the intervention pilot study (Phase 2) that illustrate both the intervention strategies and the young participants' responses to the curriculum; and (d) the feasibility of program implementation and evaluation in a community setting.

Building sustainable community partnerships into the structure of new academic public health schools and programs.

PubMed

Gaughan, Monica; Gillman, Laura B; Boumbulian, Paul; Davis, Marsha; Galen, Robert S

2011-01-01

We describe and assess how the College of Public Health at the University of Georgia, established in 2005, has developed formal institutional mechanisms to facilitate community-university partnerships that serve the needs of communities and the university. The College developed these partnerships as part of its founding; therefore, the University of Georgia model may serve as an important model for other new public health programs. One important lesson is the need to develop financial and organizational mechanisms that ensure stability over time. Equally important is attention to how community needs can be addressed by faculty and students in academically appropriate ways. The integration of these 2 lessons ensures that the academic mission is fulfilled at the same time that community needs are addressed. Together, these lessons suggest that multiple formal strategies are warranted in the development of academically appropriate and sustainable university-community partnerships.

Understanding the Effects of Student Engagement on Persistence and Academic Performance for Community College Students

ERIC Educational Resources Information Center

Matthews, Aretha L.

2009-01-01

The purpose of this study was to analyze the spring 2008 Community College Survey of Student Engagement (CCSSE) results from a community college located in Southeast Texas to determine what relationship student engagement had to student persistence and academic performance and if that relationship differed by race, ethnicity, or academic program.…

Time, tact, talent, and trust: essential ingredients of effective academic-community partnerships.

PubMed

Plowfield, Lisa Ann; Wheeler, Erlinda C; Raymond, Jean E

2005-01-01

Building strong partnerships between academic institutions and community health agencies requires a commitment to time, tactful communications, talented leaders, and trust. The essential elements of partnership building are discussed based on experiences of a mid-Atlantic nursing center, an academic health center established to provide care to underserved and vulnerable populations.

Evaluating the Impact of Conflict Resolution on Urban Children's Violence-Related Attitudes and Behaviors in New Haven, Connecticut, through a Community-Academic Partnership

ERIC Educational Resources Information Center

Shuval, Kerem; Pillsbury, Charles A.; Cavanaugh, Brenda; McGruder, La'rie; McKinney, Christy M.; Massey, Zohar; Groce, Nora E.

2010-01-01

Numerous schools are implementing youth violence prevention interventions aimed at enhancing conflict resolution skills without evaluating their effectiveness. Consequently, we formed a community-academic partnership between a New Haven community-based organization and Yale's School of Public Health and Prevention Research Center to examine the…

Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education

ERIC Educational Resources Information Center

Woods, Chenoa S.; Richard, Keith; Park, Toby; Tandberg, David; Hu, Shouping; Jones, Tamara Bertrand

2017-01-01

In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of…

Using Community-based Participatory Research to Adapt keepin’ it REAL: Creating a Socially, Developmentally, and Academically Appropriate Prevention Curriculum for 5th Graders

PubMed Central

Harthun, Mary L.; Dustman, Patricia A.; Reeves, Leslie J.; Marsiglia, Flavio F.; Hecht, Michael L.

2010-01-01

This paper reports on a process in which program designers, classroom teachers, and students worked together to adapt the 7th grade “keepin’ it REAL” prevention curriculum to a developmentally, socially, and academically appropriate curriculum for 5th graders. A Community-Based Participatory Research methodology (CBPR), combined with a 9-step adaptation model, emphasized a collaborative approach, both transformative and empowering. Essential adaptation elements were the Risk-to-Resiliency Continuum; the teaching of a wide range of skills including risk assessment, decision making, and resistance strategies; and, maintaining the theoretical grounding of Narrative Theory, Communication Competence, and Focus Theory of Norms. This paper describes how CBPR methodology can be conducted successfully while focusing on sustained theoretical grounding and effective research practices in a school-based setting. PMID:21057596

Academic Language in Preschool: Research and Context

ERIC Educational Resources Information Center

Michael Luna, Sara

2017-01-01

Developing and scaffolding academic language is an important job of preschool teachers. This Teaching Tip provides five strategies that extend the topic of academic language by integrating previous research and field-based data into classroom practice.

Invisible Web and Academic Research: A Partnership for Quality

ERIC Educational Resources Information Center

Alyami, Huda Y.; Assiri, Eman A.

2018-01-01

The present study aims to identify the most significant roles of the invisible web in improving academic research and the main obstacles and challenges facing the use of the invisible web in improving academic research from the perspective of academics in Saudi universities. The descriptive analytical approach was utilized in this study. It…

Predicting who will major in a science discipline: Expectancy-value theory as part of an ecological model for studying academic communities

NASA Astrophysics Data System (ADS)

Sullins, Ellen S.; Hernandez, Delia; Fuller, Carol; Shiro Tashiro, Jay

Research on factors that shape recruitment and retention in undergraduate science majors currently is highly fragmented and in need of an integrative research framework. Such a framework should incorporate analyses of the various levels of organization that characterize academic communities (i.e., the broad institutional level, the departmental level, and the student level), and should also provide ways to study the interactions occurring within and between these structural levels. We propose that academic communities are analogous to ecosystems, and that the research paradigms of modern community ecology can provide the necessary framework, as well as new and innovative approaches to a very complex area. This article also presents the results of a pilot study that demonstrates the promise of this approach at the student level. We administered a questionnaire based on expectancy-value theory to undergraduates enrolled in introductory biology courses. Itself an integrative approach, expectancy-value theory views achievement-related behavior as a joint function of the person's expectancy of success in the behavior and the subjective value placed on such success. Our results indicated: (a) significant gender differences in the underlying factor structures of expectations and values related to the discipline of biology, (b) expectancy-value factors significantly distinguished biology majors from nonmajors, and (c) expectancy-value factors significantly predicted students' intent to enroll in future biology courses. We explore the expectancy-value framework as an operationally integrative framework in our ecological model for studying academic communities, especially in the context of assessing the underrepresentation of women and minorities in the sciences. Future research directions as well as practical implications are also discussed.

Exposure to Violence in the Community Predicts Friendships with Academically Disengaged Peers During Middle Adolescence.

PubMed

Schwartz, David; Kelly, Brynn M; Mali, Luiza V; Duong, Mylien T

2016-09-01

Adolescents who have been exposed to violence in the community often experience subsequent difficulties with academic achievement. Because competence in the classroom is a salient developmental task during the adolescent years, outcomes in this critical context can then have broader implications for social and psychological functioning. In the current study, we tested a hypothesized progression in which the association between violence exposure and deficient achievement is presumed to potentiate friendships with academically disengaged peers. We followed 415 urban adolescents (53 % girls; average age of 14.6 years) for a one-year period, with two annual assessment of psychosocial functioning. Exposure to violence in the community and academic engagement were assessed with a self-report inventory; reciprocated friendships were assessed with a peer interview; and achievement was indexed based on a review of school records. Consistent with our hypotheses, neighborhood violence was associated with deficient classroom achievement. Poor achievement, in turn, mediated associations between community violence exposure and low academic engagement among friends. Our findings highlight pathways though which exposure to community violence potentially predicts later dysfunction.

Research in the Service of Co-Learning: Sustainability and Community Engagement

ERIC Educational Resources Information Center

VanWynsberghe, Rob; Andruske, Cynthia Lee

2007-01-01

This research, conducted with an introductory sociology class at the University of British Columbia during the 2001-2002 academic year, explored community service-learning as a pedagogy and philosophy. The theoretical focus of this paper is Nancy Fraser's (1997) criticisms of Jurgen Habermas' (1992) bourgeois liberal model of the public sphere. We…

A Retrospective on the Vision for Progress in Community Health Partnerships: Research, Education, and Action

PubMed Central

Eder, Milton “Mickey”; Holzer, Jessica; Calhoun, Karen; Strong, Larkin L.

2017-01-01

The organizers founded Progress in Community Health Partnerships with a commitment to improving our understanding of community-based participatory research (CBPR) and its use in community–academic/institutional health partnerships. Following Rogers’s Diffusion of Innovations, they reasoned that expanded adoption would occur through academic and community partner recognition of CBPR’s relative advantage over previous approaches; its compatibility with the values, past experience and needs of potential adopters; its ease of understanding and use; its capacity for experimentation and refinement; and its production of observable results. We now assess the journal’s progress toward realizing the vision, as well as issues and problems the organizers identified. We map the journal’s content over its first decade onto the initial vision by examining the record of submissions and publications across the eight types of articles and the journal’s record of rejections and publications. In remembering that Rogers’s study of innovations requires both technical and social change, we discuss the difference between understanding how to do something and actually putting an innovation into action that becomes standard practice at both individual and systemic levels. We observe that the large number of Original Research and Works-in-Progress/Lessons Learned manuscripts, submitted and published, reflect traditional expectations for faculty research productivity. We suggest that sustainability, which rated of lower importance within the initial vision, has gained in importance among community and academic partners; however, it will gain added attention only with changed university expectations of researchers. We further suggest that the study of partnerships involved in researching and improving public health should be expanded beyond the current focus on CBPR. PMID:28603145

The Relationship of Learning Communities to Engineering Students' Perceptions of the Freshman Year Experience, Academic Performance, and Persistence

ERIC Educational Resources Information Center

Tolley, Patricia Ann Separ

2009-01-01

The purpose of this correlational study was to examine the effects of a residential learning community and enrollment in an introductory engineering course to engineering students' perceptions of the freshman year experience, academic performance, and persistence. The sample included students enrolled in a large, urban, public, research university…

Faculty Development for Medical School Community-Based Faculty: A Council of Academic Family Medicine Educational Research Alliance Study Exploring Institutional Requirements and Challenges.

PubMed

Drowos, Joanna; Baker, Suzanne; Harrison, Suzanne Leonard; Minor, Suzanne; Chessman, Alexander W; Baker, Dennis

2017-08-01

Community-based faculty play a large role in training medical students nationwide and require faculty development. The authors hypothesized that positive relationships exist between clerkships paying preceptors and requiring faculty development, and between protected clerkship directors' time and delivering face-to-face preceptor training, as well as with the number or length of community-based preceptor visits. Through under standing the quantity, delivery methods, barriers, and institutional support for faculty development provided to community-based preceptors teaching in family medicine clerkships, best practices can be developed. Data from the 2015 Council of Academic Family Medicine's Educational Research Alliance survey of Family Medicine Clerkship Directors were analyzed. The cross-sectional survey of clerkship directors is distributed annually to institutional representatives of U.S. and Canadian accredited medical schools. Survey questions focused on the requirements, delivery methods, barriers, and institutional support available for providing faculty development to community-based preceptors. Paying community-based preceptors was positively correlated with requiring faculty development in family medicine clerkships. The greatest barrier to providing faculty development was community-based preceptor time availability; however, face-to-face methods remain the most common delivery strategy. Many family medicine clerkship directors perform informal or no needs assessment in developing faculty development topics for community-based faculty. Providing payment to community preceptors may allow schools to enhance faculty development program activities and effectiveness. Medical schools could benefit from constructing a formal curriculum for faculty development, including formal preceptor needs assessment and program evaluation. Clerkship directors may consider recruiting and retaining community-based faculty by employing innovative faculty development delivery

Engaging Institutional Review Boards in Developing a Brief, Community-Responsive Human Subjects Training for Community Partners

PubMed Central

Calzo, Jerel P.; Bogart, Laura M.; Francis, Evelyn; Kornetsky, Susan Z.; Winkler, Sabune J.; Kaberry, Julie M.

2017-01-01

BACKGROUND Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (e.g., self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. OBJECTIVES This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based Institutional Review Board (IRB) in implementing a brief, community-responsive human subjects training session. METHODS A two hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. CONCLUSIONS Local Institutional Review Boards have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. PMID:28230554

Exploring the Hidden Barriers in Knowledge Translation: A Case Study Within an Academic Community.

PubMed

Harvey, Gill; Marshall, Rhianon J; Jordan, Zoe; Kitson, Alison L

2015-11-01

Debates about knowledge translation (KT) typically focus on the research-practice gap, which appears to be premised on the assumption that academics are a homogeneous collective, sharing a common view. We argue that a number of hidden barriers need to be addressed related to the understanding, interpretation, ability, and commitment to translate knowledge within academic communities. We explore this by presenting a qualitative case study in a health sciences faculty. Applying organizational and management theory, we discuss different types of boundaries and the resultant barriers generated, ranging from diversity in understanding and perceptions of KT to varying motivations and incentives to engage in translational activity. We illustrate how we are using the empirical findings to inform the development of a KT strategy that targets the identified barriers. Investing in this internal KT-focused activity is an important step to maximize the potential of future collaborations between producers and users of research in health care. © The Author(s) 2015.

Does formal research training lead to academic success in otolaryngology?

PubMed

Bobian, Michael R; Shah, Noor; Svider, Peter F; Hong, Robert S; Shkoukani, Mahdi A; Folbe, Adam J; Eloy, Jean Anderson

2017-01-01

To evaluate whether formalized research training is associated with higher researcher productivity, academic rank, and acquisition of National Institutes of Health (NIH) grants within academic otolaryngology departments. Each of the 100 civilian otolaryngology program's departmental websites were analyzed to obtain a comprehensive list of faculty members credentials and characteristics, including academic rank, completion of a clinical fellowship, completion of a formal research fellowship, and attainment of a doctorate in philosophy (PhD) degree. We also recorded measures of scholarly impact and successful acquisition of NIH funding. A total of 1,495 academic physicians were included in our study. Of these, 14.1% had formal research training. Bivariate associations showed that formal research training was associated with a greater h-index, increased probability of acquiring NIH funding, and higher academic rank. Using a linear regression model, we found that otolaryngologists possessing a PhD had an associated h-index of 1.8 points higher, and those who completed a formal research fellowship had an h-index of 1.6 points higher. A PhD degree or completion of a research fellowship was not associated with a higher academic rank; however, a higher h-index and previous acquisition of an NIH grant were associated with a higher academic rank. The attainment of NIH funding was three times more likely for those with a formal research fellowship and 8.6 times more likely for otolaryngologists with a PhD degree. Formalized research training is associated with academic success in otolaryngology. Such dedicated research training accompanies greater scholarly impact, acquisition of NIH funding, and a higher academic rank. NA Laryngoscope, 127:E15-E21, 2017. © 2016 The American Laryngological, Rhinological and Otological Society, Inc.

Rethinking the "Apprenticeship of Liberty": The Case for Academic Programs in Community Engagement in Higher Education

ERIC Educational Resources Information Center

Butin, Dan W.

2012-01-01

This article articulates a model for the "engaged campus" through academic programs focused on community engagement, broadly construed. Such academic programs--usually coalesced in certificate programs, minors, and majors--provide a complementary vision for the deep institutionalization of civic and community engagement in the academy that can…

The Managerial Roles of Community College Chief Academic Officers.

ERIC Educational Resources Information Center

Anderson, Philip Wayne

This study utilized Mintzberg's taxonomy of managerial roles to examine the roles performed by community college chief academic officers (CAOs). Mintzberg's taxonomy defines managerial roles as a set of behaviors and identifies 10 distinct roles: (1) figurehead; (2) leader; (3) liaison; (4) monitor; (5) disseminator; (6) spokesperson; (7)…

Academic research groups: evaluation of their quality and quality of their evaluation

NASA Astrophysics Data System (ADS)

Berche, Bertrand; Holovatch, Yuri; Kenna, Ralph; Mryglod, Olesya

2016-02-01

In recent years, evaluation of the quality of academic research has become an increasingly important and influential business. It determines, often to a large extent, the amount of research funding flowing into universities and similar institutes from governmental agencies and it impacts upon academic careers. Policy makers are becoming increasingly reliant upon, and influenced by, the outcomes of such evaluations. In response, university managers are increasingly attracted to simple metrics as guides to the dynamics of the positions of their various institutions in league tables. However, these league tables are invariably drawn up by inexpert bodies such as newspapers and magazines, using arbitrary measures and criteria. Terms such as “critical mass” and “h-index” are bandied about without understanding of what they actually mean. Rather than accepting the rise and fall of universities, departments and individuals on a turbulent sea of arbitrary measures, we suggest it is incumbent upon the scientific community itself to clarify their nature. Here we report on recent attempts to do that by properly defining critical mass and showing how group size influences research quality. We also examine currently predominant metrics and show that these fail as reliable indicators of group research quality.

A case study in the use of community-based participatory research in public health nursing.

PubMed

Savage, Christine L; Xu, Yin; Lee, Rebecca; Rose, Barbara L; Kappesser, Mary; Anthony, Jean Spann

2006-01-01

There is growing demand for research using a community-based participatory (CBPR) approach. CBPR requires that the academic research team actively partner with community members and stakeholders in the entire research process. The community members are full partners with the researchers in relation to the development and implementation of the study, analysis of the data, and dissemination of the findings. The purpose of this article is to review four basic principles of CBPR and provide an example of how these CBPR principles were used in an ethnographic study related to the culture of African American infant health. In the pilot study, CBPR provided the framework for recruitment and retention of participants, ongoing data analysis, and dissemination of findings. Using CBPR provided the researchers an introduction into the selected community. Community members served as key informants about the culture of the community and provided access to potential participants. The community partners contributed to analysis of emerging themes and in the dissemination of findings to the community, stakeholders, and the scientific community. CBPR provides opportunities for community health nurse researchers to conduct research with vulnerable populations and sets the stage for implementing evidenced-based nursing interventions in the community.

An Evaluation of h-Index as a Measure of Research Productivity Among Canadian Academic Plastic Surgeons.

PubMed

Hu, Jiayi; Gholami, Arian; Stone, Nicholas; Bartoszko, Justyna; Thoma, Achilleas

2018-02-01

Evaluation of research productivity among plastic surgeons can be complex. The Hirsch index (h-index) was recently introduced to evaluate both the quality and quantity of one's research activity. It has been proposed to be valuable in assessing promotions and grant funding within academic medicine, including plastic surgery. Our objective is to evaluate research productivity among Canadian academic plastic surgeons using the h-index. A list of Canadian academic plastic surgeons was obtained from websites of academic training programs. The h-index was retrieved using the Scopus database. Relevant demographic and academic factors were collected and their effects on the h-index were analyzed using the t test and Wilcoxon Mann-Whitney U test. Nominal and categorical variables were analyzed using χ 2 test and 1-way analysis of variance. Univariate and multivariate models were built a priori. All P values were 2 sided, and P < .05 was considered to be significant. Our study on Canadian plastic surgeons involved 175 surgeons with an average h-index of 7.6. Over 80% of the surgeons were male. Both univariable and multivariable analysis showed that graduate degree ( P < .0001), academic rank ( P = .03), and years in practice ( P < .0001) were positively correlated with h-index. Limitations of the study include that the Scopus database and the websites of training programs were not always up-to-date. The h-index is a novel tool for evaluating research productivity in academic medicine, and this study shows that the h-index can also serve as a useful metric for measuring research productivity in the Canadian plastic surgery community. Plastic surgeons would be wise to familiarize themselves with the h-index concept and should consider using it as an adjunct to existing metrics such as total publication number.

Best practices for community-engaged participatory research with Pacific Islander communities in the USA and USAPI: protocol for a scoping review

PubMed Central

McElfish, Pearl Anna; Ayers, Britni L; Purvis, Rachel S; Sinclair, Ka’imi; Esquivel, Monica; Steelman, Susan C

2018-01-01

Introduction Community-based participatory research is a partnership approach to research that seeks to equally involve community members, organisational representatives and academic partners throughout the research process in a coequal and mutually beneficial partnership. To date, no published article has synthesised the best practices for community-based participatory research practices with Pacific Islanders. Methods and analysis The reviewers will examine studies’ titles, abstracts and full text, comparing eligibility to address discrepancies. For each eligible study, data extraction will be executed by two reviewers and one confirmation coder, comparing extracted data to address any discrepancies. Eligible data will be synthesised and reported in a narrative review assessing coverage and gaps in existing literature related to community-based participatory research with Pacific Islanders. Discussion and dissemination The purpose of this review is to identify best practices used when conducting community-based participatory research with Pacific Islanders; it will also extrapolate where the gaps are in the existing literature. This will be the first scoping review on community-based participatory research with Pacific Islanders. To facilitate dissemination, the results of this scoping review will be submitted for publication to a peer-reviewed journal, presented at conferences and shared with community-based participatory research stakeholders. PMID:29371285

Shifting Selves: Constructing and Negotiating Academic Identities

ERIC Educational Resources Information Center

Vandeyar, S.

2010-01-01

This study set out to explore how academics construct and negotiate their identities within the world of the academe. Identity construction involves different forms of community participation and identification. Utilising the research methodology of narrative inquiry, this article explores how academics came to see themselves across those…

Washington State Board for Community and Technical Colleges: Academic Year Report 2013-2014

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2014

2014-01-01

The "Academic Year Report 2013-14" provides a snapshot of funding, facilities, staffing, and enrollments in Washington's community and technical colleges for the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel, and…

Recruitment strategies and costs associated with community-based research in a Mexican-origin population.

PubMed

Mendez-Luck, Carolyn A; Trejo, Laura; Miranda, Jeanne; Jimenez, Elizabeth; Quiter, Elaine S; Mangione, Carol M

2011-06-01

We describe the recruitment strategies and personnel and materials costs associated with two community-based research studies in a Mexican-origin population. We also highlight the role that academic-community partnerships played in the outreach and recruitment process for our studies. We reviewed study documents using case study methodology to categorize recruitment methods, examine community partnerships, and calculate study costs. We employed several recruitment methods to identify and solicit 154 female caregivers for participation in qualitative interviews and quantitative surveys. Recruitment approaches included using flyers and word of mouth, attending health fairs, and partnering with nonprofit community-based organizations (CBOs) to sponsor targeted recruitment events. Face-to-face contact with community residents and partnerships with CBOs were most effective in enrolling caregivers into the studies. Almost 70% of participants attended a recruitment event sponsored or supported by CBOs. The least effective recruitment strategy was the use of flyers, which resulted in only 7 completed interviews or questionnaires. Time and costs related to carrying out the research varied by study, where personal interviews cost more on a per-participant basis ($1,081) than the questionnaires ($298). However, almost the same amount of time was spent in the community for both studies. Partnerships with CBOs were critical for reaching the target enrollment for our studies. The relationship between the University of California-Los Angeles (UCLA) Resource Center for Minority Aging Research/Center for Health Improvement for Minority Elderly and the Department of Aging provided the infrastructure for maintaining connections with academic-community partnerships. Nevertheless, building partnerships required time, effort, and resources for both researchers and local organizations.

What Goes Around: the process of building a community-based harm reduction research project.

PubMed

Jalloh, Chelsea; Illsley, Shohan; Wylie, John; Migliardi, Paula; West, Ethan; Stewart, Debbie; Mignone, Javier

2017-11-16

Often, research takes place on underserved populations rather than with underserved populations. This approach can further isolate and stigmatize groups that are already made marginalized. What Goes Around is a community-based research project that was led by community members themselves (Peers). This research aimed to implement a community-based research methodology grounded in the leadership and growing research capacity of community researchers and to investigate a topic which community members identified as important and meaningful. Chosen by community members, this project explored how safer sex and safer drug use information is shared informally among Peers. Seventeen community members actively engaged as both community researchers and research participants throughout all facets of the project: inception, implementation, analysis, and dissemination of results. Effective collaboration between community researchers, a community organization, and academics facilitated a research process in which community members actively guided the project from beginning to end. The methods used in What Goes Around demonstrated that it is not only possible, but advantageous, to draw from community members' involvement and direction in all stages of a community-based research project. This is particularly important when working with a historically underserved population. Purposeful and regular communication among collaborators, ongoing capacity building, and a commitment to respect the experience and expertise of community members were essential to the project's success. This project demonstrated that community members are highly invested in both informally sharing information about safer sex and safer drug use and taking leadership roles in directing research that prioritizes harm reduction in their communities.

Decline of clinical research in academic medical centers.

PubMed

Meador, Kimford J

2015-09-29

Marked changes in US medical school funding began in the 1960s with progressively increasing revenues from clinical services. The growth of clinical revenues slowed in the mid-1990s, creating a funding crisis for US academic health care centers, who responded by having their faculty increase their clinical duties at the expense of research activities. Surveys document the resultant stresses on the academic clinician researcher. The NIH provides greater funding for basic and translational research than for clinical research, and the new Patient-Centered Outcomes Research Institute is inadequately funded to address the scope of needed clinical research. An increasing portion of clinical research is funded by industry, which leaves many important clinical issues unaddressed. There is an inadequate supply of skilled clinical researchers and a lack of external support for clinical research. The impact on the academic environment in university medical centers is especially severe on young faculty, who have a shrinking potential to achieve successful academic careers. National health care research funding policies should encourage the right balance of life-science investigations. Medical universities need to improve and highlight education on clinical research for students, residents, fellows, and young faculty. Medical universities also need to provide appropriate incentives for clinical research. Without training to ensure an adequate supply of skilled clinical researchers and a method to adequately fund clinical research, discoveries from basic and translational research cannot be clinically tested and affect patient care. Thus, many clinical problems will continue to be evaluated and treated with inadequate or even absent evidence-based knowledge. © 2015 American Academy of Neurology.

Decline of clinical research in academic medical centers

PubMed Central

2015-01-01

Marked changes in US medical school funding began in the 1960s with progressively increasing revenues from clinical services. The growth of clinical revenues slowed in the mid-1990s, creating a funding crisis for US academic health care centers, who responded by having their faculty increase their clinical duties at the expense of research activities. Surveys document the resultant stresses on the academic clinician researcher. The NIH provides greater funding for basic and translational research than for clinical research, and the new Patient-Centered Outcomes Research Institute is inadequately funded to address the scope of needed clinical research. An increasing portion of clinical research is funded by industry, which leaves many important clinical issues unaddressed. There is an inadequate supply of skilled clinical researchers and a lack of external support for clinical research. The impact on the academic environment in university medical centers is especially severe on young faculty, who have a shrinking potential to achieve successful academic careers. National health care research funding policies should encourage the right balance of life-science investigations. Medical universities need to improve and highlight education on clinical research for students, residents, fellows, and young faculty. Medical universities also need to provide appropriate incentives for clinical research. Without training to ensure an adequate supply of skilled clinical researchers and a method to adequately fund clinical research, discoveries from basic and translational research cannot be clinically tested and affect patient care. Thus, many clinical problems will continue to be evaluated and treated with inadequate or even absent evidence-based knowledge. PMID:26156509

Building Capacity in Community-Based Participatory Research Partnerships Through a Focus on Process and Multiculturalism.

PubMed

Corbie-Smith, Giselle; Bryant, Angela R; Walker, Deborah J; Blumenthal, Connie; Council, Barbara; Courtney, Dana; Adimora, Ada

2015-01-01

In health research, investigators and funders are emphasizing the importance of collaboration between communities and academic institutions to achieve health equity. Although the principles underlying community-academic partnered research have been well-articulated, the processes by which partnerships integrate these principles when working across cultural differences are not as well described. We present how Project GRACE (Growing, Reaching, Advocating for Change and Empowerment) integrated participatory research principles with the process of building individual and partnership capacity. We worked with Vigorous Interventions In Ongoing Natural Settings (VISIONS) Inc., a process consultant and training organization, to develop a capacity building model. We present the conceptual framework and multicultural process of change (MPOC) that was used to build individual and partnership capacity to address health disparities. The process and capacity building model provides a common language, approach, and toolset to understand differences and the dynamics of inequity. These tools can be used by other partnerships in the conduct of research to achieve health equity.

Washington State Board for Community and Technical Colleges Academic Year Report, 2012-2013

ERIC Educational Resources Information Center

Washington State Board for Community and Technical Colleges, 2013

2013-01-01

This "Academic Year Report 2012-13" provides a snapshot of funding, facilities, staffing, and enrollments in community and technical colleges in Washington state for the past academic year. The report also describes key measures of student outcomes and addresses the most frequently asked questions related to expenditures, personnel and…

Research Productivity by Career Stage among Korean Academics

ERIC Educational Resources Information Center

Jung, Jisun

2014-01-01

This study explores Korean academics' changes in research productivity by career stage. Career stage in this study is defined as a specific cohort based on one's length of job experience, with those in the same stage sharing similar interests, values, needs, and tasks; it is categorized into fledglings, maturing academics, established academics,…

Community‐Academic Partnerships: A Systematic Review of the State of the Literature and Recommendations for Future Research

PubMed Central

MEZA, ROSEMARY D.; BRIKHO, BRIGITTE; NAAF, MEGHAN; ESTABILLO, JASPER A.; GOMEZ, EMILY D.; VEJNOSKA, SARAH F.; DUFEK, SARAH; STAHMER, AUBYN C.; AARONS, GREGORY A.

2016-01-01

Policy Points: Communities, funding agencies, and institutions are increasingly involving community stakeholders as partners in research, to provide firsthand knowledge and insight.Based on our systematic review of major literature databases, we recommend using a single term, community‐academic partnership (CAP), and a conceptual definition to unite multiple research disciplines and strengthen the field.Interpersonal and operational factors that facilitate or hinder the collaborative process have been consistently identified, including “trust among partners” and “respect among partners” (facilitating interpersonal factors) and “excessive time commitment” (hindering operational factor).Once CAP processes and characteristics are better understood, the effectiveness of collaborative partner involvement can be tested. Context Communities, funding agencies, and institutions are increasingly involving community stakeholders as partners in research. Community stakeholders can provide firsthand knowledge and insight, thereby increasing research relevance and feasibility. Despite the greater emphasis and use of community‐academic partnerships (CAP) across multiple disciplines, definitions of partnerships and methodologies vary greatly, and no systematic reviews consolidating this literature have been published. The purpose of this article, then, is to facilitate the continued growth of this field by examining the characteristics of CAPs and the current state of the science, identifying the facilitating and hindering influences on the collaborative process, and developing a common term and conceptual definition for use across disciplines. Methods Our systematic search of 6 major literature databases generated 1,332 unique articles, 50 of which met our criteria for inclusion and provided data on 54 unique CAPs. We then analyzed studies to describe CAP characteristics and to identify the terms and methods used, as well as the common influences on the CAP

Negotiating Participation and Identity in Second Language Academic Communities

ERIC Educational Resources Information Center

Morita, Naoko

2004-01-01

This article reports on a qualitative multiple case study that explored the academic discourse socialization experiences of L2 learners in a Canadian university. Grounded in the notion of "community of practice" (Lave & Wenger, 1991, p. 89), the study examined how L2 learners negotiated their participation and membership in their new…

Digital Documents and the Future of the Academic Community.

ERIC Educational Resources Information Center

Lyman, Peter

This paper examines the dynamics of change in scholarly publishing and the impact of technological innovation upon the academic community for which the system of scholarly communication serves as an infrastructure. For the purposes of this discussion, what is of immediate interest is the way the productivity issue frames the possible dimensions of…

Organizational Governance and the Production of Academic Quality: Lessons from Two Top U.S. Research Universities

ERIC Educational Resources Information Center

Thoenig, Jean-Claude; Paradeise, Catherine

2014-01-01

Does organizational governance contribute to academic quality? Two top research universities are observed in-depth: Berkeley and the MIT. Three key factors are listed that help generate consistent and lasting high performance. Priority is allocated to self-evaluation and to the development of talent. Values and norms such as community membership,…

Respecting and Protecting Our Relationships: A Community Research HIV Prevention Program for Teen Fathers and Mothers

ERIC Educational Resources Information Center

Lesser, Janna; Verdugo, Robert L.; Koniak-Griffin, Deborah; Tello, Jerry; Kappos, Barbara; Cumberland, William G.

2005-01-01

This article describes a two-phase community and academic collaboration funded by the California Collaborative Research Initiative to develop and test the feasibility of an innovative HIV prevention program relevant to the needs of the population of inner-city Latino teen parenting couples and realistic for implementation in community settings.…

An Exploration of the Effect of Community Engagement in Research on Perceived Outcomes of Partnered Mental Health Services Projects*

PubMed Central

Khodyakov, Dmitry; Stockdale, Susan; Jones, Felica; Ohito, Elizabeth; Jones, Andrea; Lizaola, Elizabeth; Mango, Joseph

2011-01-01

Mental health research projects address sensitive issues for vulnerable populations and are implemented in complex environments. Community-Based Participatory Research approaches are recommended for health research on vulnerable populations, but little is known about how variation in participation affects outcomes of partnered research projects. We developed a conceptual model demonstrating the impact of community engagement in research on outcomes of partnered projects. We collected data on key constructs from community and academic leaders of 21 sampled partnered research projects in two cycles of an NIMH research center. We conducted empirical analyses to test the model. Our findings suggest that community engagement in research is positively associated with perceived professional development, as well as political and community impact. PMID:22582144

Teaching healthcare marketing via community research: the LifeFlight project.

PubMed

Cellucci, Leigh W

2005-01-01

Undergraduate students in Healthcare Administration programs may benefit from cooperative learning strategies such as participation in community research. Collaborating with local healthcare facilities on class projects also encourages more active engagement between the academic and practice communities. This purpose of this paper is to briefly describe one collaborative venture undertakenby undergraduates in a Marketing for Healthcare Organizations class and a LifeFlight program at a local hospital. The students carried out a survey of members in the program, conducted a SWOT analysis, and made relevant recommendations. Student evaluations of this experience were positive, as was the hospital's assessment.

Dealing with Plagiarism in the Academic Community: Emotional Engagement and Moral Distress

ERIC Educational Resources Information Center

Vehviläinen, Sanna; Löfström, Erika; Nevgi, Anne

2018-01-01

This article deals with the demands that plagiarism places on academic communities, and with the resources staff possess in dealing with these demands. It is suggested that plagiarism ought to be placed in the context of network of intertwining communities (scholarly, pedagogical and administrative), to which participants are engaged to a…

Assessing the Academic Medical Center as a Supportive Learning Community

ERIC Educational Resources Information Center

Gannon, Sam C.

2011-01-01

Academic medical centers are well-known for their emphasis on teaching, research and public service; however, like most large, bureaucratic organizations, they oftentimes suffer from an inability to learn as an organization. The role of the research administrator in the academic medical center has grown over time as the profession itself has…

Utilization of an interorganizational network analysis to evaluate the development of community capacity among a community-academic partnership.

PubMed

Clark, Heather R; Ramirez, Albert; Drake, Kelly N; Beaudoin, Christopher E; Garney, Whitney R; Wendel, Monica L; Outley, Corliss; Burdine, James N; Player, Harold D

2014-01-01

Following a community health assessment the Brazos Valley Health Partnership (BVHP) organized to address fragmentation of services and local health needs. This regional partnership employs the fundamental principles of community-based participatory research, fostering an equitable partnership with the aim of building community capacity to address local health issues. This article describes changes in relationships as a result of capacity building efforts in a community-academic partnership. Growth in network structure among organizations is hypothesized to be indicative of less fragmentation of services for residents and increased capacity of the BVHP to collectively address local health issues. Each of the participant organizations responded to a series of questions regarding its relationships with other organizations. Each organization was asked about information sharing, joint planning, resource sharing, and formal agreements with other organizations. The network survey has been administered 3 times between 2004 and 2009. Network density increased for sharing information and jointly planning events. Growth in the complexity of relationships was reported for sharing tangible resources and formal agreements. The average number of ties between organizations as well as the strength of relationships increased. This study provides evidence that the community capacity building efforts within these communities have contributed to beneficial changes in interorganizational relationships. Results from this analysis are useful for understanding how a community partnership's efforts to address access to care can strengthen a community's capacity for future action. Increased collaboration also leads to new assets, resources, and the transfer of knowledge and skills.

A Case Study Exploring Research Communication and Engagement in a Rural Community Experiencing an Environmental Disaster

ERIC Educational Resources Information Center

Winters, Charlene A.; Kuntz, Sandra W.; Weinert, Clarann; Black, Brad

2014-01-01

As a means to involve the public in research, the National Institutes of Health (NIH) established the Partners in Research Program and solicited research grant applications from academic/scientific institutions and community organizations that proposed to forge partnerships: (a) to study methods and strategies to engage and inform the public…

Academic Identity Reconstruction: The Transition of Engineering Academics to Engineering Education Researchers

ERIC Educational Resources Information Center

Gardner, Anne; Willey, Keith

2018-01-01

The field of research (FoR) that an academic participates in is both a manifestation of, and a contributor to the development of their identity. When an academic changes that FoR the question then arises as to how they reconcile this change with their identity. This paper uses the identity-trajectory framework to analyse the discourse of 19…

A Discourse Analysis of Collaboration between Academic and Student Affairs in Community Colleges

ERIC Educational Resources Information Center

Gulley, Needham Yancey

2016-01-01

The purpose of this study was to understand the nature of collaboration between academic affairs and student affairs units in the community college context from a qualitative perspective. A discourse analysis study was conducted to explore the ways in which collaborative practice was discussed and understood by chief and midlevel academic and…

Students as Spectators: Their Academic and Social Integration

ERIC Educational Resources Information Center

Clopton, Aaron

2009-01-01

There is extensive research literature addressing the impact that the college experience has on students, linking the campus environment to their persistence and graduation, satisfaction, sense of community, academic and social integration, and academic performance. Researchers have yet to fully address the connection between students identifying…

Senate Rostrum: Academic Senate for California Community Colleges Newsletter

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2010

2010-01-01

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) The Need for full Time faculty (again) by Jane Patton; (2) Reading May Be the Key to Unlocking Basic Skills Success by Janet Fulks; (3) Diversity Institute on the Right Track by Beth Smith; (4)…

Academic Development, SoTL and Educational Research

ERIC Educational Resources Information Center

Geertsema, Johan

2016-01-01

This essay considers the relation between academic development, the scholarship of teaching and learning, and educational research. It does so with reference to questions of academic identity and disciplinary expertise, arguing that as developers we need to consider carefully the ways in which we frame how we approach attempts to foster reflective…

Academic Freedom: Problems in Conceptualization and Research

ERIC Educational Resources Information Center

Abdel Latif, Muhammad M. M.

2014-01-01

Academic freedom is of central importance to higher education and it affects all aspects of work at universities. It symbolizes academics' acceptance of the need for openness and flexibility (Balyer, 2011) and it protects the conditions leading to the creation of good teaching and learning, sound research, and scholarship (Atkinson, 2004).…

Academic Research Library as Broker in Addressing Interoperability Challenges for the Geosciences

NASA Astrophysics Data System (ADS)

Smith, P., II

2015-12-01

Data capture is an important process in the research lifecycle. Complete descriptive and representative information of the data or database is necessary during data collection whether in the field or in the research lab. The National Science Foundation's (NSF) Public Access Plan (2015) mandates the need for federally funded projects to make their research data more openly available. Developing, implementing, and integrating metadata workflows into to the research process of the data lifecycle facilitates improved data access while also addressing interoperability challenges for the geosciences such as data description and representation. Lack of metadata or data curation can contribute to (1) semantic, (2) ontology, and (3) data integration issues within and across disciplinary domains and projects. Some researchers of EarthCube funded projects have identified these issues as gaps. These gaps can contribute to interoperability data access, discovery, and integration issues between domain-specific and general data repositories. Academic Research Libraries have expertise in providing long-term discovery and access through the use of metadata standards and provision of access to research data, datasets, and publications via institutional repositories. Metadata crosswalks, open archival information systems (OAIS), trusted-repositories, data seal of approval, persistent URL, linking data, objects, resources, and publications in institutional repositories and digital content management systems are common components in the library discipline. These components contribute to a library perspective on data access and discovery that can benefit the geosciences. The USGS Community for Data Integration (CDI) has developed the Science Support Framework (SSF) for data management and integration within its community of practice for contribution to improved understanding of the Earth's physical and biological systems. The USGS CDI SSF can be used as a reference model to map to Earth

Recommending Research Profiles for Multidisciplinary Academic Collaboration

ERIC Educational Resources Information Center

Gunawardena, Sidath Deepal

2013-01-01

This research investigates how data on multidisciplinary collaborative experiences can be used to solve a novel problem: recommending research profiles of potential collaborators to academic researchers seeking to engage in multidisciplinary research collaboration. As the current domain theories of multidisciplinary collaboration are insufficient…

Integration of Creative Expression into Community Based Participatory Research and Health Promotion with Native Americans

PubMed Central

Gray, Norma; Oré de Boehm, Christina; Farnsworth, Angela; Wolf, Denise

2010-01-01

Involvement in creative expression has the potential of engaging individuals in personal and community level change through reflection, empowerment, and the facilitation of connectedness. It is a process that can be a powerful component of community based participatory research as it can facilitate and support the principles of co-learning, egalitarian relationships, and respect for non-academic knowledge. It is also a valuable means of appreciating culture and strengthening identity, which enhances health. This article reviews and discusses methods and benefits of incorporating creative expression into health promotion programs and community based participatory research with Native Americans. PMID:20531099

Community-based research as a mechanism to reduce environmental health disparities in american Indian and alaska native communities.

PubMed

McOliver, Cynthia Agumanu; Camper, Anne K; Doyle, John T; Eggers, Margaret J; Ford, Tim E; Lila, Mary Ann; Berner, James; Campbell, Larry; Donatuto, Jamie

2015-04-13

Racial and ethnic minority communities, including American Indian and Alaska Natives, have been disproportionately impacted by environmental pollution and contamination. This includes siting and location of point sources of pollution, legacies of contamination of drinking and recreational water, and mining, military and agricultural impacts. As a result, both quantity and quality of culturally important subsistence resources are diminished, contributing to poor nutrition and obesity, and overall reductions in quality of life and life expectancy. Climate change is adding to these impacts on Native American communities, variably causing drought, increased flooding and forced relocation affecting tribal water resources, traditional foods, forests and forest resources, and tribal health. This article will highlight several extramural research projects supported by the United States Environmental Protection Agency (USEPA) Science to Achieve Results (STAR) tribal environmental research grants as a mechanism to address the environmental health inequities and disparities faced by tribal communities. The tribal research portfolio has focused on addressing tribal environmental health risks through community based participatory research. Specifically, the STAR research program was developed under the premise that tribal populations may be at an increased risk for environmentally-induced diseases as a result of unique subsistence and traditional practices of the tribes and Alaska Native villages, community activities, occupations and customs, and/or environmental releases that significantly and disproportionately impact tribal lands. Through a series of case studies, this article will demonstrate how grantees-tribal community leaders and members and academic collaborators-have been addressing these complex environmental concerns by developing capacity, expertise and tools through community-engaged research.

Community-Based Research as a Mechanism to Reduce Environmental Health Disparities in American Indian and Alaska Native Communities

PubMed Central

McOliver, Cynthia Agumanu; Camper, Anne K.; Doyle, John T.; Eggers, Margaret J.; Ford, Tim E.; Lila, Mary Ann; Berner, James; Campbell, Larry; Donatuto, Jamie

2015-01-01

Racial and ethnic minority communities, including American Indian and Alaska Natives, have been disproportionately impacted by environmental pollution and contamination. This includes siting and location of point sources of pollution, legacies of contamination of drinking and recreational water, and mining, military and agricultural impacts. As a result, both quantity and quality of culturally important subsistence resources are diminished, contributing to poor nutrition and obesity, and overall reductions in quality of life and life expectancy. Climate change is adding to these impacts on Native American communities, variably causing drought, increased flooding and forced relocation affecting tribal water resources, traditional foods, forests and forest resources, and tribal health. This article will highlight several extramural research projects supported by the United States Environmental Protection Agency (USEPA) Science to Achieve Results (STAR) tribal environmental research grants as a mechanism to address the environmental health inequities and disparities faced by tribal communities. The tribal research portfolio has focused on addressing tribal environmental health risks through community based participatory research. Specifically, the STAR research program was developed under the premise that tribal populations may be at an increased risk for environmentally-induced diseases as a result of unique subsistence and traditional practices of the tribes and Alaska Native villages, community activities, occupations and customs, and/or environmental releases that significantly and disproportionately impact tribal lands. Through a series of case studies, this article will demonstrate how grantees—tribal community leaders and members and academic collaborators—have been addressing these complex environmental concerns by developing capacity, expertise and tools through community-engaged research. PMID:25872019

Academic Advising: Organizing and Delivering Services for Student Success. New Directions for Community Colleges, Number 82.

ERIC Educational Resources Information Center

King, Margaret C., Ed.

1993-01-01

Offering new perspectives on academic advising in community colleges, this book defines developmental academic advising, describes the organization and delivery of advising services, and discusses key components of effective programs. The following 10 chapters are included: (1) "Developmental Academic Advising," by Thaddeus M. Raushi,…

Increasing Participation in Genomic Research and Biobanking Through Community-Based Capacity Building

PubMed Central

Cohn, Elizabeth Gross; Husamudeen, Maryam; Larson, Elaine L.; Williams, Janet K.

2016-01-01

Achieving equitable minority representation in genomic biobanking is one of the most difficult challenges faced by researchers today. Capacity building—a framework for research that includes collaborations and on-going engagement—can be used to help researchers, clinicians and communities better understand the process, utility, and clinical application of genomic science. The purpose of this exploratory descriptive study was to examine factors that influence the decision to participate in genomic research, and identify essential components of capacity building with a community at risk of being under-represented in biobanks. Results of focus groups conducted in Central Harlem with 46 participants were analyzed by a collaborative team of community and academic investigators using content analysis and AtlisTi. Key themes identified were: (1) the potential contribution of biobanking to individual and community health, for example the effect of the environment on health, (2) the societal context of the science, such as DNA criminal databases and paternity testing, that may affect the decision to participate, and (3) the researchers’ commitment to community health as an outcome of capacity building. These key factors can contribute to achieving equity in biobank participation, and guide genetic specialists in biobank planning and implementation. PMID:25228357

Faculty Members' Views on Academic Activities

ERIC Educational Resources Information Center

Odabasi, Hatice Ferhan; Kurt, Adile Askim; Kabakçi Yurdakul, Isil; Firat, Mehmet; Izmirli, Serkan; Çankaya, Serkan; Misirli, Zeynel Abidin

2012-01-01

Problem Statement: Providing an integrated viewpoint to academic activities related to instruction, research, community service, and administration and determining academicians' views on these academic activities will contribute to the development and improvement of the profession of academicians. Purpose of Study: The purpose of this study is to…

Transforming Roles: Canadian Academic Librarians Embedded in Faculty Research Projects

ERIC Educational Resources Information Center

Bedi, Shailoo; Waldie, Christine

2017-01-01

Academic librarians have always played an important role in providing research services and research-skills development to faculty in higher education. But that role is evolving to include the academic librarian as a unique and necessary research partner, practitioner, and participant in collaborative, grant-funded research projects. This article…

The Impact of Curricular Learning Communities on Furthering the Engagement and Persistence of Academically Underprepared Students at Community Colleges

ERIC Educational Resources Information Center

McIntosh, Joshua Grant

2012-01-01

This study examined the impact of basic skills curricular learning communities on academically underprepared community college students to determine if participation in such programs significantly contributed to student persistence from year one to year two. The conceptual framework that informed this study was Tinto's (1993) longitudinal model of…

Community-based participatory research in a heavily researched inner city neighbourhood: Perspectives of people who use drugs on their experiences as peer researchers

PubMed Central

Damon, Will; Callon, Cody; Wiebe, Lee; Small, Will; Kerr, Thomas; McNeil, Ryan

2017-01-01

Community based participatory research (CBPR) has become an increasingly common approach to research involving people who use(d) drugs (PWUD), who are often employed as Peer Researchers on these projects. This paper seeks to understand the impact of CBPR on PWUD, particularly those living in heavily researched and stigmatized neighbourhoods where CBPR projects are often located. This study draws on 14 in-depth interviews with PWUD who had previous experience as both peer researchers and research participants in CBPR projects conducted between July 2010 and February 2011. The study employed a CBPR approach in its study design, recruitment, interviewing, and analysis. Our analysis indicates that participants were supportive of CBPR in principle and described the ways in which it helped contest stigmatizing assumptions and researcher bias. Participants also reported positive personal gains from participation in CBPR projects. However, many participants had negative experiences with CBPR projects, especially when CBPR principles were implemented in a superficial or incomplete manner. Participants emphasized the importance of inclusiveness and active deconstruction of hierarchy between researchers and community members to successful CBPR among drug using populations. CBPR has been widely adopted as a research approach within marginalized communities but has often been implemented inconsistently. Still, CBPR can empower communities to contest forms of social stigma that are often reproduced through academic research on marginalized communities. Our findings describe how the benefits of CBPR are maximized when CBPR principles are consistently applied and when community based researchers are supported in ways that reduce hierarchies of power. This suggests a need for capacity building within affected communities to develop independent support, training, and grievance processes for peer researchers. PMID:28135693

Community-based participatory research in a heavily researched inner city neighbourhood: Perspectives of people who use drugs on their experiences as peer researchers.

PubMed

Damon, Will; Callon, Cody; Wiebe, Lee; Small, Will; Kerr, Thomas; McNeil, Ryan

2017-03-01

Community-based participatory research (CBPR) has become an increasingly common approach to research involving people who use(d) drugs (PWUD), who are often employed as peer researchers on these projects. This paper seeks to understand the impact of CBPR on PWUD, particularly those living in heavily researched and stigmatized neighbourhoods where CBPR projects are often located. This study draws on 14 in-depth interviews with PWUD who had previous experience as both peer researchers and research participants in CBPR projects conducted between July 2010 and February 2011. The study employed a CBPR approach in its study design, recruitment, interviewing, and analysis. Our analysis indicates that participants were supportive of CBPR in principle and described the ways in which it helped contest stigmatizing assumptions and researcher bias. Participants also reported positive personal gains from participation in CBPR projects. However, many participants had negative experiences with CBPR projects, especially when CBPR principles were implemented in a superficial or incomplete manner. Participants emphasized the importance of inclusiveness and active deconstruction of hierarchy between researchers and community members to successful CBPR among drug using populations. CBPR has been widely adopted as a research approach within marginalized communities but has often been implemented inconsistently. Still, CBPR can empower communities to contest forms of social stigma that are often reproduced through academic research on marginalized communities. Our findings describe how the benefits of CBPR are maximized when CBPR principles are consistently applied and when community-based researchers are supported in ways that reduce power hierarchies. This suggests a need for capacity building within affected communities to develop independent support, training, and grievance processes for peer researchers. Copyright © 2017 Elsevier Ltd. All rights reserved.

Impact of Antecedent Factors on Collaborative Technologies Usage among Academic Researchers in Malaysian Research Universities

ERIC Educational Resources Information Center

Mohd Daud, Norzaidi; Zakaria, Halimi

2017-01-01

Purpose: The purpose of this paper is to investigate the impact of antecedent factors on collaborative technologies usage among academic researchers in Malaysian research universities. Design/methodology/approach: Data analysis was conducted on data collected from 156 academic researchers from five Malaysian research universities. This study…

Academic Standards Task Force Report.

ERIC Educational Resources Information Center

Burnham, Peter F.

The product of a year-long research process undertaken by a Task Force on Academic Standards at Tompkins Cortland Community College (TCCC) in 1980-81, this report provides background to the deliberations of the Task Force and a presentation of their position on academic standards at TCCC. The report establishes the Task Force's commitments to…

Socioemotional Adjustment as a Mediator of the Association between Exposure to Community Violence and Academic Performance in Low-Income Adolescents.

PubMed

Hardaway, Cecily R; Larkby, Cynthia A; Cornelius, Marie D

2014-07-01

This study examines whether exposure to community violence is indirectly related to academic performance through anxious/depressed symptoms and delinquent behaviors. Three hundred eighteen mothers and adolescents who participated in a longitudinal investigation were interviewed when adolescents were age 10, 14, and 16. Community violence exposure at age 14 was significantly related to anxious/depressed symptoms and delinquent behaviors. Delinquent behaviors (but not anxious/depressed symptoms) were significantly associated with academic performance at age 16. Exposure to community violence was indirectly related to academic performance through delinquent behaviors. There was no significant indirect effect of exposure to community violence on academic performance through anxious/depressed symptoms. Covariates included sociodemographics and exposure to child abuse. Age 10 anxious/depressed symptoms, age 10 delinquent behaviors, and age 14 academic performance were also included in the model to control for preexisting differences in socioemotional adjustment and academic performance. Results suggest that exposure to community violence may initiate a cascade of problems that spread from behavior problems to declines in academic performance. Our results highlight the need for schools to consider exposure to community violence as one form of trauma and to transform in ways that make them more trauma-sensitive. The use of trauma-sensitive practices that address the effects of violence exposure on youth may help limit the progression of adverse effects from delinquent behavior to other domains of functioning.

The Impact of Communities of Practice in Support of Early-Career Academics

ERIC Educational Resources Information Center

Cox, Milton D.

2013-01-01

This paper traces the history and impact of communities of practice (CoPs) in supporting early-career academics, although the primary focus here in the United States is on the faculty learning community (FLC) model, a special type of CoP in higher education. The initial development of this model, beginning in 1979, takes place over two decades at…

Developing the community empowered research training program: building research capacity for community-initiated and community-driven research.

PubMed

Kwon, Simona; Rideout, Catlin; Tseng, Winston; Islam, Nadia; Cook, Won Kim; Ro, Marguerite; Trinh-Shevrin, Chau

2012-01-01

Health promotion practice research conducted by or in partnership with community-based organizations (CBOs) serving Asian Americans, Native Hawaiians, and Pacific Islanders (AA and NHPI) can address health disparities. Few CBOs have the tools to integrate or initiate research into their programmatic agenda. The New York University (NYU) Center for the Study of Asian American Health (CSAAH) and the Asian & Pacific Islander American Health Forum (APIAHF) created a partnership with the goal to support CBO research infrastructure development by creating the Community Empowered Research Training (CERT) program. A survey was conducted and discussions held with CBO leaders representing AA and NHPI communities to inform the development of the CERT program. The majority of participants are engaged in service-related research and reported interest in building their research capacity. CBOs may require help reframing how data can be collected and used to better inform programmatic activities and to address health disparities facing AA and NHPI communities. CBOs possess both an interest in and access to local knowledge that can inform health priorities. Findings have been applied to the CERT program to build capacity to support community-initiated/driven research to address health disparities affecting AAs and NHPIs.

Engaging Religious Institutions to Address Racial Disparities in HIV/AIDS: A Case of Academic-Community Partnership

PubMed Central

Szaflarski, Magdalena; Vaughn, Lisa M.; Chambers, Camisha; Harris, Mamie; Ruffner, Andrew; Wess, Yolanda; Mosley, LaSharon; Smith, Chandra

2017-01-01

African Americans face the most severe burden of HIV among all racial and ethnic groups. Direct involvement of faith leaders and faith communities is increasingly suggested as a primary strategy to reduce HIV-related disparities, and Black churches are uniquely positioned to address HIV stigma, prevention, and care in African American communities. The authors describe an academic-community partnership to engage Black churches to address HIV in a predominantly African American, urban, southern Midwest location. The opportunities, process, and challenges in forming this academic-community partnership with Black churches can be used to guide future efforts toward engaging faith institutions, academia, and other community partners in the fight against HIV. PMID:28239643

Academic or community practice? What is driving decision-making and career choices.

PubMed

Goudreau, Bernadette J; Hassinger, Taryn E; Hedrick, Traci L; Slingluff, Craig L; Schroen, Anneke T; Dengel, Lynn T

2018-06-18

Identifying factors that impact progression of surgery trainees into academic versus non-academic practices may permit tailoring residency experiences to promote academic careers in institutions charged with the training of future surgeon scientists. The aim of this study was to identify factors associated with progression of surgery trainees into academic versus non-academic practice. A survey was distributed to 135 surgeons graduating from the University of Virginia residency program from 1964-2016, a single academic institution. Questions addressed practice type, research productivity, work/life balance, mentorship, and overall sentiment toward research and academic surgery. A 5-point Likert scale measured career satisfaction and influence of factors in practice setting choice. Of the 135 surveys that were electronically distributed, 69 participants responded (response rate: 51%). Of the 54 with known current practice types, 34 (63%) were academic and 20 (37%) non-academic. Academic surgeons reported more publications by the conclusion of surgery training (56% vs 25% with >10 publications, P = .02). More academic surgeons reported >$100,000 in student debt at graduation (44% vs 25%, P < .05). Factors encouraging an academic career were similar for both types of surgeons, including involvement in education of trainees and access to mentorship. Both groups were discouraged from an academic practice by requirements of grant-writing and funding responsibilities. Surgeons in academic practice were more likely to recommend surgery as a career to a current medical student (100% vs 70%, P = .001). This knowledge may help to tailor training experiences to promote academic careers. By supporting funding mechanisms and grant-writing programs, while encouraging mentorship and productive research experiences, current surgical trainees may be more enthusiastic about a career in academic practice. Copyright © 2018 Elsevier Inc. All rights reserved.

Taking Down the Walls: Communities and Educational Research in Canada's 21st Century. NALL Working Paper.

ERIC Educational Resources Information Center

Haig-Brown, Celia

To take community seriously in the conduct of educational research, the researcher should consider taking down epistemological walls and the "real" ones that confine the processes and products of academic labor to artificially isolated settings. Epistemologically, the question of walls relates to the kinds of knowledge competed over,…

Which Academic Papers Do Researchers Tend to Feature on ResearchGate?

ERIC Educational Resources Information Center

Liu, Xuan Zhen; Fang, Hui

2018-01-01

Introduction: The academic social network site ResearchGate (www.researchgate.net) enables researchers to feature up to five of their research products (including papers, datasets and chapters) in a 'Featured research' section on their ResearchGate home page. This provides an opportunity to discover how researchers view their own publications.…

Academic and research misconduct in the PhD: issues for students and supervisors.

PubMed

Mitchell, Theresa; Carroll, Jude

2008-02-01

There are many pressures upon PhD students not least the requirement to make an original or significant contribution to knowledge. Some students, confronted with complex research processes, might adopt practices that compromise standards that are unacceptable within a research community. These practices challenge the PhD student-supervisor relationship and have implication for the individual, the supervisory team, the institution, the awarding body and the wider research context. Discussion relating to misconduct within the PhD is of international importance if the aim is to encourage and facilitate rigorous research practice. Cases involving academic and research misconduct, especially those occurring at PhD level, are likely to become more frequent as numbers of PhD students increase and will demand appropriate, defensible responses from supervisors. Misconduct during PhD study can be difficult to resolve because of lack of clarity in definitions, supervisor naiveté and failure to acknowledge students' decision making limitations. Using scenarios from the first author's supervisory practice to illustrate issues of concern for students and supervisors during PhD supervision, the authors aim to illuminate the importance of engagement with regulatory bodies; problems of knowledge and understanding transfer; culturally specific issues and meanings of academic theft.

Research Policy and Academic Performativity: Compliance, Contestation and Complicity

ERIC Educational Resources Information Center

Leathwood, Carole; Read, Barbara

2013-01-01

Research, a major purpose of higher education, has become increasingly important in a context of global economic competitiveness. In this paper, we draw on data from email interviews with academics in Britain to explore responses to current research policy trends. Although the majority of academics expressed opposition to current policy…

"They See Us as Resource": The Role of a Community-Based Youth Center in Supporting the Academic Lives of Low-Income Chinese American Youth

ERIC Educational Resources Information Center

Wong, Nga-Wing Anjela

2008-01-01

Based on a 15-week ethnographic-based research, this article examines the role of a community-based youth center in supporting the academic lives of Chinese American youth from low-income families in an east coast city I call "Harborview." This study demonstrates the significant role that community-based organizations play for low-income immigrant…

Partnership-driven Resources to Improve and Enhance Research (PRIMER): a survey of community-engaged researchers and creation of an online toolkit.

PubMed

Dolor, Rowena J; Greene, Sarah M; Thompson, Ella; Baldwin, Laura-Mae; Neale, Anne Victoria

2011-08-01

This project aimed to develop an open-access website providing adaptable resources to facilitate best practices for multisite research from initiation to closeout. methods: A web-based assessment was sent to the leadership of the Clinical and Translational Science Award (CTSA) Community Engagement Key Functions Committee (n= 38) and the CTSA-affiliated Primary Care Practice-based Research Networks (PBRN, n= 55). Respondents rated the benefits and barriers of multisite research, the utility of available resources, and indicated their level of interest in unavailable resources. Then, existing research resources were evaluated for relevance to multisite research, adaptability to other projects, and source credibility. Fifty-five (59%) of invited participants completed the survey. Top perceived benefits of multisite research were the ability to conduct community-relevant research through academic-community partnerships (34%) and accelerating translation of research into practice (31%). Top perceived barriers were lack of research infrastructure to support PBRNs and community partners (31%) and inadequate funding to support multisite collaborations (26%). Over 200 resources were evaluated, of which 120 unique resources were included in the website. The PRIMER Research Toolkit (http://www.researchtoolkit.org) provides an array of peer-reviewed resources to facilitate translational research for the conduct of multisite studies within PBRNs and community-based organizations. © 2011 Wiley Periodicals, Inc.

Establishing a community of practice of researchers, practitioners, policy-makers and communities to sustainably manage environmental health risks in Ecuador.

PubMed

Spiegel, Jerry M; Breilh, Jaime; Beltran, Efrain; Parra, Jorge; Solis, Fernanda; Yassi, Annalee; Rojas, Alejandro; Orrego, Elena; Henry, Bonnie; Bowie, William R; Pearce, Laurie; Gaibor, Juan; Velasquez, Patricio; Concepcion, Miriam; Parkes, Margot

2011-11-08

The Sustainably Managing Environmental Health Risk in Ecuador project was launched in 2004 as a partnership linking a large Canadian university with leading Cuban and Mexican institutes to strengthen the capacities of four Ecuadorian universities for leading community-based learning and research in areas as diverse as pesticide poisoning, dengue control, water and sanitation, and disaster preparedness. In implementing curriculum and complementary innovations through application of an ecosystem approach to health, our interdisciplinary international team focused on the question: "Can strengthening of institutional capacities to support a community of practice of researchers, practitioners, policy-makers and communities produce positive health outcomes and improved capacities to sustainably translate knowledge?" To assess progress in achieving desired outcomes, we review results associated with the logic framework analysis used to guide the project, focusing on how a community of practice network has strengthened implementation, including follow-up tracking of program trainees and presentation of two specific case studies. By 2009, train-the-trainer project initiation involved 27 participatory action research Master's theses in 15 communities where 1200 community learners participated in the implementation of associated interventions. This led to establishment of innovative Ecuadorian-led master's and doctoral programs, and a Population Health Observatory on Collective Health, Environment and Society for the Andean region based at the Universidad Andina Simon Bolivar. Building on this network, numerous initiatives were begun, such as an internationally funded research project to strengthen dengue control in the coastal community of Machala, and establishment of a local community eco-health centre focusing on determinants of health near Cuenca. Strengthening capabilities for producing and applying knowledge through direct engagement with affected populations and

Establishing a community of practice of researchers, practitioners, policy-makers and communities to sustainably manage environmental health risks in Ecuador

PubMed Central

2011-01-01

Background The Sustainably Managing Environmental Health Risk in Ecuador project was launched in 2004 as a partnership linking a large Canadian university with leading Cuban and Mexican institutes to strengthen the capacities of four Ecuadorian universities for leading community-based learning and research in areas as diverse as pesticide poisoning, dengue control, water and sanitation, and disaster preparedness. Methods In implementing curriculum and complementary innovations through application of an ecosystem approach to health, our interdisciplinary international team focused on the question: “Can strengthening of institutional capacities to support a community of practice of researchers, practitioners, policy-makers and communities produce positive health outcomes and improved capacities to sustainably translate knowledge?” To assess progress in achieving desired outcomes, we review results associated with the logic framework analysis used to guide the project, focusing on how a community of practice network has strengthened implementation, including follow-up tracking of program trainees and presentation of two specific case studies. Results By 2009, train-the-trainer project initiation involved 27 participatory action research Master’s theses in 15 communities where 1200 community learners participated in the implementation of associated interventions. This led to establishment of innovative Ecuadorian-led master’s and doctoral programs, and a Population Health Observatory on Collective Health, Environment and Society for the Andean region based at the Universidad Andina Simon Bolivar. Building on this network, numerous initiatives were begun, such as an internationally funded research project to strengthen dengue control in the coastal community of Machala, and establishment of a local community eco-health centre focusing on determinants of health near Cuenca. Discussion Strengthening capabilities for producing and applying knowledge through direct

Supporting the role of community members employed as research staff: Perspectives of community researchers working in addiction research.

PubMed

True, Gala; Alexander, Leslie B; Fisher, Celia B

2017-08-01

Community researchers are laypersons who conduct research activities in their own communities. In addiction and HIV research, community researchers are valued for their insider status and knowledge. At the same time, their presence on the research team raises concerns about coercion and confidentiality when community researchers and participants know each other personally, and the work of navigating between the worlds of research and community leads to moral distress and burnout for some community researchers. In this paper, we draw upon the concept of 'moral experience' to explore the local moral worlds of community researchers in the context of addiction research. In February and March 2010, we conducted focus groups with 36 community researchers employed on community-based addiction studies in the United States to elicit perspectives on ethical and moral challenges they face in their work and insights on best practices to support their role in research. Community researchers described how their values were realized or thwarted in the context of research, and their strategies for coping with shifting identities and competing priorities. They delineated how their knowledge could be used to inform development of research protocols and help principal investigators build and maintain trust with the community researchers on their teams. Our findings contribute to current understandings of the moral experiences of community members employed in research, and inform policies and practices for the growing field of community-engaged research. Funders, research organizations, and research ethics boards should develop guidelines and standards to ensure studies have key resources in place to support community researchers and ensure quality and integrity of community-engaged work. Investigators who work with community researchers should ensure channels for frontline staff to provide input on research protocols and to create an atmosphere where challenges and concerns can be

Practical Strategies for Promoting Full Inclusion of Individuals with Disabilities in Community-Based Participatory Intervention Research

PubMed Central

Hassouneh, Dena; Alcala-Moss, Amana; McNeff, E.

2011-01-01

Community-based participatory research (CBPR) with disability communities is directed toward facilitating full inclusion of individuals with disabilities and disability community organizations in all aspects of the research process. Within the CBPR framework, academic-disability community partners may value and wish to use experimental designs to test interventions. Being aware of and proactively addressing barriers and challenges to inclusion in the areas of human resources, training, productivity, accommodation, and inadequate funding for disability community organizations are critical for success. Some of the strategies discussed in this paper for addressing these challenges include creating redundant systems, providing benefits counseling and individualized payment options for employment, designing trainings to be disability friendly, and carefully considering selection of partners in light of available community resources. PMID:21472736

Social Cognitive Predictors of Interest in Research Among Life Sciences Academics

NASA Astrophysics Data System (ADS)

Sawitri, Dian R.; Nurtjahjanti, Harlina; Prasetyo, Anggun R.

2018-02-01

Research interest is the degree to which an individual is interested in conducting research-related activities. Nowadays, Indonesian higher education academics are expected to be research productive, especially those in life sciences. However, what predicts interest in research among life sciences academics is rarely known. We surveyed 240 life sciences academics (64.6% female, mean age = 31.91 years) from several higher degree institutions in Indonesia, using interest in research, research self-efficacy, and research outcome expectations questionnaires. We used social cognitive career theory which proposes that individual’s interests are the results of the interaction between one’s self-efficacy beliefs and outcome expectations overtime. Structural equation modelling demonstrated that research self-efficacy was directly and indirectly associated with interest in research via research outcome expectations. Understanding the social cognitive predictors of interest in research contributes to an understanding of the associations between research self-efficacy, outcome expectations, and interest in research. Recommendations for life sciences academics, faculties, and higher education institutions are discussed.

Summary of Research Activities Academic Departments 1981-1982.

DTIC Science & Technology

1982-10-01

M12 MICROCOPY RESOLUTIONI TEST CHART NATION4AL BUREAU OF STAN4DARDS- 1963-A SUMMARY OF RESEARCH ACTIVITIES ACADEMIC I DEPARTMENTS 1 1981-1982 42 4...r I OFFICE OF THE ACADEMIC DEAN I UNITED STATES NAVAL ACADEMY ANNAPOLIS, MARYLAND li. 6 4 | I I SUMMARY OF IRESEARCH ACTIVITIES [ 1981 - 1982 i... activities that contribute to the professional growth of the faculty and outstanding midshipmen may flourish. * The research activities of the faculty

Harnessing the potential of community-based participatory research approaches in bipolar disorder.

PubMed

Michalak, Erin E; Jones, Steven; Lobban, Fiona; Algorta, Guillermo Perez; Barnes, Steven J; Berk, Lesley; Berk, Michael; Hole, Rachelle; Lapsley, Sara; Maxwell, Victoria; Milev, Roumen; McManamy, John; Murray, Greg; Tohen, Mauricio; Tse, Samson; Sanchez de Carmona, Manuel; Johnson, Sheri L

2016-12-01

Despite the rapid growth in the sophistication of research on bipolar disorder (BD), the field faces challenges in improving quality of life (QoL) and symptom outcomes, adapting treatments for marginalized communities, and disseminating research insights into real-world practice. Community-based participatory research (CBPR)-research that is conducted as a partnership between researchers and community members-has helped address similar gaps in other health conditions. This paper aims to improve awareness of the potential benefits of CBPR in BD research. This paper is a product of the International Society for Bipolar Disorders (ISBD) Taskforce on Community Engagement which includes academic researchers, healthcare providers, people with lived experience of BD, and stakeholders from BD community agencies. Illustrative examples of CBPR in action are provided from two established centres that specialize in community engagement in BD research: the Collaborative RESearch Team to study psychosocial issues in BD (CREST.BD) in Canada, and the Spectrum Centre for Mental Health Research in the United Kingdom. We describe the philosophy of CBPR and then introduce four core research areas the BD community has prioritized for research: new treatment approaches, more comprehensive outcome assessments, tackling stigma, and enhanced understanding of positive outcomes. We then describe ways in which CBPR is ideal for advancing each of these research areas and provide specific examples of ways that CBPR has already been successfully applied in these areas. We end by noting potential challenges and mitigation strategies in the application of CBPR in BD research. We believe that CBPR approaches have significant potential value for the BD research community. The observations and concerns of people with BD, their family members, and supports clearly represent a rich source of information. CBPR approaches provide a collaborative, equitable, empowering orientation to research that builds

Socioemotional Adjustment as a Mediator of the Association between Exposure to Community Violence and Academic Performance in Low-Income Adolescents

PubMed Central

Hardaway, Cecily R.; Larkby, Cynthia A.; Cornelius, Marie D.

2014-01-01

Objective This study examines whether exposure to community violence is indirectly related to academic performance through anxious/depressed symptoms and delinquent behaviors. Methods Three hundred eighteen mothers and adolescents who participated in a longitudinal investigation were interviewed when adolescents were age 10, 14, and 16. Results Community violence exposure at age 14 was significantly related to anxious/depressed symptoms and delinquent behaviors. Delinquent behaviors (but not anxious/depressed symptoms) were significantly associated with academic performance at age 16. Exposure to community violence was indirectly related to academic performance through delinquent behaviors. There was no significant indirect effect of exposure to community violence on academic performance through anxious/depressed symptoms. Covariates included sociodemographics and exposure to child abuse. Age 10 anxious/depressed symptoms, age 10 delinquent behaviors, and age 14 academic performance were also included in the model to control for preexisting differences in socioemotional adjustment and academic performance. Conclusions Results suggest that exposure to community violence may initiate a cascade of problems that spread from behavior problems to declines in academic performance. Our results highlight the need for schools to consider exposure to community violence as one form of trauma and to transform in ways that make them more trauma-sensitive. The use of trauma-sensitive practices that address the effects of violence exposure on youth may help limit the progression of adverse effects from delinquent behavior to other domains of functioning. PMID:25485167

Lost Dollars Threaten Research in Public Academic Health Centers.

PubMed

Bourne, Henry R; Vermillion, Eric B

2017-03-01

The decrease of federal and state support threatens long-term sustainability of research in publicly supported academic health centers. In weathering these financial threats, research at the University of California, San Francisco (UCSF), has undergone 3 substantial changes: institutional salary support goes preferentially to senior faculty, whereas the young increasingly depend on grants; private and government support for research grows apace in clinical departments but declines in basic science departments; and research is judged more on its quantity (numbers of investigators and federal and private dollars) than on its goals, achievements, or scientific quality. We propose specific measures to alleviate these problems. Other large public academic health centers probably confront similar issues, but-except for UCSF-such centers have not been subjected to detailed public analysis.-Bourne, H. R., Vermillion, E. B. Lost dollars threaten research in public academic health centers. © FASEB.

Social Support, Academic Adversity and Academic Buoyancy: A Person-Centred Analysis and Implications for Academic Outcomes

ERIC Educational Resources Information Center

Collie, Rebecca J.; Martin, Andrew J.; Bottrell, Dorothy; Armstrong, Derrick; Ungar, Michael; Liebenberg, Linda

2017-01-01

The present study employed person-centred analyses that enabled identification of groups of students separated on the basis of their perceptions of social support (home and community), academic support, academic adversity and academic buoyancy. Among a sample of 249 young people, including many from high-needs communities, cluster analysis…

Lessons Learned From a Community-Based Participatory Research Mental Health Promotion Program for American Indian Youth.

PubMed

Langdon, Sarah E; Golden, Shannon L; Arnold, Elizabeth Mayfield; Maynor, Rhonda F; Bryant, Alfred; Freeman, V Kay; Bell, Ronny A

2016-05-01

Background American Indian (AI) youth have the highest rates of suicide among racial/ethnic minority groups in the United States. Community-based strategies are essential to address this issue, and community-based participatory research (CBPR) offers a model to engage AI communities in mental health promotion programming. Objectives This article describes successes and challenges of a CBPR, mixed-method project, The Lumbee Rite of Passage (LROP), an academic-community partnership to develop and implement a suicide prevention program for Lumbee AI youth in North Carolina. Method LROP was conducted in two phases to (1) understand knowledge and perceptions of existing mental health resources and (2) develop, implement, and evaluate a cultural enrichment program as a means of suicide prevention. Discussion/Results LROP implemented an effective community-academic partnership by (1) identifying and understanding community contexts, (2) maintaining equitable partnerships, and (3) implementing a culturally tailored research design targeting multilevel changes to support mental health. Strategies formed from the partnership alleviated challenges in each of these key CBPR concept areas. Conclusions LROP highlights how a CBPR approach contributes to positive outcomes and identifies opportunities for future collaboration in a tribal community. Using culturally appropriate CBPR strategies is critical to achieving sustainable, effective programs to improve mental health of AI youth. © 2016 Society for Public Health Education.

Community-Based Participatory Research: Lessons Learned from the Centers for Children’s Environmental Health and Disease Prevention Research

PubMed Central

Israel, Barbara A.; Parker, Edith A.; Rowe, Zachary; Salvatore, Alicia; Minkler, Meredith; López, Jesús; Butz, Arlene; Mosley, Adrian; Coates, Lucretia; Lambert, George; Potito, Paul A.; Brenner, Barbara; Rivera, Maribel; Romero, Harry; Thompson, Beti; Coronado, Gloria; Halstead, Sandy

2005-01-01

Over the past several decades there has been growing evidence of the increase in incidence rates, morbidity, and mortality for a number of health problems experienced by children. The causation and aggravation of these problems are complex and multifactorial. The burden of these health problems and environmental exposures is borne disproportionately by children from low-income communities and communities of color. Researchers and funding institutions have called for increased attention to the complex issues that affect the health of children living in marginalized communities—and communities more broadly—and have suggested greater community involvement in processes that shape research and intervention approaches, for example, through community-based participatory research (CBPR) partnerships among academic, health services, public health, and community-based organizations. Centers for Children’s Environmental Health and Disease Prevention Research (Children’s Centers) funded by the National Institute of Environmental Health Sciences and U.S. Environmental Protection Agency were required to include a CBPR project. The purpose of this article is to provide a definition and set of CBPR principles, to describe the rationale for and major benefits of using this approach, to draw on the experiences of six of the Children’s Centers in using CBPR, and to provide lessons learned and recommendations for how to successfully establish and maintain CBPR partnerships aimed at enhancing our understanding and addressing the multiple determinants of children’s health. PMID:16203263

Exploring Community College Students' and Faculty Members' Perceptions on Academic Dishonesty

ERIC Educational Resources Information Center

Lesser, Donna

2014-01-01

Academic dishonesty is a well-documented problem in higher education. While numerous actions and/or behaviors are attributed to threatening academic integrity, the vernacular term used by both students and faculty is "cheating". Although there has been a substantial amount of research on academic integrity and dishonesty in general,…

Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, 1996.

ERIC Educational Resources Information Center

Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, 1996

1996-01-01

This document consists of four issues (a year's worth: Nov 1995; Jan,Mar,Oct 1996) of a newsletter devoted to issues of importance regarding community college education and provides updates on activities and policies of the Academic Senate for California Community Colleges. The November 1995 issue highlights affirmative action and offers a…

Research Ethics Review and Aboriginal Community Values: Can the Two be Reconciled?

PubMed

Glass, Kathleen Cranley; Kaufert, Joseph

2007-06-01

CONTEMPORARY RESEARCH ETHICS REVIEW COMMITTEES (RECs) are heavily influenced by the established academic or health care institutional frameworks in which they operate, sharing a cultural, methodological and ethical perspective on the conduct of research involving humans. The principle of autonomous choice carries great weight in what is a highly individualistic decision-making process in medical practice and research. This assumes that the best protection lies in the ability of patients or research participants to make competent, voluntary, informed choices, evaluating the risks and benefits from a personal perspective. Over the past two decades, North American and international indigenous researchers, policy makers and communities have identified key issues of relevance to them, but ignored by most institutional or university-based RECs. They critique the current research review structure, and propose changes on a variety of levels in an attempt to develop more community sensitive research ethics review processes. In doing so, they have emphasized recognition of collective rights including community consent. Critics see alternative policy guidelines and community-based review bodies as challenging the current system of ethics review. Some view them as reflecting a fundamental difference in values. In this paper, we explore these developments in the context of the political, legal and ethical frameworks that have informed REC review. We examine the process and content of these frameworks and ask how this contrasts with emerging Aboriginal proposals for community-based research ethics review. We follow this with recommendations on how current REC review models might accommodate the requirements of both communities and RECs.

Academic and research capacity development in Earth observation for environmental management

NASA Astrophysics Data System (ADS)

Cassells, Gemma; Woodhouse, Iain H.; Patenaude, Genevieve; Tembo, Mavuto

2011-10-01

Sustainable environmental management is one of the key development goals of the 21st century. The importance of Earth observation (EO) for addressing current environmental problems is well recognized. Most developing countries are highly susceptible to environmental degradation; however, the capacity to monitor these changes is predominantly located in the developed world. Decades of aid and effort have been invested in capacity development (CD) with the goal of ensuring sustainable development. Academics, given their level of freedom and their wider interest in teaching and knowledge transfer, are ideally placed to act as catalyst for capacity building. In this letter, we make a novel investigation into the extent to which the EO academic research community is engaged in capacity development. Using the Web of Knowledge publication database (http://wok.mimas.ac.uk), we examined the geographical distribution of published EO related research (a) by country as object of research and (b) by authors' country of affiliation. Our results show that, while a significant proportion of EO research (44%) has developing countries as their object of research, less than 3% of publications have authors working in, or affiliated to, a developing country (excluding China, India and Brazil, which not only are countries in transition, but also have well established EO capacity). These patterns appear consistent over the past 20 years. Despite the wide awareness of the importance of CD, we show that significant progress on this front is required. We therefore propose a number of recommendations and best practices to ease collaboration and open access.

An exploration of the assessment experiences of new academics as they engage with a community of practice in higher education.

PubMed

Garrow, Amanda; Tawse, Stephen

2009-08-01

This paper considers a phenomenological research study that attempted to explore how new academics were introduced to the assessment process within a Higher Education context. Two key educational perspectives have shaped the interpretation of the studies findings. These are Nonaka and Takeuchi's [Nonaka, I., Takeuchi, H., 1995. The Knowledge Creating Company: How Japanese Companies Create the Dynamics of Innovation. Oxford University Press, New York] model of knowledge conversion and Lave and Wenger's work on communities of practice (1991, 2002). Three key findings emerged from this work. Firstly, the study highlights a number of issues relating to the types of support and guidance that new academics receive. These were divided into formal and informal types that either promoted conformity or facilitated challenge. Secondly, the study suggests that the ways in which experienced academic staff communicate their assessment knowledge and interact with new academics may require further consideration. Finally, the study raises questions about the type of academic that the organisation would wish to develop.

Reputational Risk, Academic Freedom and Research Ethics Review

PubMed Central

Hedgecoe, Adam

2015-01-01

Drawing on scholarship around academic freedom and new public management, this article explores the way in which research ethics committees in UK universities (URECs) can come to exhibit behaviour – common in their US equivalents – that prioritises the reputational protection of their host institution over and above academic freedom and the protection of research subjects. Drawing on two case studies the article shows both how URECs can serve to restrict research that may be ‘embarrassing’ for a university and how, in high profile cases, university management come to use such committees as mechanisms for internal discipline. PMID:27330226

New Academics and Identities: Research as a Process of "Becoming"

ERIC Educational Resources Information Center

McLeod, Heather; Badenhorst, Cecile

2014-01-01

We are new academics involved in the process of becoming researchers. We believe that gathering, reflecting, sharing and producing knowledge are important parts of constructing a strong identity as a researcher that we produce and own rather than being produced by the prevailing academic discourse. We decenter research as a product and bring into…

Lessons Learned from the Evolution of an Academic Community Partnership: Creating "Patient Voices".

PubMed

Chambers, Meghan K; Ireland, Anna; D'Aniello, Rona; Lipnicki, Stephanie; Glick, Myron; Tumiel-Berhalter, Laurene

2015-01-01

Long-term partners received federal funding to develop the Patient Voices Network, a partnership of safety-net family practices and their patients to develop health improvement strategies. The scope and structure of the newly funded grant presented unexpected challenges that threatened the future of the partnership.Purpose of Article: To present a case study of the evolution of an existing partnership and offer lessons learned along with recommendations for future partnerships. Federal funding formalized the partnership in a way that required looking at it through a new lens. Leadership, programmatic, personnel, and financial challenges emerged. Short-term and long-term strategies were applied to address evolving needs. This case study demonstrates how federal funding raises the bar for academic-community partnerships and how challenges can be worked through, particularly if the partnership embraces the key principles of community-based participatory research (CBPR). Recommendations have been applied successfully to future initiatives.

NASA/DOD Aerospace Knowledge Diffusion Research Project. Paper 6: Aerospace knowledge diffusion in the academic community: A report of phase 3 activities of the NASA/DOD Aerospace Knowledge Diffusion Research Project

NASA Technical Reports Server (NTRS)

Pinelli, Thomas E.; Kennedy, John M.

1990-01-01

Descriptive and analytical data regarding the flow of aerospace-based scientific and technical information (STI) in the academic community are presented. An overview is provided of the Federal Aerospace Knowledge Diffusion Research Project, illustrating a five-year program on aerospace knowledge diffusion. Preliminary results are presented of the project's research concerning the information-seeking habits, practices, and attitudes of U.S. aerospace engineering and science students and faculty. The type and amount of education and training in the use of information sources are examined. The use and importance ascribed to various information products by U.S. aerospace faculty and students including computer and other information technology is assessed. An evaluation of NASA technical reports is presented and it is concluded that NASA technical reports are rated high in terms of quality and comprehensiveness, citing Engineering Index and IAA as the most frequently used materials by faculty and students.

Perspectives of Academic Social Scientists on Knowledge Transfer and Research Collaborations: A Cross-Sectional Survey of Australian Academics

ERIC Educational Resources Information Center

Cherney, Adrian; Head, Brian; Boreham, Paul; Povey, Jenny; Ferguson, Michele

2012-01-01

This paper reports results from a survey of academic social scientists in Australian universities on their research engagement experience with industry and government partners and end-users of research. The results highlight that while academics report a range of benefits arising from research collaborations, there are also significant impediments…

Practice-based Research Networks (PBRNs) Bridging the Gaps between Communities, Funders, and Policymakers.

PubMed

Gaglioti, Anne H; Werner, James J; Rust, George; Fagnan, Lyle J; Neale, Anne Victoria

2016-01-01

In this commentary, we propose that practice-based research networks (PBRNs) engage with funders and policymakers by applying the same engagement strategies they have successfully used to build relationships with community stakeholders. A community engagement approach to achieve new funding streams for PBRNs should include a strategy to engage key stakeholders from the communities of funders, thought leaders, and policymakers using collaborative principles and methods. PBRNs that implement this strategy would build a robust network of engaged partners at the community level, across networks, and would reach state and federal policymakers, academic family medicine departments, funding bodies, and national thought leaders in the redesign of health care delivery. © Copyright 2016 by the American Board of Family Medicine.

The Academic's Handbook. Second Edition.

ERIC Educational Resources Information Center

DeNeef, A. Leigh, Ed.; Goodwin, Craufurd D., Ed.

This book's 29 chapters by various authors are designed to provide immediately useful advice for college and university teachers concerning current higher education issues, employment, teaching and advising, funding research, publishing research, and academic communities and administrations, The chapters are: "A Taxonomy of Colleges and…

Challenges in conducting community-driven research created by differing ways of talking and thinking about science: a researcher's perspective.

PubMed

Colquhoun, Amy; Geary, Janis; Goodman, Karen J

2013-01-01

Increasingly, health scientists are becoming aware that research collaborations that include community partnerships can be an effective way to broaden the scope and enhance the impact of research aimed at improving public health. Such collaborations extend the reach of academic scientists by integrating a variety of perspectives and thus strengthening the applicability of the research. Communication challenges can arise, however, when attempting to address specific research questions in these collaborations. In particular, inconsistencies can exist between scientists and community members in the use and interpretation of words and other language features, particularly when conducting research with a biomedical component. Additional challenges arise from differing perceptions of the investigative process. There may be divergent perceptions about how research questions should and can be answered, and in expectations about requirements of research institutions and research timelines. From these differences, misunderstandings can occur about how the results will ultimately impact the community. These communication issues are particularly challenging when scientists and community members are from different ethnic and linguistic backgrounds that may widen the gap between ways of talking and thinking about science, further complicating the interactions and exchanges that are essential for effective joint research efforts. Community-driven research that aims to describe the burden of disease associated with Helicobacter pylori infection is currently underway in northern Aboriginal communities located in the Yukon and Northwest Territories, Canada, with the goal of identifying effective public health strategies for reducing health risks from this infection. This research links community representatives, faculty from various disciplines at the University of Alberta, as well as territorial health care practitioners and officials. This highly collaborative work will be used to

Financial Aid Research: The Nexus of Academic, Practitioner, and Policy Work

ERIC Educational Resources Information Center

Heller, Donald E.

2017-01-01

Academic research often does not find its way into the policy arena because of the nature of the work. Policymakers often find journal articles and academic books too long, difficult to understand, and lacking in policy-relevant ideas and recommendations. This article provides suggestions to academic and other researchers on how to make their…

Senate Rostrum: The Newsletter of the Academic Senate for California Community Colleges, May 2009

ERIC Educational Resources Information Center

Academic Senate for California Community Colleges, 2009

2009-01-01

The Rostrum is a quarterly publication of the Academic Senate for California Community Colleges. The following articles are included in this issue: (1) An SLO Terminology Glossary: A Draft in Progress by Lesley Kawaguchi; (2) A Tale of Two Data Elements by Mark Wade Lieu; (3) Sustainability and the Academic Senate by David Beaulieu and Don…

Perceptions community residents have about partner institutions and clinical research.

PubMed

Kennedy, Betty M; Katzmarzyk, Peter T; Johnson, William D; Griffin, Willene P; Kennedy, Kathleen B; Cefalu, William T; Ryan, Donna H

2013-12-01

Engaging community residents to obtain their feedback in conducting clinical research, and including them as leaders in implementing applicable health advances is crucial for success and sustaining large center awards. Forty-four adult men and women participated in one of four focus groups. Two groups each (one African American and one Caucasian) were conducted in Baton Rouge and in New Orleans. In an effort to determine the knowledge, attitudes, and beliefs Louisiana residents have about the Louisiana Clinical and Translational Science (LA CaTS) Center concept, four main themes emerged from focus group participants concerning the state's research institutions, and what it means to have these institutions operating under one umbrella to improve the quality of health of its people: (1) academic/research institutions of the State are uniformly widely recognized and held in high regard; (2) increasing awareness of clinical research is a necessity; (3) establishing the LA CaTS Center is an excellent idea; and (4) effective communication including delivery style is crucial to partnerships and especially to the community. Focus group discussions can provide insight into community residents' perceptions, beliefs, motivations, and patterns of behavior for strategically planning for large center awards. © 2013 Wiley Periodicals, Inc.

Attitude of Academic Community towards Physically Challenged Students in the University of Maiduguri: Implications for Financing Inclusive Education for Sustainable Development

ERIC Educational Resources Information Center

Bamiteko, Racheal Modupe; Ibi, Mustapha Baba; Bukar, Ibrahim Bulama

2017-01-01

This study examined the attitude of academic community towards physically challenged students in the University of Maiduguri as it affect the financing of inclusive education for sustainable development in Nigeria. Four objectives, two research questions and two hypotheses were set and tested for the study. Descriptive survey was adopted as a…

Community action against asthma: examining the partnership process of a community-based participatory research project.

PubMed

Parker, Edith A; Israel, Barbara A; Williams, Melina; Brakefield-Caldwell, Wilma; Lewis, Toby C; Robins, Thomas; Ramirez, Erminia; Rowe, Zachary; Keeler, Gerald

2003-07-01

Community Action Against Asthma (CAAA) is a community-based participatory research (CBPR) project that assesses the effects of outdoor and indoor air quality on exacerbation of asthma in children, and tests household- and neighborhood-level interventions to reduce exposure to environmental asthma triggers. Representatives of community-based organizations, academia, an integrated health system, and the local health department work in partnership on CAAA's Steering Committee (SC) to design and implement the project. To conduct a process evaluation of the CAAA community-academic partnership. In-depth interviews containing open-ended questions were conducted with SC members. Analysis included established methods for qualitative data, including focused coding and constant comparison methods. Community setting in Detroit, Michigan. Twenty-three members of the CAAA SC. Common themes identified by SC members relating to the partnership's ability to achieve project goals and the successes and challenges facing the partnership itself. Identified partnership accomplishments included: successful implementation of a complex project, identification of children with previously undiagnosed asthma, and diverse participation and community influence in SC decisions. Challenges included ensuring all partners' influence in decision-making, the need to adjust to "a different way of doing things" in CBPR, constraints and costs of doing CBPR felt by all partners, ongoing need for communication and maintaining trust, and balancing the needs of science and the community through intervention. CBPR can enhance and facilitate basic research, but care must be given to trust issues, governance issues, organizational culture, and costs of participation for all organizations involved.

Creating a Longitudinal Integrated Clerkship with Mutual Benefits for an Academic Medical Center and a Community Health System

PubMed Central

Poncelet, Ann Noelle; Mazotti, Lindsay A; Blumberg, Bruce; Wamsley, Maria A; Grennan, Tim; Shore, William B

2014-01-01

The longitudinal integrated clerkship is a model of clinical education driven by tenets of social cognitive theory, situated learning, and workplace learning theories, and built on a foundation of continuity between students, patients, clinicians, and a system of care. Principles and goals of this type of clerkship are aligned with primary care principles, including patient-centered care and systems-based practice. Academic medical centers can partner with community health systems around a longitudinal integrated clerkship to provide mutual benefits for both organizations, creating a sustainable model of clinical training that addresses medical education and community health needs. A successful one-year longitudinal integrated clerkship was created in partnership between an academic medical center and an integrated community health system. Compared with traditional clerkship students, students in this clerkship had better scores on Clinical Performance Examinations, internal medicine examinations, and high perceptions of direct observation of clinical skills. Advantages for the academic medical center include mitigating the resources required to run a longitudinal integrated clerkship while providing primary care training and addressing core competencies such as systems-based practice, practice-based learning, and interprofessional care. Advantages for the community health system include faculty development, academic appointments, professional satisfaction, and recruitment. Success factors include continued support and investment from both organizations’ leadership, high-quality faculty development, incentives for community-based physician educators, and emphasis on the mutually beneficial relationship for both organizations. Development of a longitudinal integrated clerkship in a community health system can serve as a model for developing and expanding these clerkship options for academic medical centers. PMID:24867551

Creating a longitudinal integrated clerkship with mutual benefits for an academic medical center and a community health system.

PubMed

Poncelet, Ann Noelle; Mazotti, Lindsay A; Blumberg, Bruce; Wamsley, Maria A; Grennan, Tim; Shore, William B

2014-01-01

The longitudinal integrated clerkship is a model of clinical education driven by tenets of social cognitive theory, situated learning, and workplace learning theories, and built on a foundation of continuity between students, patients, clinicians, and a system of care. Principles and goals of this type of clerkship are aligned with primary care principles, including patient-centered care and systems-based practice. Academic medical centers can partner with community health systems around a longitudinal integrated clerkship to provide mutual benefits for both organizations, creating a sustainable model of clinical training that addresses medical education and community health needs. A successful one-year longitudinal integrated clerkship was created in partnership between an academic medical center and an integrated community health system. Compared with traditional clerkship students, students in this clerkship had better scores on Clinical Performance Examinations, internal medicine examinations, and high perceptions of direct observation of clinical skills.Advantages for the academic medical center include mitigating the resources required to run a longitudinal integrated clerkship while providing primary care training and addressing core competencies such as systems-based practice, practice-based learning, and interprofessional care. Advantages for the community health system include faculty development, academic appointments, professional satisfaction, and recruitment.Success factors include continued support and investment from both organizations' leadership, high-quality faculty development, incentives for community-based physician educators, and emphasis on the mutually beneficial relationship for both organizations. Development of a longitudinal integrated clerkship in a community health system can serve as a model for developing and expanding these clerkship options for academic medical centers.

Diversion or Democratization: Do Rural, Hispanic, Community College Students Show Signs of Academic Undermatch?

ERIC Educational Resources Information Center

Freeman, Eric

2017-01-01

This study examines the relationship between academic undermatch theory and the college-going decisions, experiences, and aspirations of first-generation, rural Hispanic community college students in the new destination meatpacking town of Winstead, Kansas. Ethnographic data from rural high school guidance counselors, community college faculty,…

Strategic partnerships between academic dental institutions and communities: addressing disparities in oral health care.

PubMed

Johnson, Bradford R; Loomer, Peter M; Siegel, Sharon C; Pilcher, Elizabeth S; Leigh, Janet E; Gillespie, M Jane; Simmons, Raymond K; Turner, Sharon P

2007-10-01

A landmark report from the U.S. surgeon general identified disparities in oral health care as an urgent and high-priority problem. A parallel development in the dental education community is the growing consensus that significant curriculum reform is long overdue. The authors performed a literature review and conducted a series of structured interviews with key institutional and community stakeholders from seven geographical regions of the United States. They investigated a wide range of partnerships between community-based dental clinics and academic dental institutions. On the basis of their interviews and literature review, the authors identified common themes and made recommendations to the dental community to improve access to care while enhancing the dental curriculum. Reducing disparities in access to oral health care and the need for reform of the dental curriculum may be addressed, in part, by a common solution: strategic partnerships between academic dental institutions and communities. Practice Implications. Organized dentistry and individual practitioners, along with other major stakeholders, can play a significant role in supporting reform of the dental curriculum and improving access to care.

Gender disparities in research productivity among 9952 academic physicians.

PubMed

Eloy, Jean Anderson; Svider, Peter F; Cherla, Deepa V; Diaz, Lucia; Kovalerchik, Olga; Mauro, Kevin M; Baredes, Soly; Chandrasekhar, Sujana S

2013-08-01

The number of women in medicine has increased considerably over the past 3 decades, and they now comprise approximately half of medical school matriculants. We examine whether gender disparities in research productivity are present throughout various specialties and compare these findings to those previously described among otolaryngologists. Bibliometric analysis. Research productivity, measured by the h-index, was calculated for 9,952 academic physicians representing 34 medical specialties. Additionally, trends in how rate of research productivity changed throughout different career stages were compared. Women were underrepresented at the level of professor and in positions of departmental leadership relative to their representation among assistant and associate professors. Male faculty had statistically higher research productivity both overall (H = 10.3 ± 0.14 vs. 5.6 ± 0.14) and at all academic ranks. For the overall sample, men and women appeared to have equivalent rates of research productivity. In internal medicine, men had higher early-career productivity, while female faculty had productivity equaling and even surpassing that of their male colleagues beyond 20 to 25 years. Men and women had equivalent productivity in surgical specialties throughout their careers, and similar rates in pediatrics until 25 to 30 years. Female academic physicians have decreased research productivity relative to men, which may be one factor contributing to their underrepresentation at the level of professor and departmental leader relative to their proportions in junior academic ranks. Potential explanations may include fewer woman physicians in the age groups during which higher academic ranks are attained, greater family responsibilities, and greater involvement in clinical service and educational contributions. © 2013 The American Laryngological, Rhinological and Otological Society, Inc.

Articulation, College Transfer, and Academic Success: Northern Virginia Community College Transfer Students and Post-Transfer Success at George Mason University.

ERIC Educational Resources Information Center

Solomon, Irwin E.

This 1993-1997 study had two objectives: to inquire into the post-transfer academic at a four-year university, and to answer the call for continued research into articulation and transfer. The author found that (1) a group of 561 Northern Virginia Community College (NVCC) students who transferred to George Mason University (GMU) over a 5-year…

Community Engagement in K-12 Tutoring Programs: A Research-Based Guide for Best Practices

ERIC Educational Resources Information Center

Mozolic, Jennifer; Shuster, Julia

2016-01-01

This report on historical trends and recent findings in the literature on academic tutoring is the first step in a community-based research collaboration between faculty and students at a small liberal arts college, the local public school district, and a nonprofit foundation that supports public K-12 education. Each year, this nonprofit…

The Role of Neighborhood Context and School Climate in School-Level Academic Achievement.