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A partir d’entretiens (N=146) menés avec des acteurs universitaires de 2013 à 2017, cet article interroge dans quelle mesure l’appartenance universitaire façonne les conditions de possibilité de réalisation de partenariats entre enseignants-chercheurs en Sciences Humaines et Sociales (N=51) et acteurs non académiques, dans une perspective comparative entre l’université de Syracuse (Etats-Unis) et de Paris Nanterre (France). Le statut d’universitaire (titulaire) est souligné comme le principal atout par les enquêté.es en termes de sécurité et d’autonomie de travail. En revanche certaines logiques professionnelles, via une transformation des organisations universitaires (surtout en France) et des normes académiques, sont présentées comme des contraintes fortes, bien que modulées par des effets d’appartenance et de positionnement disciplinaires. Face au renforcement de la place de l’établissement dans la différenciation des conditions de travail et d’accès aux ressources professionnelles (financements, partenaires, reconnaissance), différentes stratégies sont mises en œuvre à l’égard de l’université de rattachement. Celles-ci apparaissent marquées par l’adoption – avec ou sans adhésion d’ailleurs – de logiques entrepreneuriales, comme manière se créer soi-même des conditions favorables aux partenariats. Les logiques de compétition et de rémunération sur fonds propres s’étendent alors aux pratiques des universitaires pour voire par les partenariats afin de les (voire se) financer. Based on interviews (N=146) conducted with academic actors from 2013 to 2017, this article investigates to what extend the academic affiliation shapes the conditions of possibility for partnerships between academics in the Humanities and Social Sciences (N=51) and non-academic actors, in a comparative perspective between Syracuse University (USA) and Paris Nanterre (France). The status of academic (tenured) is underlined as the main asset in terms of security and autonomy of work. On the other hand, some professional logics, driven by important transformation of the university organizations (especially in France) and academic norms, are presented as strong constraints, although modulated by disciplinary effects. Taking into account the growing role of the university of affiliation in the differentiation of working conditions and the access to professional resources (funding, partners, recognition), different strategies are implemented by the academics. These strategies are characterized by the adoption - with or without adhesion - of entrepreneurial logics, as a way of creating by oneself the favorable conditions to develop partnerships. Academics then seek to develop their own funds and become more dependent on private resources or competitive calls for projects, in order to finance their partnership projects, or even to use them to finance their other activities.

The COVID-19 pandemic has disproportionately affected racial and ethnic minority groups in the U.S. Over a 7-week period in late 2020, with funding from the NC Office of Minority Health and Health Disparities, the West Greenville Health Council (WGHC), a community-academic, non-profit partnership, engaged and activated a 27-member organizational partnership network for COVID-19 health communication and personal protective equipment (PPE) distribution in African American communities in Eastern North Carolina. Outreach included: local production and dissemination of 10 culturally relevant safety videos, 10 risk, prevention, and safety postcard messages, 3 virtual forums, and PPE kit distribution via the network and their distribution venues. Communication mediums included social media posts (i.e., Facebook and YouTube), network email distribution lists, and postcards distributed along with PPE kits. Outreach activities were evaluated via an online survey, reach of social media posts, and PPE distribution. Working through the organizational network, the WGHC reached a combined total of 30,310 community members with educational materials. Forty-four outreach events were held during this period and over 8000 PPE kits were distributed. The online survey, distributed through the network, yielded more than 400 completed questionnaires. This tool was used to gain insights on community perceptions of COVID-19 safety barriers and media messages. The activation of the network as an approach for rapid response to an emerging public health crisis greatly expanded the reach of the WGHC. The WGHC is working to institutionalize the network to address future emerging health threats, as well as the dissemination of health information more generally.

Purpose of Review The number of refugees across the globe continues to grow, leaving a large proportion of the global population in a vulnerable state of health. However, the number of robust clinical interventions has not kept apace. This paper provides a general review of literature on the trauma and violence that refugees face, the impact on health outcomes, and some of the promising models for clinical intervention. Recent Findings Refugees experience a cycle of trauma, violence, and distress that begins before migration and continues during migration and after resettlement. It has been challenging to develop robust clinical interventions due to the cumulative and cyclic effects of trauma, as well as the unique experiences of trauma that each refugee community and each refugee individual faces. Summary Trauma-informed care is a critical component of health care. Developing stronger guidelines for trauma-informed care will help clinicians better provide inclusive and equitable care for refugee patients.

(1) Background: To explore factors contributing to the Healthy Kids Community Challenge (HKCC) program implementation, (2) Methods: Data were collected through a quantitative survey (n = 124) and in-depth telephone interviews (n = 16) with program providers. Interviews were recorded and transcribed for thematic analysis using NVivo, (3) Results: Provincial funding and in-kind support from community partners were key. Initiatives were feasible to implement, and key messages were well-received by communities. Specific practices and process were commonly discussed, and strong local program leadership was crucial to implementation, (4) Conclusions: Results have implications for planning and implementing future multi-component, community-based health promotion programs that include similar partnerships.

Background: Infographics are an effective way of communicating complex information due to their reliance on concise language and clear, uncluttered visuals. Research indicates that traffic-related ultrafine particles (UFPs) in air pollutions adversely affect human health, including respiratory and cardiovascular diseases. In this study, we work with community-based adult literacy programs to develop an infographic about UFPs in air pollution with the goal of community-driven problem solving related to traffic-related UFPs within affected neighborhoods. Objective: In this paper, we discuss the development and evaluation of an infographic about the dangers of UFPs from traffic pollution, and actions that readers in affected communities can take to protect their health. We used the infographic format to conceptualize UFP pollution and its health effects visually for community members many of whom are new immigrants and do not speak English as their first language. Methods: We conducted 1 focus group and 4 interviews over Zoom, and collected 74 anonymous surveys among Boston Chinatown and Somerville, MA residents. Community partner organizations assisted us in recruiting participants by sending a recruitment flyer to their email contacts and identifying specific people who were interested in participating. Key Results: Data from the surveys, focus group, and interviews yielded 8 themes that guided the revision of the infographic. The majority of the participants responded positively to the infographic: 95.9% (n = 71) of respondents reported that the purpose of the infographic was clear, that the infographic contained a clear message, and that the infographic uses images to explain important points. Conclusions: Our experience developing and evaluating an infographic about near highway pollution in environmental justice communities suggests that infographics can be a viable communication tool in this context. Further research with infographics of a similar nature but in diverse communities is needed to strengthen our conclusion.

In the field of climate change adaptation and mitigation studies, as in many other areas of Western science, there has often been a tendency to overlook and exclude marginalized populations in the course of scientific research (Forman and Pellow 2019). This can lead to incomplete knowledge and flawed solutions to complex problems such as climate change, which requires an understanding of the interconnectedness of ecology and society (Lubchenco et al. 2016). Close partnership with communities and resource user groups can expose those inaccuracies and enable better adaptation and mitigation strategies (Miller 2018; Mitchell 2020). A diversity of perspectives leads to a diversity of solutions (Redmond 2014), a critical tool in adapting to climate change. The purpose of this capstone project is to encourage researchers to develop a holistic perspective of the problem of climate change and give them the tools to incorporate community knowledge into their research and proposed solutions in an equitable manner. The end result, a training for researchers on engaging in equitable, collaborative work with communities, can be found here: https://humanecology.ucsd.edu/cooperative-research-for-climate-resilience/. There is no similar training at Scripps Institution of Oceanography, and will be implemented by the faculty working group “Connecting Scripps to Communities.

Introduction: People aging with long-term physical disabilities (PAwLTPD), meaning individuals with onset of disability from birth through midlife, often require long-term support services (LTSS) to remain independence. The LTSS system is fragmented into aging and disability organizations with little communication between them. In addition, there are currently no evidence-based LTSS-type programs listed on the Administration for Community Living website that have been demonstrated to be effective for PAwLTPD. Because of these gaps, we have developed a community-based research network (CBRN), drawing on the practice-based research network model (PBRN), to bring together aging and disability organizations to address the lack of evidence-based programs for PAwLTPD. Materials and methods: Community-based organizations serving PAwLTPD across the state of Missouri were recruited to join the CBRN. A formative process evaluation of the network was conducted after a year to evaluate the effectiveness of the network. Results: Nine community-based organizations across the state of Missouri joined the CBRN. CBRN members include three centers for independent living (CILs), three area agencies on aging (AAAs), one CIL/AAA hybrid, one non-CIL disability organization, and one non-AAA aging organization. To date, we have held seven meetings, provided educational opportunities for CBRN members, and launched an inaugural research study within the CBRN. Formative evaluation data indicate that CBRN members feel that participation in the CBRN is beneficial. Conclusion: The PBRN model appears to be a feasible framework for use with community-based organizations to facilitate communication between agencies and to support research aimed at addressing the needs of PAwLTPD. Funding for this research was supported by a grant from the National Institute on Disability, Independent Living and Rehabilitation Research (NIDILRR grant number 90DPCP0001) (SS, BM, MK, MD, MC, JD, SET). NIDILRR is a Center within the Administration for Community Living (ACL), Department of Health and Human Services (HHS). Research reported in this publication was also supported by the Washington University Institute of Clinical and Translational Sciences (grant UL1TR002345) (SS, BM) from the National Center for Advancing Translational Sciences (NCATS) of the National Institutes of Health (NIH).

A learning health system aims to create value in health systems using data‐driven innovations, quality improvement techniques, and collaborations between health system partners. Although the concept is mobilized through cycles of learning, most instantiations of the learning health system overlook the importance of formalized learning in educational settings. Social accountability in health professional education focuses on measurably improving people's health and health care, specifically through education and training activities. In this commentary, we argue that the idea of social accountability clearly articulates a rationale and a broad range of aspirations, whereas the learning health system offers an approach to achieve these goals. With a similar aim to a learning health system, social accountability promotes partnerships between health professional education, the health system, and communities in a way that allows for co‐designed and contextualized interventions. On the other hand, learning health systems prioritize data, research, and analytic capacities to facilitate quality improvement. An integrative framework could enhance learning cycles by collectively designing interventions and innovations with people and communities from health, research, and education systems. As well as aspiring to improve population health and health equity, such a framework will consider broader impacts, including the degree of participation amongst a range of partners and the level of responsiveness to partners' priorities.

Background: To meet the growing needs of communities with increased chronic conditions, decreased access to health services, and a changing sociocultural environment, there is a critical need for community-oriented physicians equipped with the skills to attend to the health of underserved populations. The Morehouse School of Medicine Community Health Course’s (CHC) purpose is to inculcate service-learning and public health techniques to equip community-oriented physicians with empathy and tools to effectively engage diverse communities and provide care that addresses the social determinants of health to achieve health equity. The purpose of this practice note is to discuss CHC multidisciplinary strategies used to sustain community partner relationships and impact public health. Methods: We work to effectively engage community partners in a number of ways including: a core approach that the partnership is designed to assess, listen to, and meet the communities’ needs; that community partners inform the course curriculum through a community advisory board, an introductory course community panel (of advice for effective engagement), and attendance at course meetings and retreats; a continued relationship between the course faculty and the community site over time; community representatives as co-authors on presentations and publications; and, at times, maintained student contact with the community sites for volunteer activities after completion of the course. Results: The Community Health Course collaborates with its community partners to educate medical students, provide requested services to the communities, and impact the health needs of the communities. The course has developed long-term partnerships varying in lengths from 1 year to over 15 years. The partner organizations over the last ten years have included pre-K-12 schools, independent senior living facilities, youth organizations, community-based organizations, and homeless shelters. Conclusions: Through long-standing collaborations with partnering organizations, the CHC has participated in the development of several sustainable projects traversing multiple levels of the social ecological model.

Concern is rising around the world regarding the intensifying effects of climate change, which include severe bushfires, heatwaves, droughts, flooding, rising oceans, biodiversity loss, food instability, and displacement. Despite mounting opposition to environmental inaction, in primary schools there remains great confusion around if, how and why to enact environmental education. Environmental education is considered on the margins of mainstream practice, and gaps between environmental education theory and practice endure. Notably, engagement with community partners to enrich environmental education is inconsistent, and in-depth school-based explorations of partnership opportunities are limited in the literature. In addition, rich understandings and experiential insights from practising teachers are undervalued in environmental education research and practice., In response, this research sought to listen attentively to environmentally conscious teachers regarding their environmental education efforts. This was achieved through an exploratory, qualitative, empirical narrative inquiry study of 11 teachers��� philosophies, pedagogies, and practices. Immersive visits enabled in-depth participant observations in the teachers��� classrooms, and the teachers also shared their stories via ecological autobiographies, face-to-face semi-structured interviews and participant journals. The research findings focus on insights from the four main study participants., In addition to thorough exploration of philosophies, pedagogies and practices, a practical, contextually-relevant theoretical foundation for environmental education was developed during the study. The theoretical assemblage draws upon posthumanism and community psychology to enrich and extend social ecology. In particular, the theoretical assemblage accentuates the inextricable entanglement of humans and nonhumans, and emphasises the importance of human-nonhuman community partnerships to enrich environmental education. The need to encourage children���s connection as nature, rather than with nature was a key finding. Shifting attention beyond the humancentric focus prevalent in mainstream education is a central contribution of this research., Importantly, the research also presents relevant, real-world implications for practising teachers. By weaving the teachers��� stories together with existing rigorous research, the findings contribute to deeper understandings of holistic, place-responsive, community-connected environmental education. The teachers��� stories provide robust, tangible evidence of effective ways to enact holistic environmental education in schools. In particular, the teachers��� stories inform: linking learning with children���s lived experiences; attuning to place; engaging with experiential pedagogies; nurturing agency and active participation; embracing storytelling; enacting arts-based environmental education and inquiry-based learning; pursuing kids teaching kids opportunities; and striving towards whole-school approaches. Their stories also contribute rich understandings around diverse community partnership opportunities, as well as positive impacts and challenges of engaging with community partners to enrich environmental education.

The UCLA Labor Center used a combined participatory action research and research justice approach to study the challenges faced by workers and learners. Workers and learners are students who work while studying throughout their college careers. This research project has been carried out with the assistance of undergraduate students and college partners. We outline in detail the process we undertook to involve more than 500 students, beginning with the study design and ending with the dissemination of study results. We discuss the ways in which we, as researchers, were able to intentionally engage participants and honor their knowledge throughout the research process in order to advance policy reforms. This work entails of incorporating tenets of participatory action research (PAR) and Research Justice (RJ) to build the capacity of partners to produce knowledge. To this end, the work involves participants in every step of the knowledge lifecycle so that research across varying disciplines can impact education and employment policies that improve conditions for workers and learners in workplaces and universities and colleges.

Introduction:This study employed the Delphi method, an exploratory method used for group consensus building, to determine the benefits and challenges associated with community engagement in patient-centered outcomes research.Methods:A series of email surveys were sent to the Patient-Centered Outcomes Research Institute (PCORI)-funded researchers (n = 103) in New England. Consensus was achieved through gathering themes and engaging participants in ranking their level of agreement over three rounds. In round one, participant responses were coded thematically and then tallied. In round two participants were asked to state their level of agreement with each of the themes using a Likert scale. Finally, in round three, the group was asked to rank the round two themes based on potential impact.Results:Results suggested the greatest benefit of community engagement is that it brings multiple perspectives to the table, with 92% ranking it as the first or second most important contribution. Time was ranked as the most significant barrier to engaging community. Strategies to overcome barriers to community engagement include engaging key stakeholders early in the research, being kind and respectful and spending time with stakeholders. The most significant finding was that no researchers reported having specific measures to evaluate community engagement.Conclusion:Community engagement can enhance both research relevance and methodology when researchers are engaged in meaningful collaborations. Advancing the science of community engagement will require the development of evaluation metrics to examine the multiple domains of partnership.

Community advisory boards (CABs) are a valuable strategy for engaging and partnering with communities in research. Eighty-nine percent of Clinical and Translational Science Awardees (CTSA) responding to a 2011 survey reported having a CAB. CTSAs’ experiences with CABs are valuable for informing future practice. This study was conducted to describe common CAB implementation practices among CTSAs; document perceived benefits, challenges, and contributions; and examine their progress toward desirable outcomes. A cross-CTSA collaborative team collected survey data from respondents representing academic and/or community members affiliated with CTSAs with CABs. Data representing 44 CTSAs with CABs were analyzed using descriptive statistics. A majority of respondents reported practices reflecting respect for CAB members’ expertise and input such as compensation (75%), advisory purview beyond their CTSA’s Community Engagement program (88%), and influence over CAB operations. Three-quarters provide members with orientation and training on roles and responsibilities and 89% reported evaluating their CAB. Almost all respondents indicated their CTSA incorporates the feedback of their CABs to some degree; over half do so a lot or completely. This study profiles practices that inform CTSAs implementing a CAB and provide an evaluative benchmark for those with existing CABs.

In 2013, the Educational Leadership Department at Middle Tennessee State University (MTSU) implemented a redesign of the teacher preparation program to transition from a traditional on-campus model to one delivered both on-campus and in off-campus school sites while using a problem-based learning method. This new program closely follows the medical school model of residency experiences coupled with problem-based learning events. This article describes the problembased learning process used in this program, comparing it with the early versions of medical school problem-based learning that encouraged the development of “clinical reasoning” skills. Similarities and differences are highlighted, along with key components of the learning model in use at MTSU. The article presents lessons learned and next steps to be used in implementing the problem-based learning approach in a teacher preparation setting.

Individuals' attitudes about persons with disability (PwD) strongly affect differently-abled persons' quality of life and position in society. Some research offers support for the ability of systematic, supported, longitudinal contact between different groups of individuals to improve attitudes. College campuses, in particular, offer a potentially useful arena in which to facilitate this type of contact. This study explored contextual factors (eg, geographic region, biological sex) and predictors of disability-related attitudes among a college student population to determine strategies for course-based intervention design (eg, as community-engaged or service-learning initiatives). Surveying participants from universities in two regions of the United States, we found that self-esteem, audience-based communication apprehension, and contact with PwD explain more than 50% of the variance in disability-related attitudes. Further, we found that geographic location affects both self-esteem and audience-based communication apprehension (communicating/interacting with PwD). We discuss the implications for community engagement and/or service learning and highlight the importance of partnerships among relevant community stakeholders, including university faculty, students, and staff.

Background: Under the Affordable Care Act, nonprofit hospitals are required to conduct a Community Health Needs Assessment (CHNA) every three years. Using recommendations proposed by Georgia Watch, students and faculty members from the University of Georgia (UGA) conducted a CHNA for a hospital in a rural county in Georgia. The purpose of the CHNA was to identify community health problems and needs, as well as community assets and resources. The aim of this report is to describe the process for conducting the CHNA, the findings, and the lessons learned. Methods: The CHNA team consisted of students and faculty members from UGA’s College of Public Health and a Public Service and Outreach professional who worked in the community. In completing the CHNA, the team used the following fivestep process: define community, collect secondary data on community health, gather community input and collect primary data, prioritize community health needs, and implement strategies to address community health needs. Primary and secondary data were collected. Results: By triangulating findings across data sources, the CHNA team created a community health profile for the service area of the hospital. Based on these findings, the community identified four main areas for improvement, prioritized these health issues, and developed an implementation strategy for the hospital and community. Conclusions: The process used to conduct this CHNA can serve as a model for other rural communities undergoing similar assessments. Lessons learned from completing this CHNA can be applied to future CHNA efforts.

Family violence is a pervasive problem locally, nationally, and worldwide. Since 1990, staff from Saint Paul-Ramsey County (Minnesota) Public Health have worked with hundreds of community members and organizations in a unique partnership approach to preventing violence. The process of developing and sustaining this unique partnership is described, as well impacts and outcomes from work developed and implemented over 25 years of sustained efforts. Implications for practice in community organizing and partnership, violence prevention, public health, and adherence to evidence- and research-based best practice models are discussed.

Many medical students and faculty researchers have had little or no experience working with community groups on health-related research. These resources are meant to provide guidelines and background information on how to make the experience of conducting a collaborative community health research (CCHR) project rewarding for all parties involved. As such, the PowerPoint presentation and accompanying background information and worksheets describe best-practice guidelines that can facilitate the research process for the benefit of all partners involved in the process. These guidelines are based on the work of several well-respected leaders in this field, notably Dr. Barbara Israel, who coined the phrase “Community-Based Participatory Research-CBPR” in 1998. However, the guidelines presented here incorporate other notable manuscripts and lessons learned by the author throughout her 30+ years working in research, the majority in Detroit, Michigan. There are currently plans to enhance the time given to this topic in the curriculum; this is the impetus for developing this additional in-depth presentation and supporting resource materials. This presentation could be given as an extracurricular optional activity for students with an interest in this type of research or, alternatively, as a resource for students interested in having a more in-depth understanding of CCHR. It is anticipated that through utilization of this robust introduction to engaging community in research, a larger number of students will obtain more meaningful participation and outcomes with CCHR.

Libraries throughout the country undertake a vast array of innovative programs that bring citizens into a commons where they share interests, concerns, and decision making. In addition to hosting community-wide reading programs, libraries are: convening groups to consider local issues and teach civic skills; creating digital neighborhood directories and community information services; educating voters; serving as polling places; and partnering on civic projects with local museums and public broadcasting stations. These collaborative efforts benefit individual citizens as well as increase the community���s social capital--the glue that bonds people together and builds bridges to a pluralistic and vibrant civil society. The challenge for libraries in the information age is to extend their reach well beyond educating and informing into a realm where they increase social capital, rekindle civil society and expand public participation in democracy. To that end, libraries accomplish these goals not by working alone, but by building strong partnerships--partnerships that establish new constituencies, widen public support, broaden and diversify sources of funding, and strengthen public involvement with local affairs.

This collection of 52 posters was presented at the Partnership Practices: Working with Community, Industry and Government event. This event was designed to highlight community-university partnerships for research and other purposes from across the university and community at a one-day event held at the Quebec Street Mall in the City of Guelph, Ontario. The website for the event and all resources is www.csahs.uoguelph.ca/pps The Social Sciences and Humanities Research Council-sponsored (SSHRC) Maternal Health and Diversity Project aims to document and understand the various preferences that women have concerning medical services or other types of care during pregnancy and childbirth. This poster discusses the use of Community-Based Researchers in the project. This was part of the Partnership Practices: Working with community, industry and university event, held on March 1, 2011. These posters were in response to a Call for Posters. The selection was made by the Steering Committee Members: Linda Hawkins, Director, Institute for Community Engaged Scholarship ; Erin Skimson, Director, Business Development Office, Office of Research; Sue Bennett, Director, University and Community Relations, Office of the President ; Melanie Lang, Director, CBASE, College of Management and Economics; Bronwynn Wilton, Industry Outreach Knowledge Mobilization Manager, Office of Research, Agri-Food Partnerships; Shawna Reibling, Knowledge Mobilization Coordinator, Institute for Community Engaged Scholarship ; Jennifer Peleschak, Manager of Programs and Events, College of Management and Economics ; and Mary Magyar, Events Assistant, Institute for Community Engaged Scholarship