Principles of Community Engagement (Second Edition)

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organizations are usually very different As a result, community and academic partners may come to view each other, perhaps mistakenly, as uncooperative Partners will need to learn each other’s procedures and needs and then solve problems together Community partners are also likely to need capacity building in the accounting procedures required by academic institutions and the federal government 141
5. O VERCOMING COMPETING PRIORITIES AND INSTITUTIONAL DIFFERENCES From the concepts of community set forth in Chapter 1 it is apparent that universities can be seen as communities that have their own norms, social networks, and functional sectors How can we resolve the conflicts and misunderstandings that result when the operations and expectations of universities differ from those of their collaborating communities? A. How do you work with a community when there are competing priorities and different expectations? Karen Williams, PhD, John M. Cooks, Elizabeth Reifsnider, PhD, Sally B. Coleman Challenge A major priority for the University of Texas Medical Branch at Galveston when developing its CTSA proposal was to demonstrate community partnership with a viable, grassroots community-based organization (CBO) One of the coinvestigators listed on the CTSA proposal was a research affiliate of an active CBO, which was composed of persons representing practically every facet of life in the community While focusing on its own organizational development, this CBO had identified eight community health needs for its focus and implemented two NIH-funded projects (Reifsnider et al , 2010) The CTSA coinvestigator wanted the CBO to be the community partner for the CTSA proposal, and the other CTSA investigators agreed The brunt of the active work in the community outlined in the CTSA proposal became the CBO’s responsibility However, although the CTSA work was within the existing scope of work for the community partner, certain invalid assumptions about the type of activities the CBO would do for the CTSA were written into the final version of the grant Most important, no budget was presented to the CBO that showed support for expected deliverables The CBO was unwilling to commit to being a part of the CTSA until the proposal spelled out in detail what it was required to do for the funds An official meeting took place between selected CBO members and CTSA investigators; after an informal discussion, CBO members gave the university 142
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PRINCIPLES OF COMMUNITY ENGAGEMENT
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TABLE OF CONTENTS CTSA Community En
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Editorial and Research Staff Mina S
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For further information on the CTSA
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FOREWORD As Surgeon General, I am p
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Executive Summary
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of Veterans Affairs, and other fede
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REFERENCES Ahmed SM, Palermo AG Com
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Chapter 1 Community Engagement: Def
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clinics, agencies, after-school pro
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The eligibility criteria that scien
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2 Design and delivery—Improvement
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There is no question that culture a
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oot causes of problems while at the
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• Know the community, its constit
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• Coalitions require that each pa
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studies demonstrate that IRBs gener
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action at those levels This approac
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• S o c i e t y : Advocate for th
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According to Rogers, the characteri
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is the added value of CBPR to the r
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• It is important to understand c
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Butterfoss FD, Kegler MC (2002) Tow
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Flicker S, Travers R, Guta A, McDon
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Jones MR, Horner RD, Edwards LJ, Ho
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Minkler M Community organizing and
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Shore N Community-based participato
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Yale Center for Clinical Investigat
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Chapter 2 Principles of Community E
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• Ask community members to specif
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trust for a true partnership Such m
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that affect health and health dispa
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difference in the health of the pop
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Chapter 3 Successful Examples in th
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59 TABLE 3.1. MATRIX OF CASE EXAMPL
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a mission statement written in the
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2. HEALTH-E-AME Background: The Med
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3. PROJECT SUGAR Background: Gullah
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Websites http://academicdepartments
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of the community context, developme
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5. HEALING OF THE CANOE Background:
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6. FORMANDO NUESTRO FUTURO/SHAPING
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7. IMPROVING AMERICAN INDIAN CANCER
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and the mistreatment of some Americ
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access to resources for healthy eat
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9. THE DENTAL PRACTICE-BASED RESEAR
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10. DIABETES EDUCATION & PREVENTION
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11. PROJECT DULCE Background: Diabe
Page 97 and 98: References Gilmer TP, Philis-Tsimik
Page 99 and 100: milestones in child development, ch
Page 101 and 102: Chapter 4 Managing Organizational S
Page 103 and 104: engagement is not limited to coalit
Page 105 and 106: Practice Element 1: Know the Commun
Page 107 and 108: each capacity component for this pr
Page 109 and 110: REFERENCES Butterfoss FD. Coalition
Page 111 and 112: Table 4.1. Know the Community, Its
Page 113 and 114: Table 4.3. Build and Sustain Networ
Page 115 and 116: Challenges in Improving Community E
Page 117 and 118: ecommended public health practices
Page 119 and 120: community setting can be just as ri
Page 121 and 122: These challenges do not compare, ho
Page 123 and 124: halted its efforts to collect data
Page 125 and 126: mechanisms for communication, the c
Page 127 and 128: The researchers and the community b
Page 129 and 130: Horn K, McGloin T, Dino G, Manzo K,
Page 131 and 132: Take-Home Messages • Be explicit
Page 133 and 134: At meetings of the CAB, decisions w
Page 135 and 136: 3. WORKING WITH NONTRADITIONAL COMM
Page 137 and 138: B. How do you engage a state as a c
Page 139 and 140: to those applying for funds The eva
Page 141 and 142: 4. INITIATING A PROJECT WITH A COMM
Page 143 and 144: B. How do you set up and maintain a
Page 145 and 146: References Blumenthal DS A communit
Page 147: parties grew frustrated The partner
Page 151 and 152: Reference Reifsnider E, Hargraves M
Page 153 and 154: Take-Home Messages • “Splitting
Page 155 and 156: Although the CTSA sites in the Bost
Page 157 and 158: Chapter 6 The Value of Social Netwo
Page 159 and 160: Social networks can also play an im
Page 161 and 162: engagement effort, relationships mu
Page 163 and 164: engagement Furthermore, social medi
Page 165 and 166: REFERENCES Arthur T The role of soc
Page 167 and 168: Program Evaluation and Evaluating C
Page 169 and 170: approaches to evaluation that are p
Page 171 and 172: Several institutions have identifie
Page 173 and 174: Planning Defining and identifying s
Page 175 and 176: Once the positive outcome of a prog
Page 177 and 178: The major goal of empowerment evalu
Page 179 and 180: Table 7.1. Types of Evaluation Ques
Page 181 and 182: The evaluation of community engagem
Page 183 and 184: for understanding a community and i
Page 185 and 186: REFERENCES Anderson RM, Funnell MM,
Page 187 and 188: Patton MQ Qualitative evaluation an
Page 189 and 190: Chapter 8 Summary Donna Jo McCloske
Page 191 and 192: • Know the extent to which the fo
Page 193 and 194: Appendix A: Acronyms
Page 195 and 196: CDC Centers for Disease Control and
Page 197: NIH Publication No. 11-7782
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