Collaborative Partnerships and Projects

2011 ◽  
Author(s):  
Debra Rowe
Keyword(s):  
Collaborative Partnerships

Dissemination and Implementation Research in Health

2017 ◽  
Keyword(s):  
Evidence Base ◽  
Dissemination And Implementation ◽  
Evidence Based ◽  
Collaborative Partnerships ◽  
Social Service Agencies ◽  
Effective Interventions ◽  
Health Related Research ◽  
Health Related ◽  
Dissemination And Implementation Research ◽  
Policies And Programs

Fifteen to twenty years is how long it takes for the billions of dollars of health-related research to translate into evidence-based policies and programs suitable for public use. Over the past 15 years, an exciting science has emerged that seeks to narrow the gap between the discovery of new knowledge and its application in public health, mental health, and health care settings. Dissemination and implementation (D&I) research seeks to understand how to best apply scientific advances in the real world, by focusing on pushing the evidence-based knowledge base out into routine use. To help propel this crucial field forward, leading D&I scholars and researchers have collaborated to put together this volume to address a number of key issues, including: how to evaluate the evidence base on effective interventions; which strategies will produce the greatest impact; how to design an appropriate study; and how to track a set of essential outcomes. D&I studies must also take into account the barriers to uptake of evidence-based interventions in the communities where people live their lives and the social service agencies, hospitals, and clinics where they receive care. The challenges of moving research to practice and policy are universal, and future progress calls for collaborative partnerships and cross-country research. The fundamental tenet of D&I research—taking what we know about improving health and putting it into practice—must be the highest priority. This book is nothing less than a roadmap that will have broad appeal to researchers and practitioners across many disciplines.

Toward a just and inclusive environmental archaeology of southwest Madagascar

2019 ◽  
Vol 19 (3) ◽  
pp. 307-332 ◽  
Author(s):  
Kristina Douglass ◽  
Eréndira Quintana Morales ◽  
George Manahira ◽  
Felicia Fenomanana ◽  
Roger Samba ◽  
...  
Keyword(s):  
Marine Protected Area ◽  
Knowledge Exchange ◽  
Power Sharing ◽  
Environmental Archaeology ◽  
Collaborative Partnerships ◽  
Human Environment ◽  
Self Evaluation ◽  
Mutual Knowledge ◽  
Equal Power

In this paper, we advocate a collaborative approach to investigating past human–environment interactions in southwest Madagascar. We do so by critically reflecting as a team on the development of the Morombe Archaeological Project, initiated in 2011 as a collaboration between an American archaeologist and the Vezo communities of the Velondriake Marine Protected Area. Our objectives are to assess our trajectory in building collaborative partnerships with diverse local, indigenous, and descendent communities and to provide concrete suggestions for the development of new collaborative projects in environmental archaeology. Through our Madagascar case study, we argue that contemporary environmental and economic challenges create an urgency to articulate and practice an inclusive environmental archaeology, and we propose that environmental archaeologists must make particular efforts to include local, indigenous, and descendent communities. Finally, we assert that full collaboration involves equal power sharing and mutual knowledge exchange and suggest an approach for critical self-evaluation of collaborative projects.

Examining barriers and strategies for effective professional or interagency collaboration in secondary transition

2021 ◽  
pp. 1-14
Author(s):  
Elizabeth Magee ◽  
Anthony Plotner
Keyword(s):  
Independent Living ◽  
Technical Assistance ◽  
Transition Planning ◽  
Local Level ◽  
Collaborative Partnerships ◽  
Rehabilitation Professionals ◽  
High School Outcomes ◽  
Service Delivery Systems ◽  
State And Local ◽  
Participant Role

BACKGROUND: For young adults with disabilities, post-high school outcomes in employment, higher education, and independent living are markedly worse than their peers without disabilities. As a result, legislation and research aimed at supporting transitioning students has increased. Further, numerous initiatives that better support youth and families have been implemented at the state and local level. Collaboration within and across service delivery systems has been identified as a critical aspect of transition planning and supports; however, evidence-based research related to the implementation and effects of collaborative partnerships is limited. OBJECTIVE: In the current study, we identify transition professionals’ perceptions of collaborative factors that facilitate and inhibit collaboration. METHOD: This study utilizes a single-state survey research design to examine the viewpoints of transition professions, specifically educators, Vocational Rehabilitation professionals, and community supports providers. RESULTS: Variance in perceptions were found among participant role groups. Specifically, educators as a whole report that time and workload barriers affect their ability to collaborate effectively. Further, findings indicate that ensuring individual collaborative team member responsibility is perceived as an effective strategy. CONCLUSIONS: These findings may be applied to technical assistance providers when developing team-level evaluations to monitor current levels and support needs of collaborative transition planning teams.

Barriers to work-based learning experiences: A mixed methods study of perceptions from the field

2021 ◽  
pp. 1-11
Author(s):  
Katherine W. Bromley ◽  
Kara Hirano ◽  
Angus Kittelman ◽  
Valerie L. Mazzotti ◽  
Connor McCroskey
Keyword(s):  
Mixed Methods ◽  
School Districts ◽  
Students With Disabilities ◽  
Learning Experiences ◽  
Collaborative Partnerships ◽  
Mixed Methods Approach ◽  
Employment Supports ◽  
Employment Goals ◽  
Transition Staff ◽  
Specific Barriers

BACKGROUND: Work-based learning experiences (WBLEs) are significantly associated with improved postschool employment outcomes for students with disabilities; however, little is known about the specific barriers affecting implementation of WBLEs. OBJECTIVE: The purpose of this study was to identify community-and school-related barriers to implementing WBLEs. METHODS: This study used a mixed methods approach to analyze survey data from 170 secondary transition staff providing WBLEs to students with disabilities in three states. RESULTS: Findings provided a broader understanding of critical barriers as perceived by transition staff implementing WBLEs, including limited availability of resources, transportation, and lack of willing employers. CONCLUSIONS: Collaborative partnerships between vocational agencies and school districts have the potential to address some of these barriers and improve the delivery of employment supports and WBLEs in an effort to help students achieve their postschool employment goals.

Utilization of Collaborations to Engage Children in Physical Activity: A Community-Based Research Approach

2017 ◽  
Vol 6 (4) ◽  
pp. 323-328
Author(s):  
Sheri J. Brock ◽  
Danielle Wadsworth ◽  
Shelby Foote ◽  
Mary E. Rudisill
Keyword(s):  
Physical Activity ◽  
The United States ◽  
Research Approach ◽  
Collaborative Partnerships ◽  
Community Based ◽  
Community Partners ◽  
Community Based Research ◽  
Quality Product ◽  
Long Term Impact

Institutions of higher education have a responsibility to prioritize the needs of society and local communities. One essential need prevalent in all communities is to address the rise of obesity and health risks due to lack of participation in physical activity. In the United States, children spend a small percentage of time engaged in physical activity, and engagement decreases further in adolescence and adulthood. Collaborative partnerships between kinesiology faculty at universities and community organizations are one avenue for engaging children in physical activity. Partnerships must be multilevel and community wide to evoke change and have long-term impact and sustainability. Within the context of community-based research, we propose a three-step framework for establishing collaborative partnerships: (1) determining the needs of partners; (2) discussing expertise, services, and philosophy; and (3) providing a quality product. In addition, we outline and illustrate our experiences when collaborating with community partners to promote physical activity.

scholarly journals Research challenges and opportunities in the Caribbean area: first bibliometric study in the French West Indies, from 1989 to 2018

2021 ◽  
Vol 45 ◽  
pp. 1
Author(s):  
Cédric Contaret ◽  
Raymond Cesaire ◽  
Jacqueline Deloumeaux ◽  
Rémi Neviere ◽  
Dabor Resiere ◽  
...  
Keyword(s):  
Scientific Output ◽  
University Teaching ◽  
University Hospital ◽  
Teaching Hospitals ◽  
Clinical Neurology ◽  
Collaborative Partnerships ◽  
Main Research ◽  
Research Areas ◽  
Challenges And Opportunities ◽  
The University

Objective. To analyze, describe, and quantify the collaborations and scientific output of the two university teaching hospitals of Martinique and Guadeloupe, at the regional, national, and international level. Methods. A bibliometrics analysis was performed from the international databases Web of Science and PubMed, for the period from 1989 to 2018, inclusive (30 years). Three types of bibliometric indicators were used, namely quantitative indicators, performance indicators, and organization-specific indicators. Affiliations of the first and last authors were identified from PubMed. Results. Between 1989 and 2018, a total of 1 522 indexed articles were published with at least one author affiliated to either the University Hospital of Martinique (n = 827) or the University Hospital of Guadeloupe (n = 685). The majority of articles were in category Q1 (35.8% for Martinique and 35.2% for Guadeloupe). In Martinique, over the last 30 years, the three main research areas have been clinical neurology, ophthalmology, and surgery, together representing 28.7% of all research areas, with the highest number of articles published in the field of clinical neurology (n = 81). In the University Hospital of Guadeloupe, the area of hematology was largely represented, with 79 articles published. For both hospitals, the first and last authors of the article published were mainly from mainland France Conclusions. This quantitative analysis shows the development of medical and scientific research in Martinique and Guadeloupe over the last three decades, as well as the extent of their collaborative partnerships at the national and international levels.

scholarly journals ESL and content teachers’ collaboration

2019 ◽  
Vol 14 (1) ◽  
pp. 1-18
Author(s):  
Amanda Giles ◽  
Bedrettin Yazan
Keyword(s):  
Teacher Learning ◽  
Learning Outcomes ◽  
Administrative Support ◽  
Teaching Practice ◽  
School Administrators ◽  
Collaborative Partnerships ◽  
Esl Students ◽  
Esl Teachers ◽  
Educational Stakeholders ◽  
Mainstream Classrooms

This paper reviews the earlier studies to synthesize the benefits and challenges of ESL and content teachers’ collaboration and discusses Amanda’s recent experiences of collaboration in a middle school in the Southeastern U.S. Previous studies document the collaborative benefits (DelliCarpini, 2018), which include teacher learning, increased ESL students’ participation, and strengthened professional partnerships. However, ESL and content teachers’ collaboration has yet to become a routine teaching practice in the U.S., particularly in secondary mainstream classrooms, because of the reported challenges (Dove & Honigsfeld, 2018), such as teachers’ incompatible personalities and beliefs (Arkoudis, 2003), conflicting schedules (Peercy, Ditter, & DeStefano, 2016), inconsistent administrative support (Villa, Thousand, Nevin, Liston, 2005), and the ESL teacher’s relegated role compared to the content teacher (Ahmed Hersi, Horan, & Lewis, 2016). In order for ESL and content teachers’ collaboration to be a pathway for equitable learning outcomes for ESL students, educational stakeholders, namely content teachers, ESL teachers, and school administrators, need to share responsibility for planning for and teaching ESL students. This begins with school administrators who can foster a culture of collaboration, and content and ESL teachers who can take steps to build and strengthen collaborative partnerships. More specific recommendations are discussed in the conclusion.

scholarly journals Dual Master of Social Work – Master of Public Health (MSW/MPH)

2020 ◽  
Vol 19 (2) ◽  
pp. 478-492
Author(s):  
Patricia M. Reeves ◽  
Trina Colleen Salm Ward
Keyword(s):  
Public Health ◽  
Lessons Learned ◽  
Collaborative Partnerships ◽  
Critical Component ◽  
Master Of Social Work ◽  
Evaluation Plan ◽  
Master Of Public Health ◽  
Mph Program ◽  
Minimal Research ◽  
The U.S

While there has been a proliferation of MSW/MPH programs concurrent with dramatic changes in the U.S. health system, there is minimal research on these programs. The purpose of this article is to describe the conceptualization, development, and implementation of an innovative MSW/MPH program at a southeastern university—the only such program in the state. Our goal as the first two directors of the program, serving consecutively, is to share knowledge and offer “lessons learned” for universities seeking to develop or enhance an MSW/MPH program, as well as agencies interested in forming collaborative partnerships. “Lessons learned” include the importance of strong ongoing communication among all MSW/MPH stakeholders, thoughtful consideration of the time demands associated with the program director’s role, viewing a developmental evaluation plan as a critical component for success, and recognizing the benefits of purposeful linkages between the two disciplines.

scholarly journals Creating a new “reality” for medical education: the Nexus Reality Lab for virtual reality

2019 ◽  
Vol 107 (4) ◽  
Author(s):  
Jason Lilly ◽  
Kellie N. Kaneshiro ◽  
Chelsea Misquith ◽  
Brandon Dennett
Keyword(s):  
Virtual Reality ◽  
Feedback Mechanism ◽  
Collaborative Partnerships ◽  
Indiana University ◽  
Learning Space ◽  
Entry Barrier ◽  
Annual Basis ◽  
Medical Library ◽  
Virtual Projects ◽  
Advanced Visualization

Background: The Technology Team at the Ruth Lilly Medical Library, Indiana University (IU), first started exploring virtual reality (VR) in 2016. In 2017, we began offering weekly sessions dubbed VRidays (“VR Fridays”) to give students an opportunity to experience the technology. We also purchased a portable VR setup that allowed us to demonstrate VR at our regional campuses.Description: To lower the entry barrier to VR, the Technology Team collaborated with the IU Advanced Visualization Lab to establish a reality lab in our collaborative learning space. The lab opened in the fall of 2018 and consists of four high-end VR stations that are accessible to students at any time, but they can also make an appointment for a more guided experience. Information and instructions are available on a LibGuide.Conclusion: We are currently collecting data on the number of unique users and evaluating application usage. We are working on a feedback mechanism and looking to develop collaborative partnerships across the university.Virtual Projects are published on an annual basis in the Journal of the Medical Library Association (JMLA) following an annual call for virtual projects in MLAConnect and announcements to encourage submissions from all types of libraries. An advisory committee of recognized technology experts selects project entries based on their currency, innovation, and contribution to health sciences librarianship.

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