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Seedat, Mohamed, and Shahnaaz Suffla. "Community Engagement: Conceptualisation, Methods and Illustrations." Journal of Psychology in Africa 22, no. 4 (January 2012): 483–85. http://dx.doi.org/10.1080/14330237.2012.10820559.
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Rawl, Susan M., and Robin P. Newhouse. "Advancing Methods for Patient and Community Engagement." Western Journal of Nursing Research 43, no. 10 (June 26, 2021): 903–4. http://dx.doi.org/10.1177/01939459211027656.
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Morrel-Samuels, Susan, Martica Bacallao, Shelli Brown, Meredith Bower, and Marc Zimmerman. "Community Engagement in Youth Violence Prevention: Crafting Methods to Context." Journal of Primary Prevention 37, no. 2 (March 11, 2016): 189–207. http://dx.doi.org/10.1007/s10935-016-0428-5.
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Low, David. "University-Community Engagement: A grid-group analysis." Gateways: International Journal of Community Research and Engagement 1 (September 29, 2008): 107–27. http://dx.doi.org/10.5130/ijcre.v1i0.445.
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University-community engagement involves complex issues, entangling multiple and interacting points of view, all of which operate in a wider dynamic evolving social environment. For this reason, there is often disagreement about why engagement is necessary or desirable, and whether there is one optimal method to practice it. To address this issue, I argue that university-community engagement can be examined as a form of enquiry. In this view, engagement is viewed as a system that arises through the recognition of the dissent it embodies. As such, enquiry functions to process disagreements into diverse methods of communication.
Most of the disagreements utilised by universities are derived from external sources, thus university-based enquiry must necessarily involve a dialogue with a broader community or environment. In this sense, university-community engagement can be viewed most generally as a method that processes disagreements into shared understandings through enquiry.
To demonstrate how university-community engagement functions from an enquiry point of view, I use Mary Douglas’ grid-group diagramming method to develop a critical typology for classifying university-community engagement. My modified grid-group diagram provides a structured typological space within which four distinct methods of university-community engagement can be identified and discussed – both in relation to their internal communicational characteristics, and in relation to each other.
The university-engagement grid-group diagram is constructed by locating each of Douglas’ four quadrants within Charles Peirce’s four methods of enquiry. Peirce’s work is introduced because each of his four methods of enquiry deals specifically with how disagreements are processed and resolved. When Peirce’s methods for fixing belief are located in Douglas’ grid-group diagram, they create a sense-making framework for university-community engagement. It is argued that the model offers a heuristic structure through which to view the diversity of university-community engagement and create shared understandings of the appropriateness of a wide range of possible engagement methods.
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Benson, Caroline E., Jodi Feinberg, Amani Abdallah, and Terri Lipman. "Community champions: A mixed methods study on volunteer recruitment and retention in community engagement." Journal of Nursing Education and Practice 10, no. 6 (March 3, 2020): 19. http://dx.doi.org/10.5430/jnep.v10n6p19.
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Community engagement is an effective method of preparing nursing students to be influential providers for diverse patient populations. Over the course of the 2016-2017 academic year, volunteer attendance was recorded and a qualitative survey was distributed to evaluate attendance rates and retention of Community Champion volunteers, and to determine factors that contributed to the success and sustainability of the program. There was an 83% attendance rate overall at the community-based initiatives, with the highest attendance rate of 98% amongst initiative leaders. The following themes emerged from the qualitative surveys assessing retention: 1) Self motivation and enthusiasm among community members 2) diverse and interdisciplinary interactions 3) communication and organization and 4) student commitment barriers. Students with the greatest amount of experience with community engagement assumed more responsibility and dedicated the most amount of time to the program. The consistent commitment of volunteers to Community Champions has positively impacted the students’ academic careers and the sustainability of the community partnership. In order to optimize community programming, volunteer reliability, consistency and commitment are necessary.
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Joosten, Yvonne A., Tiffany L. Israel, Amy Head, Yolanda Vaughn, Victoria Villalta Gil, Charles Mouton, and Consuelo H. Wilkins. "Enhancing translational researchers’ ability to collaborate with community stakeholders: Lessons from the Community Engagement Studio." Journal of Clinical and Translational Science 2, no. 4 (August 2018): 201–7. http://dx.doi.org/10.1017/cts.2018.323.
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Community engagement is considered essential to effectively translate research into practice and is increasingly recognized as a key to successful clinical trial recruitment. Challenges to engaging community stakeholders in research persist and new methods are needed to facilitate meaningful stakeholder involvement. The Community Engagement Studio (CE Studio), a consultative model, has been used at every stage of the research process. Best practices drawn from the model could inform other methods of engagement. Using a mixed-methods approach that included evaluation surveys, impact surveys and interviews, we assessed the CE Studio program. We analyzed data from 75 CE Studios; 65 researchers and 591 community members completed surveys and 10 researchers completed interviews. Surveys indicate that 100% of researchers would request a CE Studio in the future, and 99.3% of community members would participate in a CE Studio again. We identified 6 practices to enhance community engagement in clinical and translational research: early input, researcher coaching, researcher humility, balancing power, neutral facilitator, and preparation of community stakeholders. These best practices may enhance the quality of existing community engagement approaches and improve the effectiveness of translational researchers’ efforts to engage community stakeholders in their work.
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Muir, Jenny. "Creative Community Planning: Transformative Engagement Methods for Working at the Edge." Housing Studies 26, no. 1 (January 2011): 180–82. http://dx.doi.org/10.1080/02673037.2011.530489.
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Hu, Richard. "Creative Community Planning: Transformative Engagement Methods for Working at the Edge." Australian Planner 48, no. 3 (September 2011): 237–38. http://dx.doi.org/10.1080/07293682.2010.517766.
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Newton Miller, Laura. "University Community Engagement and the Strategic Planning Process." Evidence Based Library and Information Practice 13, no. 1 (March 6, 2018): 4–17. http://dx.doi.org/10.18438/eblip29351.
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Objectives- To understand how university libraries are engaging with the university community (students, faculty, campus partners, administration) when working through the strategic planning process.
Methods- Literature review and exploratory open-ended survey to members of CAUL (Council of Australian University Librarians), CARL (Canadian Association of Research Libraries), CONZUL (Council of New Zealand University Librarians), and RLUK (Research Libraries UK) who are most directly involved in the strategic planning process at their library.
Results- Out of a potential 113 participants from 4 countries, 31 people replied to the survey in total (27%). Libraries most often mentioned the use of regularly-scheduled surveys to inform their strategic planning which helps to truncate the process for some respondents, as opposed to conducting user feedback specifically for the strategic plan process. Other quantitative methods include customer intelligence and library-produced data. Qualitative methods include the use of focus groups, interviews, and user experience/design techniques to help inform the strategic plan. The focus of questions to users tended to fall towards user-focused (with or without library lens), library-focused, trends & vision, and feedback on plan.
Conclusions- Combining both quantitative and qualitative methods can help give a fuller picture for librarians working on a strategic plan. Having the university community join the conversation in how the library moves forward is an important but difficult endeavour. Regardless, the university library needs to be adaptive to the rapidly changing environment around it. Having a sense of how other libraries engage with the university community benefits others who are tasked with strategic planning
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Geekiyanage, Devindi, Terrence Fernando, and Kaushal Keraminiyage. "Mapping Participatory Methods in the Urban Development Process: A Systematic Review and Case-Based Evidence Analysis." Sustainability 13, no. 16 (August 11, 2021): 8992. http://dx.doi.org/10.3390/su13168992.
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Despite the fact that vulnerable communities are the most affected by unplanned cities, considerably less attention has been given to involving them in urban development in order to ensure equitable outcomes. In this regard, there is an urgent need for governments to introduce and enforce processes that allow citizens, including vulnerable communities, to participate in development planning and policymaking. However, at present, there is a lack of guidance for practitioners regarding the definition of a clear purpose of community engagement and the selection of appropriate participatory methods to fulfil the set purpose. This study provides a thorough account of the participatory methods that can be used to achieve various engagement goals throughout the urban development process. This structured literature review used 71 reports published from 2000 to 2020. The review revealed 34 participatory methods, wherein most of the methods are devoted to informing, consulting and involving communities, whilst only a few methods are available for interactive public participation that supports true collaboration and empowerment. The study identified 12 purposes of community engagement in urban development, and mapped the 34 participatory methods for achieving them. The analysed case studies showed that the current community engagement practices are mainly in the pre-design and briefing stages of the urban development processes, and that most projects are aiming to achieve the ‘inform’ and ‘consult’ levels of engagement, with a few aiming to achieve the ‘involve’ and ‘collaborate’ levels. This study shows that community engagement is often overlooked during the professional design, development and post-development phases. The paper presents an onion model which can be used by practitioners to choose appropriate participatory methods based on the intended urban development phase, the engagement level and the purpose of the community engagement.
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Robles-Schrader, Grisel M., Keith A. Herzog, and Josefina Serrato. "3347 Developing Relevant Community Engagement Metrics to Evaluate Engagement Support and Outcomes." Journal of Clinical and Translational Science 3, s1 (March 2019): 87–88. http://dx.doi.org/10.1017/cts.2019.201.
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OBJECTIVES/SPECIFIC AIMS: The goals in this project were two-fold:. Develop metrics that assessed community engagement support the center provides, and. Systematically document the fluid and time-intensive nature of providing community engaged research support, as well as key outcomes. METHODS/STUDY POPULATION: The CCH utilized REDCap software in combination with Excel, to create and implement a data collection system to monitor and report on the full spectrum of engagement activities offered by the center. Center staff collaborated in identifying relevant metrics, developing the data collection instruments, and beta-testing instruments with real examples. This facilitated the integration of contextual factors (defined as factors such as the history, size, and diversity of the community, the organizational mission, the structure and size of the CE team, the number of years a university has been supporting community-engaged research work, etc.). Taking a collaborative approach in developing the center’s evaluation plan offered the added benefit of facilitating staff/faculty buy-in, building staff capacity, and engaging the team in understanding concepts related to performance measurement versus management. RESULTS/ANTICIPATED RESULTS: Key benefits of these engagement tracking systems include: consolidating data into a central location, standardizing tracking processes and critical definitions, and supporting more automated reporting systems (e.g., dashboards) that facilitate quality improvement and highlight success stories. Data were compiled and reported via on-line dashboard (REDCap and Tableau) to help center leadership and staff analyze:. Quality improvement issues (How quickly are we responding to a request for support? Are we providing resources that meet the needs of community partners? Academics? Community-academic partnerships?);. Qualitative process analysis (In what research phase are we typically receiving requests for support (e.g. proposal development phase, implementation phase, etc.)? What types of projects are applying for seed grants? After the seed grant ends, are the community-academic partnerships continuing to partner on research activities?);. Outcomes (Are new partnerships stemming from our support? Are supported research projects leading to new policies, practices, programs?). DISCUSSION/SIGNIFICANCE OF IMPACT: There is a gap in the literature regarding meaningful, actionable, and feasible community engaged metrics that capture critical processes and outcomes. This project identified many more relevant metrics and demonstrates that it is worthwhile to take a collaborative, inclusive approach to identifying, tracking, and reporting on key process and outcome metrics in order to convey a more comprehensive picture of community engagement activities and to inform continuous improvement efforts. Community engagement centers across CTSIs offer a similar range of programs and services. At the same time, much of the community-engaged research literature describes metrics related to community-academic grant submissions, funds awarded, and peer-reviewed publications. Experts that work in the arena of providing community engagement support recognize that these metrics are sufficient in understanding the spectrum of engagement opportunities. Community engagement (CE) teams nationally can utilize these metrics in developing their evaluation infrastructure. At the national level, NCATS can utilize the metrics for CE common metrics related to these programs and services. Critical to this process:. Leveraging resources that will facilitate collecting generalizable data (national metrics) while allowing sites to continue collecting nuanced data (local programs and services). Gathering input from CE teams, stakeholders, and researchers to further refine these metrics and data collection methods. Utilizing REDCap, Tableau and other resources that can facilitate data collection and analysis efforts.
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Davidson, Kimberly M., and Jacob T. N. Young. "Treatment engagement in a prison-based Therapeutic Community: A mixed-methods approach." Journal of Substance Abuse Treatment 103 (August 2019): 33–42. http://dx.doi.org/10.1016/j.jsat.2019.05.011.
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Schoeppe, Jennie, Allen Cheadle, Mackenzie Melton, Todd Faubion, Creagh Miller, Juno Matthys, and Clarissa Hsu. "The Immunity Community: A Community Engagement Strategy for Reducing Vaccine Hesitancy." Health Promotion Practice 18, no. 5 (April 11, 2017): 654–61. http://dx.doi.org/10.1177/1524839917697303.
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Parental concerns about vaccine safety have grown in the United States and abroad, resulting in delayed or skipped immunizations (often called “vaccine hesitancy”). To address vaccine hesitancy in Washington State, a public–private partnership of health organizations implemented and evaluated a 3-year community intervention, called the “Immunity Community.” The intervention mobilized parents who value immunization and provided them with tools to engage in positive dialogue about immunizations in their communities. The evaluation used qualitative and quantitative methods, including focus groups, interviews, and pre and post online surveys of parents, to assess perceptions about and reactions to the intervention, assess facilitators and barriers to success, and track outcomes including parental knowledge and attitudes. The program successfully engaged parent volunteers to be immunization advocates. Surveys of parents in the intervention communities showed statistically significant improvements in vaccine-related attitudes: The percentage concerned about other parents not vaccinating their children increased from 81.2% to 88.6%, and the percentage reporting themselves as “vaccine-hesitant” decreased from 22.6% to 14.0%. There were not statistically significant changes in parental behaviors. This study demonstrates the promise of using parent advocates as part of a community-based approach to reduce vaccine hesitancy.
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Patten, Christi, Monica L. Albertie, Chara A. Chamie, Tabetha A. Brockman, Mary Gorfine, Rosa Nicholas, Martha J. Bock, Janet M. Okamoto, Sumedha G. Penheiter, and Joyce E. Balls-Berry. "3007 Addressing Community Health Needs through Community Engagement Research Advisory Boards." Journal of Clinical and Translational Science 3, s1 (March 2019): 82. http://dx.doi.org/10.1017/cts.2019.191.
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OBJECTIVES/SPECIFIC AIMS: Over 80% of CTSA programs have a community advisory board (CAB), an effective strategy to increase community engagement (CE) in research. Little is known about how the research discussed with CABs aligns with community priorities (i.e., bi-directionality). This program evaluation assessed the health topics presented by researchers to the CABs linked to our CE Program at all three Mayo Clinic sites (MN, AZ, and FL) for relevance to local community needs. METHODS/STUDY POPULATION: Two coders classified Mayo researcher presentations to our CABs from 2014-2018 for relevance to needs identified in the local 2013 and/or 2016 County Health Needs Assessments and specific topic(s); with high levels of agreement (Kappa=0.90). RESULTS/ANTICIPATED RESULTS: Overall, of the 65 presentations 41 (63%) addressed one or more local health needs (47% MN, 60% FL, 80% AZ). Cross-cutting health topics addressed at 2 sites were physical activity/obesity/nutrition and mental health. DISCUSSION/SIGNIFICANCE OF IMPACT: Findings were shared with our CABs to obtain input on future directions. The FL and AZ CABs are systematic in seeking out or initiating research projects that address local health needs, an approach the MN site is interested in adopting. Ultimately, it is important to demonstrate improved health outcomes with CTSA-based CE research strategies. Understanding community health needs and depth of researchers in those areas may help to focus priorities for demonstrating such outcomes.
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Cunningham-Erves, Jennifer, Yvonne Joosten, Marino A. Bruce, Jared Elzey, Patrick Luther, Lexie Lipham, Yolanda Vaughn, Tonya Micah, Consuelo H. Wilkins, and Stephania T. Miller. "Comprehensive strategy for capturing and integrating community input into community research training curricula." Journal of Clinical and Translational Science 2, no. 1 (February 2018): 1–7. http://dx.doi.org/10.1017/cts.2018.11.
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IntroductionCommunity stakeholders often participate in community research training curricula development. There is limited information describing how their input informs curricula. This paper describes input solicitation methods, input received, and examples of its integration.MethodsFrom June 2014 to June 2016, community members (CMs) and community-based organizations (CBOs) guided curricula development tailored for CMs and CBOs, respectively. Engagement methods included a strategic planning retreat, surveys, a listening session, workgroup meetings, and community engagement studios. Descriptive statistics were used to summarize survey input. For other methods, input was extracted and compiled from facilitator notes.ResultsCMs (n=37) and CBOs (n=83) providing input included patients and caregivers and advocacy, community service, and faith-based organizations, respectively. The major feedback categories were training topic priorities, format (e.g., face-to-face vs. online), logistics (e.g., training frequency), and compensation (e.g., appropriateness). Input directly guided design of CBO and CM curricula (e.g., additional time devoted to specific topics based on feedback) or helped to finalize logistics.ConclusionsMultiple quantitative and qualitative methods can be used to elicit input from community stakeholders to inform the development of community research training curricula. This input is essential for the development of training curricula that are culturally relevant and acceptable.
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Chilisa, Bagele, Thenjiwe Emily Major, and Kelne Khudu-Petersen. "Community engagement with a postcolonial, African-based relational paradigm." Qualitative Research 17, no. 3 (April 1, 2017): 326–39. http://dx.doi.org/10.1177/1468794117696176.
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The article engages with debates on democratizing and decolonizing research to promote multi-epistemological research partnerships that revolutionize the research methods landscape, bringing new paradigms onto the map to advance new research methods that engage and transform communities. The argument in the article is that people of all worlds irrespective of geographic location, colour, race, ability, gender or socio-economic status should have equal rights in the research scholarship and research process to name their world views, apply them to define themselves and be heard. An African-based relational paradigm that informs a postcolonial research methodological framework within which indigenous and non–indigenous researchers can fit their research is presented. The article further illustrates how an African relational ontological assumption can inform a complimentary technique of gathering biographical data on the participants and how African relational epistemologies can inform partnership of knowledge systems. The use of proverbs and songs as indigenous literature and community voices that researchers can use to deconstruct stereotypes and deficit theorizing and community-constructed ideologies of dominance is illustrated.
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Edwards, Hillary A., Jennifer Huang, Liz Jansky, and CD Mullins. "What works when: mapping patient and stakeholder engagement methods along the ten-step continuum framework." Journal of Comparative Effectiveness Research 10, no. 12 (August 2021): 999–1017. http://dx.doi.org/10.2217/cer-2021-0043.
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Aim: This study provides a recommended ‘patient engagement translation table’ that identifies evidence-based methods for meaningful patient engagement along a ten-step framework for continuous engagement. Materials & methods: We used a mixed methods research design to collect data on preferred engagement methods, including an environmental scan of available literature, interviews and focus groups with patient-centered outcomes research stakeholders to match methods with research steps and a modified Delphi process with subject matter experts to create the final translation table. Results: Evidence-based engagement methods included community partnerships, focus groups, interviews, meetings, sharing print materials, social media, storytelling, surveys and including patients as research team members. Conclusion: Our recommended patient engagement translation table is designed to assist investigators in determining appropriate engagement methods for meaningful interactions with stakeholders.
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Turin, Tanvir C., Tasnima Abedin, Nashit Chowdhury, Mahzabin Ferdous, Marcus Vaska, Nahid Rumana, Rossana Urrutia, and Mohammad Ziaul Islam Chowdhury. "Community engagement with immigrant communities involving health and wellness research: a systematic review protocol towards developing a taxonomy of community engagement definitions, frameworks, and methods." BMJ Open 10, no. 4 (April 2020): e035649. http://dx.doi.org/10.1136/bmjopen-2019-035649.
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IntroductionThe importance of community engagement has been established globally in health and wellness research. A certain degree of ambiguity remains, however, regarding the meaning of community engagement, which term has been used for various purposes and implemented in various forms. In this study, we aimed to explore the different definitions of community engagement, discuss the various objectives that have been proposed and uncover the diverse ways this concept has been implemented among researchers working for the betterment of the health and wellness of immigrant communities in host countries.Methods and analysisTaxonomy is a process for classifying complex and multifaceted matters using logical conceptual domains and dimensions for clearer way of contextualising. We will develop a taxonomy to organise the available literature on community engagement in immigrant health and wellness research in a way that captures user knowledge and understanding of its various meanings and processes. Specific methodological and analytical frameworks for systematic review and taxonomy development will guide each step. We will conduct a comprehensive systematic search in relevant databases, from inception to December 2019, using appropriate keywords followed by snowball search (single-citation tracking, reference lists). Papers will be included if they fall within predefined inclusion criteria (seen as most likely informative on elements pertaining to community engagement) and are written in English, regardless of design (conceptual, qualitative and quantitative). Two reviewers will independently employ two-stage screening (title–abstract screening followed by screening of the full text to determine inclusion). Finally, information that helps to develop taxonomy of the concept and practice of community engagement will be abstracted and used towards taxonomy development, where different levels of stakeholder research team members will be involved.Ethics and disseminationEthical approval is not required for this systematic review. We have opted for an integrated knowledge translation or a community-engaged knowledge mobilisation approach where we are engaged with community-based citizen researchers from the inception of our programme. We plan to disseminate the results of our review through meetings with key stakeholders, followed by journal publications and presentations at applicable platforms.
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Moric, Ilija, Sanja Pekovic, Jovana Janinovic, Đurđica Perovic, and Michaela Griesbeck. "Cultural Tourism and Community Engagement: Insight from Montenegro." Business Systems Research Journal 12, no. 1 (May 1, 2021): 164–78. http://dx.doi.org/10.2478/bsrj-2021-0011.
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Abstract Background: Cultural tourism in Montenegro is growing, mostly due to the integral growth and development of tourism products. However, an in-depth insight into the relationship between cultural tourism and community engagement is missing. Objectives: The paper aims to examine the relationship between cultural tourism development and community engagement in Montenegro. Methods/Approach: Using the extensive literature, available secondary data, and an analysis of relevant policies, the paper explores new possibilities for diversifying tourism offer at heritage sites, by engaging volunteers, enhancing understanding of the socio-historical background, promoting the usage of digital tools, partnering with relevant stakeholders, introducing innovative funding tools and schemes. Results: Several management issues associated with heritage tourism and community participation are acknowledged. Conclusions: Key findings indicate the need for a systemic, dynamic, and innovative framework for sustainable and highly impactful heritage tourism in Montenegro, which policymakers, heritage ventures, and other stakeholders might use to strengthen community engagement and development at the heritage sites.
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Tugendhaft, Aviva, Karen Hofman, Marion Danis, Kathleen Kahn, Agnes Erzse, Rhian Twine, Marthe Gold, and Nicola Christofides. "Deliberative engagement methods on health care priority-setting in a rural South African community." Health Policy and Planning 36, no. 8 (May 29, 2021): 1279–91. http://dx.doi.org/10.1093/heapol/czab005.
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Abstract Public engagement in priority-setting for health is increasingly recognized as a means to ensure more ethical, inclusive and legitimate decision-making processes, especially in the context of Universal Health Coverage where demands outweigh the available resources and difficult decisions need to be made. Deliberative approaches are often viewed as especially useful in considering social values and balancing trade-offs, however, implementation of deliberative engagement tools for priority-setting is scant, especially in low- and middle-income settings. In order to address this gap, we implemented a context-specific public deliberation tool in a rural community in South Africa to determine priorities for a health services package. Qualitative data were analysed from seven group deliberations using the engagement tool. The analysis focused on understanding the deliberative process, what the participants prioritized, the reasons for these selections and how negotiations took place within the groups. The deliberations demonstrated that the groups often considered curative services to be more important than primary prevention which related to the perceived lack of efficacy of existing health education and prevention programmes in leading to behaviour change. The groups engaged deeply with trade-offs between costly treatment options for HIV/AIDS and those for non-communicable disease. Barriers to healthcare access were considered especially important by all groups and some priorities included investing in more mobile clinics. This study demonstrates that deliberative engagement methods can be successful in helping communities balance trade-offs and in eliciting social values around health priorities. The findings from such deliberations, alongside other evidence and broader ethical considerations, have the potential to inform decision-making with regard to health policy design and implementation.
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Stroja, Jessica. "My history, your history, our history: Developing meaningful community engagement within historic sites and museums." Queensland Review 25, no. 2 (December 2018): 300–321. http://dx.doi.org/10.1017/qre.2018.29.
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AbstractVarying models of community engagement provide methods for museums to build valuable relationships with communities. These relationships hold the potential to become ongoing, dynamic opportunities for active community participation and engagement with museums. Nevertheless, the nuances of this engagement continue to remain a unique process that requires delicate balancing of museum obligations and community needs in order to ensure meaningful outcomes are achieved. This article discusses how community engagement can be an active, participatory process for visitors to museums. Research projects that utilise aspects of community-driven engagement models allow museums to encourage a sense of ownership and active participation with the museum. Indeed museums can balance obligations of education and representation of the past with long-term, meaningful community needs via projects that utilise aspects of community-driven engagement models. Using an oral history project at Historic Ormiston House as a case study,1 the article argues that museums and historic sites can encourage ongoing engagement through active community participation in museum projects. While this approach carries both challenges and opportunities for the museum, it opens doors to meaningful and long-term community engagement, allowing visitors to embrace the museum and its stories as active participants rather than as passive consumers.
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Wiehe, Sarah, Gina E. M. Claxton, Lisa Staten, Ann Alley, Eric Beers, and Elaine Lipscomb. "2187 The role of community in an evolving community-university pilot award program." Journal of Clinical and Translational Science 2, S1 (June 2018): 75. http://dx.doi.org/10.1017/cts.2018.265.
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OBJECTIVES/SPECIFIC AIMS: To fulfill the Indiana Clinical and Translational Sciences Institute’s (Indiana CTSI) Community Health Partnerships’ (CHeP) mission of improving the health of Indiana residents through community-university partnerships, CHeP engaged with community partners to develop and implement a pilot award program for community-based participatory research, the Trailblazer Award (TA). The objective is to describe the engagement processes throughout the pilot program timeline and as the pilot program evolved over the 6-year period since the program started. METHODS/STUDY POPULATION: Though a process of engagement with community stakeholders, we assessed the process for each year of the TA, noting what changes occurred and how they occurred. Engagement for the TA process occurred during the following phases: RFA development, review, active project support, dissemination of project results, and project/partnership follow-up. RESULTS/ANTICIPATED RESULTS: During the RFA development phase, we decided to focus the award on health equity for 5 years; and we implemented structural changes to encourage new partnerships in underrepresented and rural areas. During the review phase, we incorporated both community and university reviewers and co-moderators. To increase capacity among our reviewer pool, we offered webinars and repeated opportunities to serve as reviewers. During the project support phase, we added the following: community-based CITI training; opportunities for networking with peer awardee teams; and community and academic co-led sessions on addressing recruitment barriers, grant writing, and dissemination to a community audiences. Through our active engagement of the CHeP Advisory Board, one Board member (from Indiana State Department of Health) leveraged matching funds for the TA, effectively doubling the number of projects supported each year. DISCUSSION/SIGNIFICANCE OF IMPACT: Whereas previous work has reported on engagement during the review process of pilot award applications, we discuss ways to extend engagement to include other aspects of a pilot program both before and after the review process. In our process, several key partners offered insightful changes that have resulted in a more engaged program.
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Matthews, Alicia K., Emily E. Anderson, Marilyn Willis, Amparo Castillo, and Wendy Choure. "A Community Engagement Advisory Board as a strategy to improve research engagement and build institutional capacity for community-engaged research." Journal of Clinical and Translational Science 2, no. 2 (April 2018): 66–72. http://dx.doi.org/10.1017/cts.2018.14.
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PurposeCommunity engagement is deemed as critical to the success of the CTSA program. In 2009, to improve research engagement and build capacity for community-engaged research across the translational spectrum, the Center for Clinical and Translational Science at the University of Illinois at Chicago created a Community Engagement Advisory Board (CEAB). Here, we report results of our ongoing evaluation efforts.MethodsCEAB activities are evaluated using mixed methods. Annual CEAB evaluation surveys were completed from 2010 to 2016 (n=106 respondents). In 2014, two 90-minute focus groups were conducted with a subset of recent CEAB members (n=19).ResultsSurvey data suggest respondents perceive their consultations to be helpful in improving the capacity of researchers (90%) and the quality of research projects (80%). Further, CEAB members perceive themselves to have personally benefitted from their involvement including obtaining new knowledge (84%), expansion of their networks (76%), and forming new community linkages (51%). Results of the qualitative data were consistent with survey data.ConclusionsOur CEAB has improved research engagement and developed institutional capacity to conduct community-engaged research in several ways. Our findings can inform the establishment or enhancement of community engagement services for CTSA-affiliated researchers and community partners.
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King, Keyonna M., Paul Estabrooks, Tatiana Tchouankam, Heidi Keeler, David Palm, Kenya Love, Christian I. J. Minter, Shinobu Watanabe-Galloway, Sean Navarrette, and Maria Teel-Williams. "18333 Utilizing community engagement approaches in translational research." Journal of Clinical and Translational Science 5, s1 (March 2021): 75. http://dx.doi.org/10.1017/cts.2021.595.
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ABSTRACT IMPACT: Leverage community engagement to continue moving translational science and research forward. OBJECTIVES/GOALS: Engaging community in translational research improves innovation and speeds the movement of evidence into practice. Yet, it is unclear how community is engaged across the translational research spectrum or the degree of community-engagement used. We conducted a scoping review to fill this gap. METHODS/STUDY POPULATION: We used the PRISMA model search strategy with a range of databases (e.g., PubMed/Medline, Scopus) to identify articles published between January 2008 and November 2018 (n=167) and eliminated studies that did not use any level of community-engagement (n=102). Studies were coded for translational stage-corresponding to T0 (basic science), T1 (basic science to clinical research in humans; n=6), T2 (clinical efficacy and effectiveness research, n=45), T3 (dissemination and implementation research, n=95), and T4 (population health, n=21) as well as the degree of community engagement from least to most intensive (i.e., outreach, consultation, involvement, collaboration, shared leadership). RESULTS/ANTICIPATED RESULTS: The final number of eligible articles was 65. There was a relatively balanced distribution across levels of community engagement across articles (i.e., outreach, n=14; consultation, n=13; involvement, n=7; collaboration, n=15; shared leadership, n=16). Within these articles, the depth of community engagement varied with higher engagement typically occurring at later stages of translational research (T3 and T4), but more specifically in the dissemination and implementation science stage (T3). However, shared leadership, the most intensive form of engagement, was found in T2, T3, and T4 studies suggesting the value of community-engagement across the translational research spectrum. DISCUSSION/SIGNIFICANCE OF FINDINGS: A strong understanding of how various levels of community engagement are used in translational research, and the outcomes they produce, may to expedite the translation of knowledge into practice and enable practice-based needs to inform policy.
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Bollwerk, Elizabeth. "Co-Creation’s Role in Digital Public Archaeology." Advances in Archaeological Practice 3, no. 3 (August 2015): 223–34. http://dx.doi.org/10.7183/2326-3768.3.3.223.
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AbstractSimon (2010:187) notes that the purpose of co-creative community projects is “to give voice and be responsive to the needs and interests of local community members; to provide a place for community engagement and dialogue; and to help participants develop skills that will support their own individual and community goals.” This paper explores the role that co-creation currently plays in digital public archaeology and discusses how co-creative methods can inform broader archaeological digital engagement efforts. It begins by placing co-creation in its proper context in order to demonstrate its unique characteristics, its value, and how it complicates approaches used in other types of archaeological engagement projects, such as Open Access initiatives. The discussion then turns to evaluating its impact and the broader need to measure success in digital public engagement projects. A discussion of research from the archaeology and the cultural heritage sectors provides examples of evaluation metrics and methods for assessing digital public archaeology projects. The paper concludes by suggesting that all digital engagement projects can benefit from incorporating some of the principles that are inherently part of co-creative methods but that not all archaeological digital engagement projects should strive to be completely co-creative.
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Pitcher, Jane. "Evaluating Community Safety Programmes and Community Engagement: The Role of Qualitative Methods and Collaborative Approaches to Policy Research." Urban Policy and Research 24, no. 1 (March 2006): 67–82. http://dx.doi.org/10.1080/08111140600590932.
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Fleck, Bethany, Heather D. Hussey, and Lily Rutledge-Ellison. "Linking Class and Community." Teaching of Psychology 44, no. 3 (May 28, 2017): 232–39. http://dx.doi.org/10.1177/0098628317711317.
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This study contributes to the service learning (SL) literature by providing new empirical evidence of learning from a problem-based SL research project conducted in a developmental research methods course. Two sections of the course taught in a traditional manner were compared to two sections of the course taught with an integrated SL project involving a local Boys & Girls Club. Pre- and posttest scores of the groups were compared in regard to content knowledge, civic engagement, and perceptions of the course. Results indicated that the SL students outperformed the control courses in learning outcomes. Civic engagement did not significantly change over the course of the semester. Student preference data indicated that most enjoyed the SL course, found it helpful, and thought it contributed to their understanding of the course material. The findings are related to past research and theoretical underpinnings that support SL.
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Scanlon, Dennis P., Laura J. Wolf, Cynthia Chuang, Jen Kraschnewski, Eugene Lengerich, Susan McHale, Ian M. Paul, and Janice Penrod. "2332." Journal of Clinical and Translational Science 1, S1 (September 2017): 74. http://dx.doi.org/10.1017/cts.2017.261.
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OBJECTIVES/SPECIFIC AIMS: Community engagement is a commonly used term, but is complex in both meaning and application. In order to help academic institutions and administrators develop infrastructure to promote and support community engagement and to help investigators work productively with communities, this analysis discusses the major components of community engagement in research on both the institutional and individual project levels as well as the interplay between them. METHODS/STUDY POPULATION: A literature synthesis conducted by a community engagement in research committee at 1 CTSA institution that examined the myriad factors related to effective community engagement in research identified across multiple disciplines was used to distill the major factors identified, assesses the interplay of the identified factors, and produce a conceptual model to help administrators and investigators apply best practices in engaging communities in clinical and translational research. RESULTS/ANTICIPATED RESULTS: This work takes a concept—community engagement in research—that is often stated and discussed, but is highly complex and challenging to implement—and identifies and discusses the multiple, interrelated factors germane to it. The model illustrates that while community engagement in research is implemented in the context of individual projects, a deep and continual interplay between individual projects and the goals, capacity, and policies of research institutions is needed for rigorous, ethical, and effective community engagement. DISCUSSION/SIGNIFICANCE OF IMPACT: Results are presented through a conceptual framework which displays the major components needed for rigorous, ethical, and effective community engagement in clinical and translational research. In addition, the conceptual framework presented will provide assistance to those developing approaches to measure and evaluate institutional readiness for community engagement in research as well as the effectiveness of individual community engagement efforts.
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Adhikari, Bipin, Robin Vincent, Geoff Wong, Claire Duddy, Emma Richardson, James V. Lavery, and Sassy Molyneux. "A realist review of community engagement with health research." Wellcome Open Research 4 (May 31, 2019): 87. http://dx.doi.org/10.12688/wellcomeopenres.15298.1.
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Introduction: Community engagement is increasingly recognized as a critical aspect of global health. Recent years have seen an expansion of community engagement activities linked to health research, but debates and inconsistencies remain about the aims of different types of engagement, mechanisms underpinning their implementation and impact, and influential contextual factors. Greater commitment to and consistency around community engagement by health research programs, implementers and funders requires a more coherent evidence base. This realist review is designed to improve our understanding of how and why community engagement contributes to intended and unintended outcomes (including research and ethical outcomes) in different contexts. Given the breadth and diversity of the literature on community engagement in health research, the review will initially focus on malaria research in low- and middle-income countries (LMICs) and draw on wider global health literature where needed. Methods and analysis: Community engagement in practice is often a complex set of interventions. We will conduct a realist review – a theory driven approach to evidence synthesis – to provide explanations for how and why community engagement with health research produces the pattern of outcomes observed across different contexts of application. We will consolidate evidence from a range of documents, including qualitative, quantitative and mixed method studies. The review will follow several stages: devising an initial programme theory, searching evidence, selecting appropriate documents, extracting data, synthesizing and refining the programme theory, and reiteration of these steps as needed. Ethics and dissemination: A formal ethics review is not required for this literature review. Findings will be disseminated in a peer reviewed journal, through national and international conferences, and through a set of short briefings tailored for audiences with an interest in community engagement. Outputs and presentations will be informed by and feed into our network of community engagement experts. PROSPERO registration number: CRD42019125687
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Adhikari, Bipin, Robin Vincent, Geoff Wong, Claire Duddy, Emma Richardson, James V. Lavery, and Sassy Molyneux. "A realist review of community engagement with health research." Wellcome Open Research 4 (August 2, 2019): 87. http://dx.doi.org/10.12688/wellcomeopenres.15298.2.
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Introduction: Community engagement is increasingly recognized as a critical aspect of global health. Recent years have seen an expansion of community engagement activities linked to health research, but debates and inconsistencies remain about the aims of different types of engagement, mechanisms underpinning their implementation and impact, and influential contextual factors. Greater commitment to and consistency around community engagement by health research programs, implementers and funders requires a more coherent evidence base. This realist review is designed to improve our understanding of how and why community engagement contributes to intended and unintended outcomes (including research and ethical outcomes) in different contexts. Given the breadth and diversity of the literature on community engagement in health research, the review will initially focus on malaria research in low- and middle-income countries (LMICs) and draw on wider global health literature where needed. Methods and analysis: Community engagement in practice is often a complex set of interventions. We will conduct a realist review – a theory driven approach to evidence synthesis – to provide explanations for how and why community engagement with health research produces the pattern of outcomes observed across different contexts of application. We will consolidate evidence from a range of documents, including qualitative, quantitative and mixed method studies. The review will follow several stages: devising an initial programme theory, searching evidence, selecting appropriate documents, extracting data, synthesizing and refining the programme theory, and reiteration of these steps as needed. Ethics and dissemination: A formal ethics review is not required for this literature review. Findings will be disseminated in a peer reviewed journal, through national and international conferences, and through a set of short briefings tailored for audiences with an interest in community engagement. Outputs and presentations will be informed by and feed into our network of community engagement experts. PROSPERO registration number: CRD42019125687
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Raharjo, Wiryono. "Teaching Co-Design to Promote Students’ Community Engagement." SHS Web of Conferences 41 (2018): 03002. http://dx.doi.org/10.1051/shsconf/20184103002.
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The current landscape of architectural education has been predominantly based on studio teaching the mode of teaching that can be traced back in the age of French L’Ecole des Beaux Arts. It was during the Beaux Arts era that studio teaching and jury system first deve-loped, and it continues today. The approach is characterized by the use of atelier (studio) for coaching, where juniors learn from seniors and competition among students are the norm. The approach also presumes that architects are the provider of design services who think that they are more competent than their clients in solving the design problem; which is a paradox to the fact that most parts of the built environment anywhere in the world are the creation of ordinary people. In other words, ordinary people can contribute significantly to the decision making within the architectural design process. They can actually be treated as a partner of architects in designing their building, which is what Co-Design all about. This paper aims to describe the introduction of Co-Design approach in architectural design studio teaching at Universitas Islam Indonesia. The research questions this paper intends to respond: to what extent could Co-Design be adopted in architectural design teaching? What lessons have the students learned from their experience in involving people in the urban design process? The case study methods employed in this research, through which author looks at the Co- Design teaching delivery in the Architectural Design Studio 7 in the past three years. While overall result of the study shows that time limitation has constrained the students’ community engagement, most cases examined reveal that introduction of Co-Design approach has paved the way for students to understand how ordinary people contribute to the shaping of the urban built environment.
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Li, Jinlei, Zijuan Wang, Zhiwei Lian, Zhikai Zhu, and Yuanli Liu. "Social Networks, Community Engagement, and Cognitive Impairment among Community-Dwelling Chinese Older Adults." Dementia and Geriatric Cognitive Disorders Extra 9, no. 3 (September 10, 2019): 330–37. http://dx.doi.org/10.1159/000502090.
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Aims: To examine the association of social networks and community engagement with cognitive impairment among community-dwelling Chinese older adults. Methods: From November 2017 to May 2018, we selected 1,115 elderly individuals from 3 Chinese communities (Beijing, Hefei, and Lanzhou) using a random-cluster sampling method, and recorded data on demographics, social network characteristics, community activities, and cognitive function. The odds ratios (ORs) of these associations were adjusted for potential confounders in logistic regression models. Results: The prevalence of cognitive impairment was 25.7% (n = 287). An adequate social network (OR 0.55; 95% confidence interval [CI] 0.33–0.91) and enough social support from friends (OR 0.43; 95% CI 0.29–0.62) were negatively associated with cognitive impairment. Family support was not significantly associated with cognitive impairment (OR 0.64; 95% CI 0.34–1.21). Taking part in elderly group travel, communication with others using WeChat, and community activities such as Tai Chi and walking together were negatively associated with cognitive impairment. Conclusion: Social network characteristics and community engagement were found to be related to cognitive function among community-dwelling Chinese elderly adults.
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Warren, Christopher M., Roger Knight, Jane L. Holl, and Ruchi S. Gupta. "Using Videovoice Methods to Enhance Community Outreach and Engagement for the National Children’s Study." Health Promotion Practice 15, no. 3 (October 14, 2013): 383–94. http://dx.doi.org/10.1177/1524839913503470.
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Bourassa, Carrie, Jennifer Billan, Danette Starblanket, Sadie Anderson, Marlin Legare, Mikayla Caroline Hagel, Nathan Oakes, et al. "Ethical research engagement with Indigenous communities." Journal of Rehabilitation and Assistive Technologies Engineering 7 (January 2020): 205566832092270. http://dx.doi.org/10.1177/2055668320922706.
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Introduction Canada’s colonial policies and practices have led to barriers for Indigenous older adults’ access to healthcare and research. As a result, there is a need for Indigenous-led research and culturally safe practices. Morning Star Lodge is developing a training module to assist AgingTech researchers on ethical, culturally safe ways to engage Indigenous communities. This includes exploring Indigenous health research, community-based partnerships, reciprocal learning, and cultural safety; this is presented through a case study on ethically engaged research. Methods Morning Star Lodge developed a research partnership agreement with File Hills Qu’Appelle Tribal Council and established a Community Research Advisory Committee representing the eleven First Nations within the Tribal Council. The work designing the culturally safe training module is in collaboration with the Community Research Advisory Committee. Results Building research partnerships and capacities has changed the way the eleven First Nation communities within File Hills Qu’Appelle Tribal Council view research. As a result, they now disseminate the Knowledge within their own networks. Conclusions Indigenous Peoples are resilient in ensuring their sustainability and have far more community engagement and direction. Developing culturally safe approaches to care for Indigenous communities leads to self-determined research. Culturally safe training modules can be applied to marginalized demographics.
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Barnett, Miya, Jeanne Miranda, Maryam Kia-Keating, Lisa Saldana, John Landsverk, and Anna S. Lau. "Developing and evaluating a lay health worker delivered implementation intervention to decrease engagement disparities in behavioural parent training: a mixed methods study protocol." BMJ Open 9, no. 7 (July 2019): e028988. http://dx.doi.org/10.1136/bmjopen-2019-028988.
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IntroductionBehavioural parent training (BPT) programmes are effective in preventing and treating early-onset conduct problems and child maltreatment. Unfortunately, pervasive mental health service disparities continue to limit access to and engagement in these interventions. Furthermore, challenges with parental engagement can impede the successful implementation of evidence-based practices (EBPs) in community settings that serve low-income, ethnic minority families. Lay health workers (LHWs)—individuals without formal mental health training—represent an important workforce to increase engagement, as they are members of the communities they serve. However, the mobilisation of LHWs has not been well studied as an implementation strategy to extend the reach or effectiveness of EBPs in the USA. LHW-delivered implementation interventions that specifically support the engagement of Latinx parents in evidence-based BPT programmes have the potential to improve clinical and implementation outcomes.Methods and analysisA community-partnered approach will use the Quality Implementation Framework (QIF) to tailor and implement an LHW-delivered implementation intervention that aims to promote Latinx parent engagement in BPT programmes. Steps from the QIF will guide study activities to (1) conduct a mixed methods needs assessment to fit the implementation intervention to the local context, (2) adapt LHW-delivered implementation strategies to promote parent access to and engagement in Parent-Child Interaction Therapy and (3) conduct a hybrid effectiveness-implementation pilot trial to examine the feasibility, acceptability and preliminary effectiveness of the LHW implementation intervention at increasing engagement.Ethics and disseminationStudy procedures have been approved by the Institutional Review Board at the University of California, Santa Barbara. Results will be shared with the community-advisory group, at community-based meetings for other stakeholders involved in the pilot project, and submitted for publication in peer-reviewed journals.
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Cha, Jinhee, Ian West, Tabetha A. Brockman, Miguel Valdez Soto, Elisia L. Cohen, Joyce (Joy) E. Balls-Berry, and Milton (Mickey) Eder. "80276 Use of Live Community Events on Facebook to Share Health and Clinical Research Information with the Community: An Exploratory Study." Journal of Clinical and Translational Science 5, s1 (March 2021): 52. http://dx.doi.org/10.1017/cts.2021.538.
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ABSTRACT IMPACT: We review our strategy to use live community events on Facebook to share health and clinical research information and share further steps to increase engagement. OBJECTIVES/GOALS: To describe the use of live community events to enhance communication about clinical and health research through a Facebook platform (MN Research Link) with diverse social media users. The project identified variables associated with video engagement and strategic implications. METHODS/STUDY POPULATION: From June 2019 to November 2020 we streamed 31 events on the MN Research Link Facebook public page. Events highlighted different investigators’ clinical and health research in the areas of mental health, health and wellness, chronic diseases and immunology/infectious diseases. Facebook analytics were used to determine the number of views, total minutes viewed, average video watch time, and audience retention. Engagement score was calculated as the total number of interactions (likes, shares, and comments) divided by total number of followers (N=1437), expressed as a percentage RESULTS/ANTICIPATED RESULTS: Events averaged 24secs/16 min (SD=0.4). A mean of 1.61 (SD=1.28) followers viewed the events live but an average of 417.52 (SD=793.50) followers viewed after the event posted. The average engagement score was 1.1%. Mean total minutes viewed for all 31 videos was 253.5 (SD= 437.6). Viewers spent an average of 17 seconds (SD=0.01) watching each piece of video content. On average 28 followers viewed the events for at least 1-minute event (SD= 48.7). Audience retention at the halfway point for each video was 15.74% (SD=0.19). DISCUSSION/SIGNIFICANCE OF FINDINGS: Results suggest that novel approaches are necessary for active engagement. Promotion of live events is recommended to increase participation and length of engagement. Prior length of engagement (average 17 seconds), suggests refining video introduction will increase engagement.
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Prendergast, Alice, and Kristi Fuller. "Bringing Older Adults to the Table: Opportunities for Consumer Engagement in Planning and Policy Making." Innovation in Aging 4, Supplement_1 (December 1, 2020): 102. http://dx.doi.org/10.1093/geroni/igaa057.337.
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Abstract Efforts to include community voice in health policy and service planning are gaining recognition and support in the United States. Findings suggest community involvement can contribute to a better understanding of systems and factors that impact health, and, subsequently, more effective and sustainable policy and program design. Additionally, engagement can increase community buy-in, and community members can gain a greater awareness of services; increased confidence navigating systems; feelings of social connectedness; and capacity to advocate around issues through participation. Despite these findings, the extent to which community members are engaged in planning and decision-making varies considerably. Researchers from Georgia State University conducted a review of state plans on aging using the Person-Centered Outcomes Research Initiative (PCORI) Engagement Principles and the Health Research & Educational Trust’s Community and Patient Engagement Spectrum as frameworks to assess evidence of community engagement. The frameworks recognize engagement throughout the planning process, including design, data collection and interpretation, and dissemination. The review revealed that few planning processes described significant engagement, but rather met the minimal requirements established by federal policy. Federal guidance on community-informed planning practices is sparse, as are resources to support states in adopting these processes. To address this gap, the research team drew on the frameworks and other promising practices to design two community engagement projects, both in partnership with Georgia’s Division of Aging Services. Methods for participant engagement, data collection, interpretation and application of results, and lessons learned through both projects will be discussed, as well as potential implications.
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Tindana, Paulina O., Jantina De Vries, and Dorcas Kamuya. "Ethical challenges in community engagement practices in research during the COVID-19 pandemic in Africa." AAS Open Research 3 (June 11, 2020): 23. http://dx.doi.org/10.12688/aasopenres.13084.1.
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Community engagement (CE) has been highlighted as a key process in the prevention and transmission control of coronavirus disease 2019 (COVID-19). However, the nature of the virus and national response strategies such as social distancing have challenged traditional methods of community engagement. In this paper, we discuss the role of community engagement in research during COVID-19. We first set out the case for community engagement that emerges from international guidance for research during public health emergencies. We then describe the challenges that are emerging with community engagement in health research generally, and on COVID-19 related research specifically in Africa in the context of the COVID-19 pandemic. We further describe the strengths and weaknesses of the current engagement and communication platforms, and suggest ways to overcome some of these challenges. We provide an ethical argument for researchers and research institutions to respond directly to addressing the COVID-19 pandemic by responding to emergency health care needs of the community; and provide some challenges and critiques of such an approach. Finally, we support the call for concerted efforts in responding to the global pandemic, requiring flexibility in funding.
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Korkealehto, Kirsi, and Vera Leier. "Facebook for Engagement." International Journal of Computer-Assisted Language Learning and Teaching 11, no. 1 (January 2021): 1–20. http://dx.doi.org/10.4018/ijcallt.2021010101.
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This research presents a virtual exchange project between two tertiary institutions in New Zealand and Finland with 26 participants who were intermediate German language students. During the project, the students used a closed Facebook group to post about given topics; the posts combined video, audio, and text that adhered to multimodal meaning-making theory. The theoretical framework was task-based language teaching underpinned by the notion of engagement, social media in language learning, and telecollaboration. Language learning was viewed through a socio-cultural lens. A mixed-methods approach was used to collect data including questionnaires, interviews, and FB-logs. The qualitative data was analysed by content analysis method. The results indicate that the students perceived FB as an applicable tool for community building and they enjoyed the variation it brought to the course. Collaboration, use of communication tools, authenticity, and teachers' support fostered student engagement.
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Johnson, Katryna. "Creating Experiential Learning In The Graduate Classroom Through Community Engagement." American Journal of Business Education (AJBE) 6, no. 1 (December 21, 2012): 149–54. http://dx.doi.org/10.19030/ajbe.v6i1.7493.
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Educators can provide opportunities for active learning for the students by engaging them in client-based projects with the community, which enhances application of theory and provides students with the relevance demanded from the business community. Experiential learning opportunities through client-based projects provide for such an experience. Students in a graduate research methods class worked in teams to conduct a SWOT analysis for a local non-profit organization. This paper discusses the use of cooperative learning teams to engage in experiential learning with a non-profit.
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Chung, Ellen, and Hamish B. Coates. "A JOURNEY TO MEASURE STUDENT COMMUNITY ENGAGEMENT BENEFITS: EVIDENCE FROM AUSTRALIA." International Journal of Service Management and Sustainability 1, no. 1 (June 24, 2019): 16. http://dx.doi.org/10.24191/ijsms.v1i1.6016.
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Community engagement is a phenomenon that has received increasing attention among institutions of higher learning in recent years, and students engaging with communities are generally seen as beneficial. Given this, surprisingly little is known about this form of engagement in Australian higher education, let alone methods to measure its benefits on students. This study discussed the development of the Student Community Engagement Benefits Questionnaire (SCEBS), a questionnaire that measures the perceptions of community engagement benefits among undergraduate students in Australia. The final questionnaire has 32 items allocated to four benefit scales: (1) Career skills, (2) Diversity skills, (3) Interpersonal skills, (4) Civic skills. Most benefit items had a factor loading of atleast 0.40 with its own scale. The results of the factor analysis revealed that the four scales accounted for 53% of the total variance. The alpha reliability coefficient for the four scales ranged from 0.79 to 0.91. Based on these findings, the Student Community Engagement Benefits Scale (SCEBS) is a valid and reliable instrument that can be used in the field of education. Undergraduate students also reported statistically significant changes in the four dimensions after participating in community engagement activities.
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Faria, Francielli Regini Carvalho de, Luciano Garcia Lourenção, Albertina Gomes da Silva, Paula Canova Sodré, Jussara Rossi Castro, Márcio Andrade Borges, and Cláudia Eli Gazetta. "Occupational stress, work engagement and coping strategies in Community Health Workers." Rev Rene 22 (August 12, 2021): e70815. http://dx.doi.org/10.15253/2175-6783.20212270815.
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Objective: to evaluate the levels of occupational stress, work engagement, and coping strategies among community health workers. Methods: cross-sectional study with 133 Community Health Workers. We used a questionnaire with socioeconomic and professional variables, the Work Stress Scale, the Utrecht Work Engagement Scale, and the Coping Modes Scale. Results: The mean occupational stress score was 2.7. Work engagement levels were high for dedication (4.0), vigor (4.3), and overall score (4.0). Problem-focused coping modes (3.9; ±0.6) and based on religious practices and fantasy thinking (3.4; ±0.7) stood out. Conclusion: there is a high percentage of professionals with significant occupational stress. The levels of work engagement were medium for absorption and high for dedication, vigor, and overall score. The coping strategies are focused on problem solving, religious practices and fanciful thoughts of positive character.
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Lester, Leanne, Donna Cross, Debbie Terrelinck, Sarah Falconer, and Laura Thomas. "Encouraging the positive use of technology through community engagement." Safer Communities 15, no. 3 (July 11, 2016): 134–41. http://dx.doi.org/10.1108/sc-11-2015-0035.
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Purpose The purpose of this paper is to describe a seven stage community engagement process to develop and disseminate community uptake strategies which encouraged cybersafety as part of a positive transition from primary to secondary school among Australian young people. Design/methodology/approach The combined principles from socio-ecological models, community development models and student participation models formed the foundation for the strategies. Resources were developed for all members of the community – students, parents, teachers and the broader community. The methods included: the formation of a steering committee and a Youth Advisory Board; review of the current literature; development of online resources; a youth resource development activity; development of youth resources; translation of resources into health promotion initiatives; and the dissemination of resources at community events and facilities such as schools, libraries and recreation centres and through print and social media. Findings Community engagement strategies – in particular a partnership between a Western Australian university and local government body, the steering committee consisting of local organisations, and the student advisory board – were used to successfully design and promote resources developed by young people for young people. Originality/value This study utilises a community-level approach to develop resources to encourage cybersafety and a positive transition from primary to secondary school.
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Ginn, Carla S., Muhammad Kashif Mughal, Hafsa Syed, Amanda Rae Storteboom, and Karen M. Benzies. "Sustaining Engagement in Longitudinal Research With Vulnerable Families: A Mixed-Methods Study of Attrition." Journal of Family Nursing 23, no. 4 (November 2017): 488–515. http://dx.doi.org/10.1177/1074840717738224.
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The aim of this mixed-methods study was to investigate attrition at the age 10-year follow-up in a study of vulnerable children and their families living with low income following a two-generation preschool program in Calgary, Alberta, Canada. Quantitative factors associated with attrition included: (a) food bank use; (b) unstable housing; (c) child welfare involvement; (d) unpartnered status; and (e) caregiver noncompletion of high school. Qualitative themes related to attrition included: (a) income and employment; (b) health; (c) unstable housing; (d) change of guardianship; (e) domestic violence; (f) work and time management challenges; and (g) negative caregiver–child relationships. Triangulation of quantitative and qualitative results occurred using Maslow’s Hierarchy of Needs; families with unmet physiological, safety, belongingness and love needs, and esteem needs were more likely to attrite. Attrition in longitudinal studies with vulnerable families is complex, affected by frequently changing life circumstances, and struggles to access necessities of life. Strategies for retaining vulnerable families in longitudinal research are offered.
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Bategereza, Leah, Ally Olotu, and Dorcas Kamuya. "Community-networks that facilitate engagement in health research: Ifakara Health Research Institute-Bagamoyo case study." AAS Open Research 4 (March 11, 2021): 13. http://dx.doi.org/10.12688/aasopenres.13187.1.
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Background: Involvement of communities in the field of health research has been at the forefront of what is considered as ethical conduct of research. A commonly used approach is regular meetings with locally recognized community leaders to consult about research activities, i.e. community engagement. At the Ifakara Health Research Institute (IHI) in Bagamoyo, Tanzania, different approaches to engaging with the community in health research have been used, but there has not been a systematic understanding of the functioning of the community network that is engaged within health research. Methods: To understand the community networks engaged in health research, perceptions of community stakeholders and researchers on the functionality of the community networks was performed. We conducted six focus group discussions with respondents who have participated in IHI research for the past five years and 49 in-depth interviews. Results: Community networks involved in engagement were influenced by the type of research project and kind of participants needed. Different community networks were involved in engagement activities, namely village executive officers, community health workers, hamlet leaders, nurses, doctors and community advisory boards. Approaches used during engagement processes to inform potential participants about the work of IHI and specific studies that are undertaken were useful in passing key information, however, they did not always reach the target population due to having limited levels of interaction with potential participants. Participants and researchers suggested additional ways to engage with the community. Conclusion: There is a need of developing a community engagement unit that would work across projects to support engagement with the community. The unit will maintain continuous engagement with the community and conduct research to understand the relationship between communities we work in and researchers. Funding of this unit could be done through contributions from the core budget, individual’s projects or competitive grant application.
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Jeffery, Laura, Mariangela Palladino, Rebecca Rotter, and Agnes Woolley. "Creative engagement with migration." Crossings: Journal of Migration & Culture 10, no. 1 (April 1, 2019): 3–17. http://dx.doi.org/10.1386/cjmc.10.1.3_1.
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This article introduces a special issue on arts-based engagement with migration, comprising articles, reflections, poems and images. The introductory article starts by exploring the ethical, political and empirical reasons for the increased use of arts-based methods in humanities and social sciences research in general, and in migration studies in particular. Next, it evaluates participatory methods, co-production and co-authorship as increasingly well-established practices across academia, the arts, activism and community work. It then considers how the outputs of such processes can be deployed to challenge dominant representations of migration and migrants. The authors reflect critically upon arts-based methodological practices and on the (limits to the) transformative potentials of using arts-based methods to engage creatively with migration. Sounding a cautionary note, they concede that even collaborative artistic expressions have limits in overcoming unequal power dynamics, conveying experiences of migration and effecting long-term change in a context in which discourse on migration is dominated by short-term political decision-making, and punitive policies force migrants into precarious forms of existence. While the prospect of influencing the political sphere might seem remote, they advocate for the role and power of the arts in instigating, shaping and leading change by inspiring people’s conscience and civic responsibility.
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Karasik, Rona J. "Community Partners’ Perspectives and the Faculty Role in Community-Based Learning." Journal of Experiential Education 43, no. 2 (December 13, 2019): 113–35. http://dx.doi.org/10.1177/1053825919892994.
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Background: Benefits of community-based learning for students in higher education are well documented. Comparatively less is known about the community partner experience. Purpose: The community partner perspective is explored to (a) confirm and expand recent findings regarding community partners’ perceptions of the benefits and challenges of working with colleges and universities and (b) present community partners’ views on how faculty can help improve community–university collaborations. Methodology/Approach: Dual-rater axial and open coding qualitative analysis methods were used to identify key themes in community partners’ responses in an on-line survey. Participants ( n = 201) represented community partners from a broad range of fields, regions, and partnership types (e.g., volunteer, internship, service-learning). Findings/Conclusions: Although community partners identify a number of benefits to their collaborations with academic institutions, they also encounter critical challenges (e.g., faculty engagement, communication, student preparation). Partner recommendations include additional faculty attention to student knowledge of content, skills, and professionalism, as well as increased faculty engagement in all aspects of the collaboration. Implications: From a community perspective, faculty have an important role to play in facilitating true community–university partnerships that are equitable, reciprocal, and mutually beneficial.
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Gooding, Kate, Regina Makwinja, Deborah Nyirenda, Robin Vincent, and Rodrick Sambakunsi. "Using theories of change to design monitoring and evaluation of community engagement in research: experiences from a research institute in Malawi." Wellcome Open Research 3 (February 8, 2018): 8. http://dx.doi.org/10.12688/wellcomeopenres.13790.1.
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Background: Evaluation of community and public engagement in research is important to deepen understanding of how engagement works and to enhance its effectiveness. Theories of change have been recommended for evaluating community engagement, for their ability to make explicit intended outcomes and understandings of how engagement activities contribute to these outcomes. However, there are few documented examples of using theories of change for evaluation of engagement. This article reports experience of using theories of change to develop a framework for evaluating community engagement in research at a clinical research organisation in Malawi. We describe the steps used to develop theories of change, and the way theories of change were used to design data collection plans. Based on our experience, we reflect on the advantages and challenges of the theory of change approach. Methods: The theories of change and evaluation framework were developed through a series of workshops and meetings between engagement practitioners, monitoring and evaluation staff, and researchers. We first identified goals for engagement, then used ‘so that’ chains to clarify pathways and intermediate outcomes between engagement activities and goals. Further meetings were held to refine initial theories of change, identify priority information needs, and define feasible evaluation methods. Results: The theory of change approach had several benefits. In particular, it helped to construct an evaluation framework focused on relevant outcomes and not just activities. The process of reflecting on intended goals and pathways also helped staff to review the design of engagement activities. Challenges included practical considerations around time to consider evaluation plans among practitioners (a challenge for evaluation more generally regardless of method), and more fundamental difficulties related to identifying feasible and agreed outcomes. Conclusions: These experiences from Malawi provide lessons for other research organisations considering use of theories of change to support evaluation of community engagement.
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Daniel, Ben, and Richard A. Schwier. "Analysis of Students’ Engagement and Activities in a Virtual Learning Community." International Journal of Virtual Communities and Social Networking 2, no. 4 (October 2010): 31–50. http://dx.doi.org/10.4018/jvcsn.2010100103.
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With advances in communication technology and online pedagogy, virtual learning communities have become rich learning environments in which individuals construct knowledge and learn from others. Typically, individuals in virtual learning communities interact by exchanging information and sharing knowledge and experiences with others as communities. The team at the Virtual Learning Community Research Laboratory has employed an array of methods, including social network analysis (SNA), to examine and describe different virtual learning communities. The goal of the study was to employ mixed methods to explore whether the content of students’ interaction reflected the fundamental elements of community. SNA techniques were used to analyse ties and relationships among individuals in a network with the goal of understanding patterns of interactions among individuals and their activities, and interviews were conducted to explore features and student perceptions of their learning community.
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Bielefeldt, Angela R., Nathan Canney, Christopher Swan, and Daniel W. Knight. "Contributions of Learning through Service to the Ethics Education of Engineering Students." International Journal for Service Learning in Engineering, Humanitarian Engineering and Social Entrepreneurship 11, no. 2 (October 23, 2016): 1–17. http://dx.doi.org/10.24908/ijsle.v11i2.6392.
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Previous studies have found that engineering students can learn about ethics, both microethical and macroethical, through service-learning courses and co-curricular community engagements. This research has sought to generate a national picture through survey responses of how ethical issues are taught in these settings. Based on survey results, individuals who taught courses that included service-learning (n=160) incorporated a median of 8 ethical topics. Among co-curricular engineering service groups like Engineers Without Borders, a median of 7 ethical topics were incorporated. Microethical topics were more common in service-learning courses compared to co-curricular activities. A smaller percentage of co-curricular activities such as professional societies (39%), honor societies (39%), and design competitions (21%) indicated that students learned about ethics through working with communities. A range of teaching methods complemented the community engagement activities, with discussions and lectures used in over half of all learning through service settings. Assessment of students’ learning on ethical topics was nearly universal in service-learning courses (94%), but uncommon in co-curricular engineering service settings (less than 14%). These results provide ideas on ethics topics that can be infused into community engagement activities, complemented by various teaching and assessment methods.