Community-engaged research is a process where research is conducted withthe community to ensure mutually beneficial outcomes. Ohio University's Center for Campus & Community Engagement and Research Division are committed to supporting new and existing collaborations.
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Community-engaged research is a process where research is conducted withthe community to ensure mutually beneficial outcomes. Members of the research team are all equal partners throughout the research process. This is different than community-focused research where research is done on or inthe community.
The Carnegie Foundation for Advancement of Teaching defines it as “the collaboration between institutions of higher education and their larger communities (local, state/regional, national, global) for the mutually beneficial exchange of knowledge and research in a context of partnership and reciprocity.”
A rigorous process which furthers knowledge. This definition is meant to be inclusive of the contributions from all disciplines.
It is a process of systematic inquiry that entails collection of data; documentation of critical information; and analysis and interpretation of that data/information, in accordance with suitable methodologies set by specific professional fields and academic disciplines.
Community is any small or large social unit that has something in common. A community may be based on geography, culture, religion, or identity. Community partners may include, but are not limited to: individuals and families; school systems; community coalitions; neighborhood associations; healthcare systems; non-profits; businesses and industry; and government agencies.
To help ensure success, there are seven principles of community engagement:
Each play an integral role in building a strong, successful and sustainable relationship.
There are three different research approaches: Traditional, Community-Engaged, and Community-Based Participatory Research. Each vary their level of engagement with community partners and are designed differently. Their contributions to science and understanding are important.
| Aspects for each type of community research | Traditional | Community-Engaged | Community-based Participatory Research |
|---|---|---|---|
|
Research Objective
|
Based on epidemiologic data & funding priorities | Community input in identifying locally relevant issues | Full participation of community in identifying issues of greatest importance |
|
Study Design
|
Design based entirely on scientific rigor and feasibility | Researchers work with community to ensure study design is culturally acceptable | Community intimately involved with study design |
|
Recruitment & Retention
|
Based on scientific issues & “best guesses” regarding how to beset reach the community members | Researchers consult with community representatives on recruitment and retention strategies | Community representatives provide guidance on recruitment and retention strategies and aid in recruitment |
|
Instrument Design
|
Instruments adopted/ adapted from other studies. Tested chiefly with psychometric analytic methods | Instruments adopted from other studies & tested/adapted to fit local populations | Instruments developed with community input and tested in similar populations |
|
Data Collection
|
Conducted by academic researchers or individuals with no connection to the community | Community members involved in some aspects of data collection. | Conducted by members of the community, to the extent possible, based on available skill sets. Focus on capacity building. |
|
Analysis & Interpretation
|
Academic researchers own the data, conduct analysis & interpret the findings | Academic researchers share results of analysis with community members for comment and interpretation | Data is shared; community members and academic researchers work together to interpret results |
|
Dissemination
|
Results published in peer-reviewed academic journals | Results disseminated in community venues as well as peer-reviewed journals | Community members assist academic researchers to identify appropriate venues to disseminate results (public meetings, radio, etc.) in a timely manner & community members are involved in dissemination. Results are also published in peer-reviewed journals |
Source: Research Institute (OCTRI) http://www.ohsu.edu/xd/research/centers-institutes/octri/collaboration/…
The community-engagement continuum is a framework whereby the community and university contribute to teaching, research and service. Community engagement is often at the intersection of teaching, research and service. Understanding the levels of engagement can help determine levels of information shared; consultation, involvement, and collaboration required; and community need.
As part of the university’s initiative for community engagement, we now have four new CITI modules about community-engaged research. These modules are available to all Ohio University-affiliated researchers, including faculty, staff, students and collaborators.
We recommend that all students working on community-engaged projects complete the four CITI modules about Community-Engaged Research.
Training can be access through three different webpages – Ohio University Research Compliance, CITI Program, and Ohio University Community Research training tab. A step-by-step guide is available on the Community-engaged Research Training tab.
We recommend that everyone completes all four modules, but modules can be completed individually.
No, these modules are not in lieu of IRB-required CITI training for human subjects research.
Students can download their CITI transcripts as proof of competing the modules. Alternatively, you can email cer@ohio.edu with a list of the names of your students and we can confirm whether they have completed the modules.
Yes, community-engaged research projects are eligible for internal funding, including the the Ohio University Research Committee (OURC) and Baker Fund. Note, for FY20, OURC will has a priority call for community-engaged research projects
Yes, Ohio University faculty, staff, and students should utilize PIVOT, a comprehensive database for identifying external funding sources.
To create an account, make sure you access PIVOT on campus (within the university IP range) and use your “@ohio.edu” email address. Then you can access PIVOT from anywhere.
Program evaluation is a systematic process to determine or judge a program’s merit, worth, value and significance.
These terms are sometimes used interchangeably but they have real differences.
Types and Uses of Evaluation Difference between Traditional Research & CER Evaluation
We have composed a list of some of the most common terms that are used by evaluators. Having some understanding of these terms will help you as you start to explore program evaluation.
Accountability– responsibility to ensure program effectiveness and meeting specific requirements (for example, services, legal, and fiscal requirements).
Accuracy– extent to which an evaluation is truthful or valid in what it says about a program.
Activities– actual events or action that take place as part of the program.
Aim– Purpose or anticipated outcome that guides the planned actions
Baseline data– the initial information collected about the condition or performance of the subjects prior to the implementation of a program.
Bias– a point of view that inhibits objectivity.
Efficacy– the performance of an intervention under ideal and controlled circumstances
Effectiveness– the performance of an intervention under 'real-world' conditions
Evaluation design– the logical model or conceptual framework used to arrive at conclusions about outcomes.
Evaluation plan– written document describing the overall approach or design that will be used to guide the evaluation plan.
Goal– ultimate reason for undertaking the project or program
Impact– positive or negative, desirable or undesirable, primary or secondary long-term effects produced by a program which can be direct, indirect, intended or unintended.
Indicator– pre-defined variable which helps identify direct or indirect differences in quality and/or quantity within a period of time.
Input– any resource that is put into a program to carry out an activity.
Logic model– a systematic and visual way to present the perceived relationships among the resources you have to operate the program, the activities you plan to do and changes or results you hope to see.
Objectives– planned areas of activity by which a program is to achieve its aims. These are often list of activities to be completed in a specific time period.
Objectivity– observations that do not involve personal feelings and are based on observable facts.
Stakeholders– agencies, organizations, institutions, groups and individuals who influence the program
Sustainability– process of continued existence of benefits from a program after the concrete implementation has been completed.
Target group/population– individuals or groups that a program is targeting with its intervention.
Theory of change– a set of assumptions about how and why desired change is most likely to occur as a result of the program based on past research or existing theories of behavior and development. Defines the evidence-based strategies or approaches proven to address a particular problem. Forms the basis for logic model planning
Sources: https://class.csuohio.edu/sites/csuohio.edu.class/files/EvaluationTermi… ; https://www.cdc.gov/eval/guide/glossary/index.htm ; https://www.sportanddev.org/en/toolkit/monitoring-and-evaluation/glossa… ; https://www.eval.org/p/cm/ld/fid=53
A logic model is a simplified picture of a program, initiative, project or intervention. It shows the logical relationships among the resources that are invested, the activities that take place and the benefits or changes that result. A logic model also shows the underlying rationale of the program or initiative and is the core resource during planning, implementation, and evaluation.
Yes, here is a fillable logic model template that can be adapted for different projects. This is only one example of logic models. See Evaluation Resources.docx (FAQ below) for additional places for other logic model templates.
We have compiled a list of different evaluation resources. This is not a comprehensive list, but it should definitely get you started. If you would like to share other useful resources, please email them to cer@ohio.edu .
There are several resources through the university, local community, and greater community to help initiate and implement community-engaged research.
If you know of other resources or would like to be identified as a resources, please contact cer@ohio.edu .
As part of the university’s initiative for community engagement, we now have four new CITI modules about community-engaged research. These modules are available to all Ohio University-affiliated researchers, including faculty, staff, students and collaborators. We recommend that everyone completes all four modules, but modules can be completed individually.
IMPORTANT: these modules are not in lieu of IRB-required CITI training for human subjects researchers.