UMass Dartmouth Community Engaged Research Academy: Some Methods to Develop Inclusive CER

Breakout Session 1A: The UMass Dartmouth Community Engaged Research Academy has completed two years of CER skills building, mentoring, seed funding, and other resources, with seven supported CER scholars to date. This interactive breakout session draws on the curriculum of the CER Academy to build particular skills, stakeholder analysis and mapping of needs that together chart the path to inclusive and practical CER proposals, and lead to creative, relevant approaches to grant seeking. In a stakeholder analysis, the goal is to identify who is involved in a CER issue, to what extent they are engaged at the start of the process of identifying needs to be addressed in the research, how likely they are to try to address the issue and remain involved as those who have a stake in outcomes, and what might happen post-research findings, leading to impact, implementation, and dissemination. The mapping of basic and perceived human needs (adapted from David Gil’s Unraveling Social Policy) deepens researchers’ understanding of the problems they will address, in a format that serves as a readily accessible communications tool for working with community partners. This training workshop will address stakeholder analysis, mapping basic and perceived human needs, and CER grant seeking through the analysis of a CER disparities issue as a case study. At the end of the workshop, participants will have learned a clearly articulated process for working through these essential steps toward inclusive CER, and to engage, more effectively, with community partners challenged by health disparities

Community Engaged Research Academy at the University of Massachusetts Dartmouth: Reflections, Visions, and Plans

The Community Engaged Research (CER) Academy at UMass Dartmouth began in 2015 to develop and support dynamic research efforts, in partnerships with community organizations, agencies, and public services, with the goal of seeking external funding to support substantial CER projects. Its primary aim is to engage research-active faculty who are working, specifically, with community partners in the UMass Dartmouth catchment area. Further, the CER Academy actively seeks to build a community of like-minded scholars in interactive, supportive, and didactic processes. The coordinator of the CER Initiative facilitates modules, with activities designed to mentor CER Academy scholars during and after their participation in the structured curriculum of the CER Academy. Beyond the interactive curriculum with a cohort of CER Scholars, ongoing mentorship continues for as long as CER Scholars want/need support to develop durable community partnerships. Plans going forward include 1) working with community-based professionals in UMass Dartmouth catchment area agencies and organizations to participate in the structured CER Academy with their respective CER Scholars; and 2) to incentivize and recruit, and then to educate and engage, undergraduate students to develop skills and experience in community engaged research in an academic CER Student-Scholar Partnership Program. This poster articulates the development, curriculum, work, and plans of the UMass Dartmouth Community Engaged Research Academy, to disseminate our experience and vision, and to invite collaborations with potential community partners and CER colleagues across the UMass System

A Cross-Sectional Study of Drinking Patterns, Prelicensure Nursing Education, and Professional Identity Formation

This is the post-print version of an article published in Nurse Education Today (http://www.nurseeducationtoday.com/). Article DOI: 10.1016/j.nedt.2013.08.018Other research PUBLICATIONS and PAPERS on university students drinking, drug use and health concerns and behaviors can be found at: https://scholarworks.iu.edu/dspace/handle/2022/17130/browse?type=title; https://scholarworks.iu.edu/dspace/handle/2022/17127/browse?type=title and https://scholarworks.iu.edu/dspace/handle/2022/17124/browse?type=title. Further information about the questionnaire, calculations, and the original data base used can be found in the following item records within IUScholarworks repository. Details about the reliability and validity of the SAQ are found at: http://hdl.handle.net/2022/17337; http://hdl.handle.net/2022/17154; http://hdl.handle.net/2022/17181. The classic 1975 copy of the SAQ is found at http://hdl.handle.net/2022/17153. ALL QUESTIONNAIRES developed by Engs are found in the repository at: https://scholarworks.iu.edu/dspace/handle/2022/17141/browse?type=dateissuedThe purpose of this cross-sectional, descriptive study was to describe drinking behaviors and professional identity formation among student nurses. METHOD: Survey data were collected from 333 students enrolled in a traditional BSN program on three campuses of a large Midwestern university using the Nurse Self-Concept Questionnaire and the Student Alcohol Questionnaire. ANOVA and Pearson r statistical tests were used to analyze data

Creative Approaches to Building Community Research Partnerships: Resources and Collaborations

Moderator: Robin A. Robinson, University of Massachusetts Dartmouth Session Description The purpose of this interdisciplinary breakout session is to present several different approaches to the perception, creation, and implementation of community engaged research partnerships, and the range of funding sources that support them. Panelists will present brief descriptions of their projects and funding, followed by the UMass Dartmouth Research Development Manager’s insights and suggestions concerning the funding of successful matches of academic researchers and community research partners. Session Presenters, Titles and Descriptions Caitlin M. Stover, PhD, RN, PHCNS-BC, CNE, College of Nursing, Department of Community Nursing Community Based Participatory Research with Community Health Workers of the Southcoast Region My community partner and I had several ideas and projects that we wanted to work on together. To help organize our thoughts and deliverables, we applied for a spot in the first cohort of the Community Based Participatory Research Academy, a grant funded week-long course presented by the University Of Michigan School Of Public Health and the Detroit Urban Research Center. Spending a week with community engaged researchers and community leaders focused the academic-community partnership of UMass Dartmouth College of Nursing Assistant Professor Caitlin Stover and Community Leader Kathleen Murphy to promote the health of Southcoast region by mobilizing and building the capacity of Community Health Workers in the region. Monthly guided video conferences/workshops/virtual communications conducted by our assigned mentors (one community based mentor and one academic mentor) and the core of community engaged researchers assisted us in receiving a non-competitive Community Partnership Building Grant, creating and accomplishing short and long term goals, all while providing expert mentorship in applying the CBPR tenets to our work. Andrea Klimt, PhD, College of Arts and Sciences, Department of Sociology & Anthropology Pride of Place: The Potential of Collaborative Photography The Fall River Portraits project brought together university sociology and anthropology students, local high school students, and senior citizens to photographically document the complex social realities of a small economically-struggling Massachusetts city. Project photographers documented the impact of decades of economic decline on the social fabric and built environment of this urban space as well as evidence of cultural vibrancy and resilience in the city’s various neighborhoods. The resulting visual narratives fostered a pride of place and hopeful sense of self-recognition amongst local residents and encouraged the thoughtful engagement with local realities of participating college students. This project was funded by the UMass President\u27s Office, Creative Economy Award. Christina Cipriano, PhD, College of Arts and Sciences, Department of Psychology Class Interrupted: Improving Under-studied Classroom Environments Funded by the William T. Grant Foundation and recently, the University of Massachusetts Dartmouth, the RELATE Project has been conducting systematic investigations of self-contained classrooms over the past four years across the Northeast. Towards the end of improving outcomes for students and educators in self-contained special education classrooms, we are advancing the science of classroom observation and improving the quality of educational experiences, one classroom at a time. To date, our work has resulted in a new psychometrically validated tool for evaluating effective interactions in these classrooms and an ecologically valid team-based professional development approach for teacher-paraeducator teams. Robin A. Robinson, PhD, PsyD, College of Arts and Sciences, Department of Sociology & Anthropology Psychological Foundations of Power and Relational Abuse Amongst Rural and Small-Town Teens Initially funded by a pilot grant from the UMass Medical School CTSA-CER Pilot Program, and in community partnership with the Cape Cod Justice for Youth Collaborative and other member agencies of the Barnstable County Council for Children, Youth, and Families, this multi-stage project addressed the question: What are the conscious and unconscious psychological processes and power dynamics that explain behaviors associated with “teen dating violence”? The strong collaborative, and integrated, relationship that already existed between the PI and community partners contributed to the success of this pilot study, and facilitated new alliances amongst ancillary agencies. Collaborations has included regional organization of focus groups across Barnstable County (Cape Cod) to produce a data pool of first-person perspectives of teen relationships and violence in contexts of community challenges and supports. The work has considered diverse social and economic contexts as variable forces that affect psychological processes, to explore the psychology of teen relational abuse. Mary Hensel, Research Development Manager, University of Massachusetts Dartmouth Research Development Strategies for Community Engaged Research Partnership

Parent-Child Sexual Communication Among Middle School Youth

Middle school youth (N=1472) in Central Indiana completed a survey about parent-adolescent sexual communi-cation. Being older, female, mixed race, ever had sex, ever arrested, and higher HIV knowledge were associatedwith more frequent sexual communication

Jazzing Up Next-Gen Librarians for Freshman Engineering Instruction Delivery

Because of the need for science and engineering librarians, both nationwide and at West Virginia University (WVU), a model of Introduction to STEM Disciplines’ Information Use and Mentoring occurred at WVU. The engineering librarians introduced new resident librarians and a graduate research assistant to the Freshman Engineering program and involved them in teaching several engineering information literacy sessions. The goal of engaging the new librarians into the educational activities was to motivate their learning, gain feedback on current teaching strategies and fresh ideas for possible future implementation, and facilitate buy-in of the need for and role of STEM-specific librarians. The new team members learned the specific information literacy resources for the engineering field, provided feedback on the teaching methods, offered new ideas for implementation, and engaged with the engineering faculty and current STEM librarians about possible modifications to the types of information offered and the timing of its delivery

Only Yes Means Yes: Sexual Coercion in Rural Adolescent Relationships

Purpose Sexual consent is important to healthy relationships; however, sexual coercion is common. We examine modifiable risk and protective factors for sexual coercion among high school students in a rural community. Methods We surveyed 10th graders (N = 442) in a rural, Midwestern, low-to-middle income county before receiving an evidence-based sex education program. Sexual coercion was a single item, “has anyone you were dating or going out with forced you to do sexual things that you did not want to do?” We examined associations between sexual coercion and demographics, risk behaviors, sexual self-efficacy, controlling relationship behaviors, parent communication, and adverse childhood experiences. Results Approximately 22% of females and 8% of males reported experiencing sexual coercion at least once in their lifetime. Gender differences emerged in associated risk and protective factors, including sexual sex efficacy, controlling relationship behaviors, parent–adolescent communication about sex, and adverse childhood experiences. Conclusions Sexual coercion is common among adolescents in rural communities. Prevention interventions should target modifiable risk and protective factors

Recent Trends in Local-Scale Marine Biodiversity Reflect Community Structure and Human Impacts

The modern biodiversity crisis reflects global extinctions and local introductions. Human activities have dramatically altered rates and scales of processes that regulate biodiversity at local scales [1-7]. Reconciling the threat of global biodiversity loss [2, 4, 6-9] with recent evidence of stability at fine spatial scales [10,11] is a major challenge and requires a nuanced approach to biodiversity change that integrates ecological understanding. With a new dataset of 471 diversity time series spanning from 1962 to 2015 from marine coastal ecosystems, we tested (1) whether biodiversity changed at local scales in recent decades, and (2) whether we can ignore ecological context (e.g., proximate human impacts, trophic level, spatial scale) and still make informative inferences regarding local change. We detected a predominant signal of increasing species richness in coastal systems since 1962 in our dataset, though net species loss was associated with localized effects of anthropogenic impacts. Our geographically extensive dataset is unlikely to be a random sample of marine coastal habitats; impacted sites (3% of our time series) were underrepresented relative to their global presence. These local-scale patterns do not contradict the prospect of accelerating global extinctions [2,4,6-9] but are consistent with local species loss in areas with direct human impacts and increases in diversity due to invasions and range expansions in lower impact areas. Attempts to detect and understand local biodiversity trends are incomplete without information on local human activities and ecological context