Gateways-International Journal of Community Research and Engagement最新文献

{"title":"A Linguist’s Journey Toward Community Engaged Scholarship: Insights on Definitions, Practice and Evaluation Policies","authors":"Nicoleta Bateman","doi":"10.5130/IJCRE.V11I1.5579","DOIUrl":"https://doi.org/10.5130/IJCRE.V11I1.5579","url":null,"abstract":"This article contributes to the current conversation surrounding the definition of community-engaged scholarship (CES) by providing critical insights from a linguist’s journey towards establishing a CES partnership with a middle school. I argue that a prescribed CES definition for all disciplines is neither possible nor desirable. CES has gained appeal in recent years because of the mutual benefits promised by the scholar–community partner collaboration. At the same time, the conversation around defining CES is ongoing, highlighting the difficulties in establishing a single definition of CES for all disciplines. In response, individual institutions have adopted their own definition in an effort to help their faculty members navigate CES and assist their efforts towards satisfying requirements for promotion and tenure. While designed to ensure rigorous scholarship and true community involvement, institutional-specific definitions can unintentionally limit a scholar’s CES options, particularly given the expectations of the tenure and promotion process. As a result, scholars in disciplines which are not well understood outside academia, such as linguistics, find themselves ill-positioned to engage in CES. And as the general public is unfamiliar with the discipline and its benefits, developing mutually beneficial partnerships with community organisations requires an extensive amount of time – more than is usually required of other disciplines engaged in CES. Furthermore, tenure and promotion timeline expectations may be incompatible with CES work for some disciplines. Two solutions are proposed to address these challenges. First, scholars in disciplines such as linguistics must utilise multiple approaches to developing partnerships, such as volunteerism, community outreach and cross-disciplinary collaboration, and be intentional in college classrooms in engaging undergraduates in activities that make the discipline relevant outside academia. Second, they must challenge current CES definitions and interpretations and advocate for policy changes to the tenure and promotion process on their individual campuses.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"117 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81100890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Expectations of Field Supervisors in Kenya: Implications for Community-based Human Service Practicums","authors":"Joan Kabaria-Muriithi, C. VanLeeuwen, L. kathuri-Ogola, L. Weeks","doi":"10.5130/IJCRE.V11I1.5439","DOIUrl":"https://doi.org/10.5130/IJCRE.V11I1.5439","url":null,"abstract":"Community-based learning (CBL), which provides opportunities for undergraduate students to develop disciplinary and work-related knowledge and skills, is increasingly becoming an integral component of higher education. Similar to other countries, there is a widespread belief among employers in Kenya that there is a mismatch between university programs and labour market demands. In order to enhance the employability of graduates, many departments at a Kenyan university have incorporated work-integrated experiential learning opportunities such as practicums in the educational experience for undergraduate students. The aim of this article is to describe the expectations of field supervisors in host organisations participitating in a community-based human services program at a Kenyan University. Fifteen purposively sampled field supervisors participated in individual face-to-face interviews that included questions about their understanding of the department’s expectations of student learning activities during practicums, knowledge of the academic preparation of students in the program and challenges associated with the supervisory role. Six field supervisors exhibited some level of understanding of the expectations of their role in working with practicum students, while nine field supervisors indicated unclear expectations of the students’ practicum experience. Thematic analysis revealed key themes related to: (1) student abilities, learning goals and their contributions to the host organisations, and (2) the academic program of study and academic support available from the university faculty or staff to field supervisors. The results of our study revealed a lack of clarity around practicum expectations for most of the field supervisors interviewed and insufficient preparation of the community-based organisations to host a practicum student. Several recommendations are identified to clarify the expectations of community partner organisations and the staff providing student supervision to ensure benefits for both students and the host organisation. Results from this study can be used to inform the development or improvement of practicum opportunities focused on producing a skilled workforce.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"24 1","pages":""},"PeriodicalIF":0.7,"publicationDate":"2018-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84674261","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Community-engaged Research with Rural Latino Adolescents: Design and Implementation Strategies to Study the Social Determinants of Health.","authors":"Megan Comfort,&nbsp;Marissa Raymond-Flesch,&nbsp;Colette Auerswald,&nbsp;Linda McGlone,&nbsp;Marisol Chavez,&nbsp;Alexandra Minnis","doi":"10.5130/ijcre.v11i1.5721","DOIUrl":"https://doi.org/10.5130/ijcre.v11i1.5721","url":null,"abstract":"<p><p>The health of adolescents, perhaps more than in any other period of their life, is shaped by the social determinants of health (SDH). The constellation of SDH that disadvantages a specific group's health may also make members of that population unable or unwilling to engage in health research. To build a comprehensive body of knowledge about how SDH operate within a specific social context, researchers must design studies that take into account how various vulnerabilities and oppressions may affect people's experiences of being recruited, interviewed and retained in a study. In 2014, we initiated a prospective cohort study with Latino youth living in the agricultural area of Salinas, California. We began this study with the understanding that it was imperative to develop methodological strategies that actively addressed potential challenges in ways that were culturally responsive, community engaged and inclusive. In this article, we describe our approach to developing best practices in four key areas: 1) building community partnerships and engagement; 2) consideration of staffing and staff support; 3) engaging youth's perspectives; and 4) developing culturally appropriate research protocols. In our sample of 599 participants, nearly all youth identify as Latinx (94 per cent), half (49 per cent) have at least one parent employed as a farmworker, 60 per cent reside in crowded housing conditions, and 42 per cent have mothers who did not complete high school. Given these multiple vulnerabilities, we view a robust number of youth expressing interest in study participation, the willingness of their parents to permit their children to be enrolled, and the achievement of an ambitious sample target as evidence that our efforts to undertake best practices in community-engaged and inclusive research were well received.</p>","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"11 1","pages":"90-108"},"PeriodicalIF":0.7,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.5130/ijcre.v11i1.5721","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"37358886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Leveraging 3D Technology for Students with Autism: An innovative university-community collaboration for skill development and vocational exploration","authors":"C. Wright, S. Wright, Marissa L. Diener, D. Rafferty, Allison Sampson","doi":"10.5130/IJCRE.V10I1.5000","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5000","url":null,"abstract":"This article describes a university-community collaboration in which an inter-professional team partnered to provide students with autism spectrum disorder (ASD) a paid job opportunity to apply 3D modelling skills for a local construction company. Providing meaningful vocational opportunities to improve the transition to adulthood for individuals with ASD is imperative, as individuals with ASD have unemployment rates that are some of the highest of all disabilities. This novel evidence-supported educational program was designed to develop 3D technology skills, explore vocational careers and promote social engagement through shared interests for transition-age youth with ASD. Both parents and students reported many successful outcomes, including increase in student self-confidence, social and technology skill development and the opportunity for vocational exploration by these young people. Implications of the case study are reported in relation to university-community partnerships and the critical role of community collaboration in addressing the high rates of unemployment in individuals with autism.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"154 1","pages":"265–82-265–82"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74350746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Talloires Network and the MacJannet Prize for Global Citizenship: Explorations on sustainable and innovative leadership","authors":"Brianda Hernandez Cavalcanti, Monique Ching","doi":"10.5130/IJCRE.V10I0.5566","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5566","url":null,"abstract":"Higher education does not exist in a vacuum. Institutions of higher learning should serve as vibrant and dynamic anchors to their communities and to society. Civic engagement and community service should be inextricable from research, teaching and learning. The Talloires Network is an international coalition of higher education institutions founded on such a vision. It is because of this vision that the MacJannet Foundation approached the Talloires Network in 2009 to establish the MacJannet Prize for Global Citizenship. Following in the footsteps of founders Donald and Charlotte MacJannet, the international Foundation is dedicated to providing pathways for individuals and institutions to use their skills for the good of their communities. The MacJannet Prize recognizes exceptional student community engagement initiatives at Talloires Network member universities and contributes financially to their ongoing public service efforts. \u0000 \u0000This special edition journal of Gateways: International Journal of Community Research and Engagement features articles from five first-place MacJannet Prize winners and one second-place winner. The articles offer a glimpse of university civic engagement projects in six countries created to help marginalised and vulnerable communities. They highlight the complexity of civic engagement efforts in different institutional environments and regions of the world and provide insight into the pedagogy and practice of engagement. Further, the articles highlight the many challenges associated with this type of work, not only with scaling up the initiatives but with institutionalising them. Finally, these accounts serve as a reminder of the critical importance higher education institutions have in the success of these initiatives and the dedication of the individuals who lead them.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"9 1","pages":"8-13"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88280984","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessing the effectiveness of a longitudinal knowledge dissemination intervention: Sharing research findings in rural South Africa","authors":"R. Twine, K. Kahn, G. Hundt","doi":"10.5130/IJCRE.V10I1.5111","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5111","url":null,"abstract":"Knowledge dissemination interventions (KDIs) are integral to knowledge brokerage activities in research as part of the ethics of practice, but are seldom evaluated. In this case study, we critically reflect on an annual KDI as part of knowledge brokerage activities in the MRC/Wits-Agincourt Unit health and demographic surveillance system (HDSS) in rural South Africa from 2001 to 2015. The HDSS findings on births, deaths and migrations, as well as nested research project results, were shared with villagers, village leaders and service providers. The data used for this case study comprised secondary analysis of 13 reports and 762 evaluation forms of annual village-based meetings; records of requests for data from stakeholders; and qualitative analysis of 15 individual and five focus group interviews with local leaders and service providers involving 60 people. Over time, the KDI evolved from taking place over one week a year to being extended over six months, and to include briefings with service providers and local leaders. Attendance at village-level meetings remained low at an average of 3 per cent of the total adult population. Since 2011, the KDI village-based meetings have developed into an embedded community forum for discussion of topical village issues. There has been a decrease in requests for health-care and other services from the research unit, with a concurrent increase in research-related questions and requests for data from service providers, village leaders and political representatives. We conclude that, in this setting, the dissemination of research findings is not a linear exchange of information from the researchers to village residents and their leadership, but is increasingly multi-directional. KDIs are a key component of knowledge brokerage activities and involve, influence and are influenced by other aspects of knowledge brokerage, such as identifying, engaging and connecting with stakeholders and supporting sustainability.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"21 1","pages":"143–63-143–63"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75007698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Collaborative community research dissemination and networking: Experiences and challenges","authors":"Hannah Macpherson, Ceri Davies, A. Hart, S. Eryigit-Madzwamuse, Anne Rathbone, E. Gagnon, L. Buttery, Scott Dennis","doi":"10.5130/IJCRE.V10I1.5436","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5436","url":null,"abstract":"This article reports on the experiences of a community-university research partnership with young people’s arts organisations that disseminated their collaborative work on resilience at a Research Showcase event held in Cardiff in June 2014. Through interviews with the young people and their collaborators, and critical reflection on our collective experiences, this article identifies some of the challenges and logistical issues that were encountered in the planning and implementation of the creative ‘Resilience House’ exhibit. We argue that the not often discussed nitty-gritty of this work needs to be brought to the foreground to help make collaborative research meaningfully inclusive if ideals of ‘cross-connection’ and a ‘new public knowledge landscape’ are to be realised. For example, we identify the potential developmental benefits to young people (rather simply framed as ‘participants’) of being involved in research dissemination, but that factoring in time, shaping expectations of all contributors, training contributors to speak to the public about their work, ensuring appropriate sub-forums are constructed and attended, discussing different cultures of language and ensuring basic needs are met are key foundations that need to be built on in future collaborative dissemination activity.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"32 1","pages":"298-312"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85879375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Serving an Indigenous community: Exploring the cultural competence of medical students in a rural setting","authors":"C. H. Wong, Lee Ping Chen, K. C. Koh, S. H. Chua, Darren Chee Hiung Jong, N. A. M. Fauzi, Sue Yin Lim","doi":"10.5130/IJCRE.V10I1.5427","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5427","url":null,"abstract":"Since 2013, medical students from the International Medical University (IMU) in Malaysia have been providing primary healthcare services, under the supervision of faculty members, to the indigenous people living in Kampung Sebir. The project has allowed the students to learn experientially within a rural setting. This study aims to examine the cultural competence of IMU medical students through an examination of their perspective of the indigenous people who they serve and the role of this community service in their personal and professional development. \u0000 \u0000Students who participated in the project were required to complete a questionnaire after each community engagement activity to help them reflect on the above areas. We analysed the responses of students from January to December 2015 using a thematic analysis approach to identify overarching themes in the students’ responses. \u0000 \u0000Students had differing perceptions of culture and worldviews when compared to the indigenous people. However, they lacked the self-reflection skills necessary to understand how such differences can affect their relationship with the indigenous people. Because of this, the basis of their engagement with the indigenous community (as demonstrated by their views of community service) is focused on their agenda of promoting health from a student’s perspective rather than connecting and building relationships first. Students also lacked the appreciation that building cultural competency is a continuous process. \u0000 \u0000The results show that the medical students have a developing cultural competence. The project in Kampung Sebir is an experiential learning platform of great value to provide insights into and develop the cultural competency of participating students. This study also reflects on the project itself, and how the relationship with stakeholders, the competence and diversity of academic staff, and the support of the university can contribute toward training in cultural competence.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"12 1","pages":"97–120-97–120"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85872923","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Inculcating health awareness in Karachi, Pakistan: How innovative, socially acceptable methods can help combat communicable diseases of poverty","authors":"M. Huda, U. Rabbani, F. Rabbani","doi":"10.5130/IJCRE.V10I0.5481","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I0.5481","url":null,"abstract":"In the megacity of Karachi, which has a population of more than 24 million, more than 9.2 million people (approximately 40 per cent) live in squatter settlements. Communities here are characterised by low socioeconomic settings, crowded living conditions, inadequate water and sanitation facilities, and poor health-related behaviours. Such conditions create an environment favourable to the spread of communicable diseases like tuberculosis (TB), hepatitis and dengue. \u0000 \u0000Since 1985, the Department of Community Health Sciences at the Aga Khan University, Karachi, Pakistan has run the Urban Health Program (UHP), a community-campus partnership operating in these disadvantaged squatter settlements. Recent explosive increases in the spread of dengue, hepatitis and TB, however, necessitated special attention and activities on a scale and pace that was greater than could be accommodated as part of UHP’s core work. Thus, having an already well-established collaborative model with social accountability measures in place, a dedicated mass awareness program was initiated over the course of one year, from mid 2015: the AGAHI project. \u0000 \u0000This article describes AGAHI’s innovative, low-cost, collaborative activities conducted in partnership with two squatter communities, Sultanabad and Rehri Goth, to build health awareness, improved care-seeking and compliance to treatment. Activities ranged from school sessions, role plays and awareness walks to laneway meetings, training of health care workers, door-to-door campaigns and collaboration with local religious leaders, public sector groups and NGOs. \u0000 \u0000Building on the collaborative work of the UHP, in just 12 months AGAHI was able to conduct 80 health awareness sessions with 4000 participants. Moreover, high-risk and vulnerable populations were identified and referred for further treatment. A comparative cross-sectional survey afterwards revealed a significant increase in knowledge among Sultanabad residents as compared to the neighbouring settlement of Hijrat Colony. As a result, this article suggests that the need for and efficacy of targeted health awareness campaigns against the major infectious diseases of poverty cannot be overemphasised. By adopting community-based participatory models, couched in a framework of social accountability, activities that are low cost, innovative and scientifically robust hold real potential for improving health awareness in vulnerable megacities like Karachi.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"2673 1","pages":"78-96"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79451525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Evidence to impact: A community knowledge mobilisation evaluation framework","authors":"S. Worton, C. Loomis, S. Pancer, G. Nelson, R. Peters","doi":"10.5130/IJCRE.V10I1.5202","DOIUrl":"https://doi.org/10.5130/IJCRE.V10I1.5202","url":null,"abstract":"Many strategies guide knowledge-sharing to enhance uptake of evidence-based programs in practice, though few have been designed specifically for community settings. We highlight the importance of understanding and evaluating knowledge mobilisation in community settings and present a framework for evaluating knowledge mobilisation that captures short-term knowledge use as it relates to community stakeholders’ goals. To examine the utility of this framework, we applied it to the Pan-Canadian knowledge mobilisation activities of Better Beginnings, Better Futures , a community, university and government collaboration to support child development to its full capabilities. Participants included 31 community stakeholders who had attended a Better Beginnings workshop in one of six Canadian provinces and territories. Qualitative phone interviews were conducted to examine the extent to which knowledge mobilisation activities met participants’ learning needs, and how participants had applied the knowledge gained. Findings demonstrate that most participants had used the information, although the ways information was used varied greatly based on the community context. This application of the knowledge mobilisation framework shows it is useful for capturing diverse forms of short-term knowledge use in community settings. Lessons learned through the evaluation were used to refine the framework. The implications of this framework for academic researchers engaged in undertaking and evaluating community knowledge mobilisation are discussed.","PeriodicalId":53967,"journal":{"name":"Gateways-International Journal of Community Research and Engagement","volume":"32 1","pages":"121–42-121–42"},"PeriodicalIF":0.7,"publicationDate":"2017-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91210567","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}