Lessons Learned About Outreach and Engagement at the Michigan State University Institute for the Study of Youth Sports

2017 ◽  
Vol 6 (4) ◽  
pp. 303-310 ◽  
Author(s):  
Daniel Gould
Keyword(s):  
Youth Sports ◽  
Community Outreach ◽  
Sports Participation ◽  
Lessons Learned ◽  
Social Effects ◽  
Michigan State University ◽  
State University ◽  
The Face ◽  
The University

The mission of the Institute for the Study of Youth Sports (ISYS) is to provide leadership, scholarship, and outreach that “transforms” the face of youth sports in ways that maximize the beneficial physical, psychological, and social effects of participation for children and youth while minimizing detrimental effects. Since its inception in 1978, ISYS has partnered with numerous organizations to promote healthy youth sports participation. In this article, the general steps ISYS takes to form and facilitate partnerships are addressed. Four long-term partnerships are also described. The services provided to these organizations are described and the advantages and challenges of working with partners, in general, are delineated. How these partnerships are used to facilitate the teaching, outreach-engagement, and scholarship components of the Michigan State University land grant mission are also described. The case of ISYS shows that conducting community outreach and engagement projects greatly enhance the scholarly mission of the university.

scholarly journals 4449 Building Capacity in the Flint Community in the Midst of the Ongoing Water Crisis

2020 ◽  
Vol 4 (s1) ◽  
pp. 82-82
Author(s):  
Athena S. McKay ◽  
Adam Paberzs ◽  
Patricia Piechowski ◽  
Donald Vereen ◽  
Susan Woolford
Keyword(s):  
Lessons Learned ◽  
Michigan State University ◽  
Translational Science ◽  
State University ◽  
University Of Michigan ◽  
Research Projects ◽  
Building Capacity ◽  
Partnership Development ◽  
The University ◽  
The Impact

OBJECTIVES/GOALS: Examining the impact of the Building Capacity for Research and Action (BCRA) Award created by the Community Engagement (CE) Program at the Michigan Institute for Clinical & Health Research (MICHR)--a Clinical & Translational Science Award (CTSA) site at the University of Michigan--in partnership with Community Based Organization Partners (CBOP). METHODS/STUDY POPULATION: The BCRA is a funding mechanism that supports new community-engaged research (CEnR) partnerships and projects that address community-identified health needs in Flint, Michigan. BCRA projects are required to be Flint-based and inclusive of both community and academic partners. A study section consisting of 10 MICHR-affiliated faculty and community partners reviewed proposals and made funding decisions. Funded teams were trained on Institutional Review Board (IRB) and reporting requirements by CE staff. MICHR provides support to BCRA-funded teams through monthly email correspondence with the CE Flint connector, budget review, mediation, regulatory assurance of IRB and the National Center for Advancing Translational Science (NCATS) requirements, coordinating six-month and final reporting, and hosting an annual stakeholder meet and greet. RESULTS/ANTICIPATED RESULTS: In 2017, the BCRA Award submitted its first request for proposals. It received 20 applications in 2018, and selected eight awardees, providing them with a total of $60,000 in funding. Four received $5,000 for partnership development and another four received $10,000 for their research projects. The BCRA Award received 16 applications in 2019, expanding its academic pool to include the University of Chicago, U-M Flint, Michigan State University, and Michigan State University-Flint in addition to the University of Michigan. Five recipients were selected and received a total of $45,000 in funding. One was awarded $5,000 for partnership development and another four were awarded $10,000 for their research projects. MICHR has invested over $100,000 in Flint through this mechanism, which was renewed in 2019. DISCUSSION/SIGNIFICANCE OF IMPACT: Each awardee presented at the annual stakeholder meet and greet. They showcased their projects with a brief overview and spoke about their expectations, lessons learned, partnership strengths and challenges, translational issues, and proposed next steps for subsequent grants, publications.

scholarly journals Campus-Wide Buy-In for an Age-Friendly University: One Goal and Many Paths

2020 ◽  
Vol 4 (Supplement_1) ◽  
pp. 539-539
Author(s):  
Andrea Zakrajsek ◽  
Carrie Andreoletti
Keyword(s):  
Lessons Learned ◽  
Institutional Commitment ◽  
Michigan State University ◽  
State University ◽  
Arizona State University ◽  
Institutional Goals ◽  
Diversity And Inclusion ◽  
Age Diversity ◽  
The Many ◽  
The University

Abstract Recognizing a growing aging population around the world as well as the many benefits of engaging learners at any age in higher education institutions (Kressley & Huebschmann, 2002; Morrow-Howell, et al., 2019; Silverstein, Choi, & Bulot, 2001), the Age-Friendly University (AFU) international initiative offers a medium to support diversity and inclusion efforts based upon age. Dublin City University (DCU), along with Arizona State University (ASU) and Strathclyde University, developed 10 Age-Friendly University (AFU) principles which offer a guide for institutional commitment to age-diversity that can be realized through institutional goals, aims, and initiatives (DCU, n.d., Talmage, Mark, Slowely, & Knopf, 2016). Because of the non-prescriptive nature of these principles, universities endorsing them have opportunities to forge varied paths in the unified goal of age-friendliness. Presenters will share lessons learned from development of the AgeAlive collaborative hub to advance age-friendly research and community-based projects at Michigan State University, the value of cross-campus partnerships at the University of Hartford, the critical support provided by the Adult Learner Programs and Services office at Northern Kentucky University, and the intentional alignment of AFU efforts with administrative priorities at Eastern Michigan University, and journey from focusing on programs to embedding age-friendly practices throughout the institution at Arizona’s State University. Through the diverse paths these presenters used to obtain support for the AFU principles at their respective universities, participants who are just beginning their AFU journeys will learn actionable strategies for increasing age-friendliness at their own institutions.

Long-Term Ecological Research and Lessons from Networked Lives

2016 ◽  
Author(s):  
John C. Moore
Keyword(s):  
Life Histories ◽  
Graduate Program ◽  
Michigan State University ◽  
Ecological Research ◽  
State University ◽  
Santa Barbara ◽  
The Public ◽  
Long Term Ecological Research ◽  
The University

The Long-Term Ecological Research (LTER) program has affected how I conduct and evaluate ecological research. Working with the LTER program has given me a greater appreciation for the complexity of the natural world and has provided a framework to study it. The LTER program has provided the best possible venue to connect ecological research with classroom instruction, mentoring, and professional development. Translating our science to the public is a challenge. My experiences in the LTER program have provided multiple opportunities to work with the public, K–12 and college or university students, and professionals in different fields. This process has honed my communication skills. The ideas that emerge from true collaborative science cannot be understated. The work at an LTER site and within the LTER network works best when we collaborate. I received my undergraduate training in ecology at the University of California (UC) Santa Barbara. At UC Santa Barbara in the 1970s, the ecology program focused largely on populations and communities. Field observations, laboratory studies, manipulative field studies, and equation-based modeling were the norm. I recall the first set of litter and soil samples of arthropods that I sorted were extracted using Tullgren funnels and thought at the time that a person would have to be insane to pursue this type of work as a career. Two years later, I was in the graduate program at Michigan State University working with Dr. Richard Snider where I studied the impacts of herbicides on soil arthropods in no- till corn. At Michigan State, I learned the importance of species life histories, behaviors, and tolerances to environmental variation. My first exposure with the LTER program started in 1979, during my first year of graduate school at Michigan State University. A National Science Foundation (NSF) program officer was visiting the university to promote the concept of the LTER program and the first round of competition. Being 22 years old at the time, it was difficult for me to appreciate discussions about a program that would potentially operate over several decades. As a graduate student, it was a lesson in the planning, extended time frame, and other programmatic logistics of collaborative science.

The Children’s Digital Media Center @ Los Angeles

2012 ◽  
pp. 64-76
Author(s):  
Kaveri Subrahmanyam ◽  
Adriana Manago
Keyword(s):  
Los Angeles ◽  
Digital Media ◽  
Social Networking Sites ◽  
California State University ◽  
University Of California ◽  
State University ◽  
Chat Rooms ◽  
Media Center ◽  
The University

The Children’s Digital Media Center @ Los Angeles studies young people’s interactions with digital media – with a focus on the implications of these interactions for their offline lives and long-term development. Founded by Professor Patricia Greenfield, Distinguished Professor at the University of California, Los Angeles (UCLA), USA, the Center is a collaborative effort of researchers at the UCLA and the California State University, Los Angeles, USA. CDMC@LA researchers have been at the forefront of research on children’s and adolescents’ use of media ranging from early media forms such as television and video games to more recent ones including various applications on the Internet such as chat rooms, social networking sites, and YouTube. This entry presents an overview of the Center – its history, researchers and collaborators, research focus, and major contributions.

Concept, Conversion, Cultivation, and Consequence

2016 ◽  
pp. 280-297
Author(s):  
Hayley Johnson ◽  
Sarah Simms
Keyword(s):  
Undergraduate Research ◽  
University Research ◽  
State University ◽  
Multidisciplinary Research ◽  
Faculty Collaboration ◽  
Research Workshop ◽  
Research Initiatives ◽  
The University ◽  
And Training

In an effort to change the librarian-faculty collaboration culture at Nicholls State University, librarians actively sought grant opportunities to make resources available to the university which would facilitate collaboration. Nicholls was able to secure grant funding for a collaborative multidisciplinary research workshop series to promote undergraduate research. The objective of this grant funded opportunity was to place the library in a central role in the enhancement and expansion of the university's research initiatives and partner with those disciplines that were traditionally self-contained. The technology and training made available to students through this initiative is important as it provides all students with access to foundational training and necessary technology to be competitive in academia and the workforce. Through these long-term partnerships forged with research focused disciplines, the library is now able to demonstrate its capacity to serve as an integral component of university research initiatives.

scholarly journals PURSUING AGE-FRIENDLY UNIVERSITY PRINCIPLES AT A MAJOR UNIVERSITY: LESSONS IN GRASSROOTS ORGANIZING

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S762-S762
Author(s):  
Clare C Luz
Keyword(s):  
Information Exchange ◽  
Large Scale ◽  
Population Aging ◽  
Lessons Learned ◽  
Michigan State University ◽  
State University ◽  
Grassroots Organizing ◽  
Public Issues ◽  
Clear Vision ◽  
Key Steps

Abstract Rapid population aging presents opportunities for higher education to address major aging-related public issues facing society that have a direct impact on students, faculty, and both local and global communities. Students in virtually all disciplines will be working within the context of an aging society post-graduation and need to be prepared as they make career choices and enter the workforce. Further, faculty and staff are not only aging themselves but may be caregivers, which has an impact on health, income and productivity. Michigan State University (MSU) is now addressing these needs through a new program guided by Age-Friendly University (AFU) principles called AgeAlive that grew out of five years of grassroots organizing. Large-scale, research-intensive institutions present special challenges to pursuing AFU status but the lessons learned by AgeAlive may help any organization that wishes to become more age friendly. This session will review AgeAlive’s path to a recognized program with a clear vision, a strategic plan, two crosscutting goals including AFU designation, and five focus areas with initiatives in each area. Tools to help achieve these goals include an inventory of aging-related activity on campus and a virtual hub for networking and information exchange. Key steps in the program development process will be described as will recommendations related to choosing a model, cultivating champions, making decisions based on data, and building infrastructure. It will allow others to understand what challenges they may face and potential approaches to minimizing and overcoming these challenges in their own AFU journey.

Book Reviews

2015 ◽  
Vol 53 (1) ◽  
pp. 118-119
Keyword(s):  
Institutional Economics ◽  
Michigan State University ◽  
State University ◽  
James Madison ◽  
John Maynard Keynes ◽  
Thorstein Veblen ◽  
Classical Economics ◽  
Self Sufficiency ◽  
The University ◽  
Political Economic

Theodore Burczak of Denison University reviews “Documents Related to John Maynard Keynes, Institutionalism at Chicago and Frank H. Knight”, by Ross B. Emmett. The Econlit abstract of this book begins: “Eight papers explore topics related to John Maynard Keynes, institutionalism at the University of Chicago, and Frank H. Knight. Papers discuss the original 1933 “National Self-Sufficiency” lecture by Keynes—its political economic context and purpose (Mark C. Nolan); “National Self-Sufficiency” (Keynes); studying institutional economics at Chicago in the 1930s—the case of Arthur Bloomfield (Pier Francesco Asso and Luca Fiorito); Thorstein Veblen and his analysis of business enterprise (Bloomfield); Knight on institutionalism and economics (Ross B. Emmett); institutional history and the classical economics (Knight); the friendship of Knight and Frederick D. Kershner (Emmett); and the correspondence between Knight and Kershner, 1915-51 (Emmett). Emmett is at James Madison College at Michigan State University.”

Research Collaboration with Community Organizations: A Case Example

2003 ◽  
Vol 84 (1) ◽  
pp. 75-79 ◽  
Author(s):  
Deborah B. Smith
Keyword(s):  
Research Collaboration ◽  
Academic Research ◽  
Community Organizations ◽  
State University ◽  
Research Experience ◽  
Community Based Organization ◽  
High Level ◽  
The University ◽  
Collaborative Efforts

This case example details a collaborative research experience between an urban state university and a community-based organization. The project combined the author's interest in midlife volunteering with the organization's need for long-term planning in volunteer and program development. Important components of this endeavor mirror those previously reported in the literature as necessary for collaborative success, including shared concerns, good timing, strong stakeholder groups, involvement of high-level visible leaders, and development of respect and trust. In addition, the author found that prior involvement between the university and the organization helped, as did the author's prior experience with collaborative efforts. Also discussed are the positive outcomes and challenges of undertaking academic research with community organizations.

Evaluation of Chemical Health Education for High School Athletic Coaches

1993 ◽  
Vol 7 (3) ◽  
pp. 298-308 ◽  
Author(s):  
James P. Corcoran ◽  
Lehigh University ◽  
Deborah L. Feltz
Keyword(s):  
High School ◽  
Health Education ◽  
Formative Evaluation ◽  
Youth Sports ◽  
Michigan State University ◽  
State University ◽  
Control Groups ◽  
Athletic Coaches ◽  
High School Athletic ◽  
And Control

A formative evaluation was conducted of the Chemical Health Education and Coaching (CHEC) program sponsored by the Youth Sports Institute at Michigan State University. The degree to which high school athletic coaches (a) became knowledgeable about chemical health and (b) were confident in their ability to apply that knowledge to their team were the two primary concerns of this study. Two hundred eighteen high school athletic coaches comprised the experimental and control groups to whom identical pretest and posttest instruments were administered. The CHEC program consisted of three 1-hr sessions. The subjects were asked to respond to one questionnaire that assessed both their knowledge and confidence in that knowledge and their ability to use it with their athletes. The results indicated that the coaches who were exposed to CHEC were more knowledgeable and more confident than control coaches.

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