University Partnerships Research Articles

150 Envisioning a Multi-Site Translational Studio to Promote Scientific Integrity and Ethical Innovation

OBJECTIVES/GOALS: The goal of this study is to develop a multi-centered Translational Studio model that can help in the development of quality translational studies using resources from four different institutional partners (University of Texas Medical Branch, Texas Southern University, University of Houston Clear Lake and Houston Methodist). METHODS/STUDY POPULATION: We conducted two rounds of four Futures Workshops for a total participation of 28 stakeholders from four different partners. Future Workshops were used to critique, envision, and articulate novel “futures” that can be achieved at least partly through design practices (Muller, 2002). In the first round of workshops, we asked participants about their institutions’ strengths, weaknesses, resources and investigator needs regarding the Studio. In the second round we asked about different studio models, pros and cons of each model and guiding principles for a studio. Alongside a pragmatic content analysis, multi-stage deductive and inductive qualitative analyses were used to understand people’s views on the future of a multi-institutional Clinical Trials Studio. RESULTS/ANTICIPATED RESULTS: The first-round workshops’ analysis described peoples’ goals for what the studio should be. The future desired studio was described as guide, matchmaker, initiator and advocate. The second-round workshops’ analysis discussed the pros and cons of a variety of possible models including, centralized, decentralized, and topic-specific (and allowed other suggestions) while also describing principles for the guidance of a studio. Here the analysis showed people wanted certain characteristics for the studio (i.e. effective, efficient, locally-responsive, consistent, etc.). They also prescribed four principles that a studio should be guided by: non-hierarchical partnership, user-centeredness, respect/collegiality, and sharing. DISCUSSION/SIGNIFICANCE: The future workshops were useful in developing a shared multi-institutional Clinical Trials Studio model that is planned to be deployed in 2025. Participants valued a studio that was both directly supportive to participants and played a role in creating or advocating for institutional resources and policy for research.

RIPM Jazz Periodicals

RIPM Jazz Periodicals, a collaborative effort between the Institute of Jazz Studies (IJS) at Rutgers University and RIPM Partner and Participating Libraries, offers a unique collection of historical primary source jazz periodicals. With a focus on rare and hard-to-find content, the database has grown from 105 to 138 titles, spanning 350,000 citation records and 204,000 full-text pages. The product’s strength lies in exclusive content and the readability and quality of its scans. However, user experience challenges arise from the complexity of search functions. Despite minor drawbacks, continuous updates and plans for additional content highlight the product’s commitment to improvement. While there are no direct competitors, related products in the RIPM series cover different historical periods and geographic regions.

Toward trustworthy COVID-19 interventions: Building vaccine trust through community-university partnerships.

Prior research identifies trust as critical to increase vaccine acceptance and uptake. However, few intervention studies have sought to develop or test strategies for bolstering vaccine-related trust. To address this gap, this exploratory study identifies features of COVID-19 vaccine hesitancy interventions that can promote or undermine trust across three interconnected domains: institutional, interpersonal, and product (the vaccine itself). We draw on focus groups (N = 27 participants) with community and university partners involved with hosting COVID-19 testing and vaccine events in underserved Oklahoma communities. Focus groups explored participants' experiences serving community health needs and elicited feedback on proposed vaccine hesitancy interventions. Proposed interventions included two technology-based strategies (text message reminders and tablet-based testimonials and education) and one dialogue-based strategy (anti-body test interpretation). We find that community partners perceived local universities as trustworthy institutions because of their association with popular sports programs, academic credentials, and proximity, creating opportunities to address vaccine-related distrust through community-university partnerships. The most promising intervention strategies for building interpersonal trust included engaging in one-on-one dialogue and using autonomy enhancing approaches. Finally, interventions that successfully encouraged vaccine trust did so by incorporating personalized health information about individuals' potential level of protection and susceptibility to the COVID-19 virus. These findings can inform future public health efforts to create trustworthy vaccine hesitancy interventions.

Fostering teacher–student relationship-building competence: a three-year learning trajectory for initial pre-primary and primary teacher education

It is widely acknowledged that high-quality teacher-student relationships contribute to both student and teacher well-being. However, research shows that building these relationships can be challenging for teachers and signals opportunities for teacher education to better prepare them for building high-quality teacher-student relationships. As teachers’ relationship-building competence allows them to establish high-quality relationships with students, even those typically at-risk for conflictual relationships, we propose a learning trajectory targeting teachers’ dyadic relationship-building competence to be implemented in initial teacher education. Such a learning trajectory allows for progressively deepening the level of understanding and self-reflection throughout the three-year initial education program. To address teachers’ relationship-building competence in teacher education, relevant competencies, selected in previous research by an independent expert panel, were translated into specific learning goals, learning activities, and materials in close collaboration with partner university colleges. An overview of planned quantitative and qualitative data collection is presented. The learning trajectory could strengthen initial pre-primary and primary teacher education programs in supporting pre-service teachers’ relationship-building competence.

Toward decolonized fiscal relationships between universities and community organizations: lessons learned from the California community engagement alliance against COVID-19

ABSTRACT In September 2020, the US National Institutes of Health (NIH) allocated $12 million to support engagement with historically marginalized communities hardest hit by COVID-19. The award was designed to mobilize community-engagement in pandemic response, and to support partnerships as part of the NIH Community Engagement Alliance (CEAL) Against COVID-19 Disparities. All aspects of the award were fast-tracked, and NIH utilized a ‘more flexible’ funding mechanism (OTA) to facilitate swift distribution of funds. In this paper, we draw upon an analysis of findings from a 2021 survey conducted with 11 California CEAL sites representing urban and rural settings, private and public universities, and established and new community partners and qualitative analysis of 2020–2022 site-wide meeting minutes. We describe the challenges posed at the federal (e.g. NIH funding), university, and community–university partnership levels as well as opportunities and creative workarounds. Challenges include delays in subcontracts and payments to community partners that undermined trust and reproduced unequal and hierarchical power relationships. We build upon our findings and collective experience to propose a framework for decolonized fiscal relationships between universities and community partners which contains key recommendations for funders, universities, and community partners.

Leveraging a University to Create Local Equity-Oriented K–12 Learning Opportunities: A Conversation Starter

This article shares our university center’s efforts to act as a boundary spanner supporting colleagues across our university to contribute collectively to more equitable educational opportunities for local K–12 students and their teachers. We focus here on the ongoing critical reflection and collaboration needed to tap such university resources to support K–12 students typically underresourced and underserved in K–12 systems. We consider examples and challenges of our work through five equity-oriented principles. We seek to highlight the role of research-practice teams on campuses that help (or could help) university partners contribute to local K–12 schools, programs, and systems with equity in mind. Finally, we hope to convince other higher education institutions to leverage their resources more to grow K–12 education opportunities locally where needs are greatest.

Community Partnership Strategies to Facilitate Service-Learning Opportunities in PETE K–12 Schools

University and local K-12 school partnerships are essential for physical education teacher education (PETE) programs, as they provide valuable avenues for practicum and student teaching experiences. In addition, practicums within K-12 schools provide valuable opportunities for PETE students to develop physical activity leadership skills. Thus, it is essential to create sustainable and mutually beneficial university and school partnerships. One way to do so is through service-learning, which focuses on equal partnerships between K-12 schools, the university, and other parties involved (e.g., university students, community members). However, it can be challenging to develop meaningful field and service-learning experiences for pre-service teachers (PST) due to a myriad of reasons (e.g., location, resources). This article discusses strategies for community, K-12 school, and university partnerships using a service-learning approach. Recommendations for developing sustainable partnerships are also provided.

Toward teacher residency program implementation: navigating the complexities

PurposeResearch in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.Design/methodology/approachThe university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.FindingsIn response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.Originality/valueIn movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

The INGUIDE International Guideline Training and Certification Programme

AbstractHealth guidelines impact clinical, public health and policy practice, but there is no regulation for their development, often leading to variability in quality and trustworthiness. The International Guideline Training and Certification Programme (INGUIDE), established by faculty at McMaster University in partnership and under the auspice of the Guidelines International Network (GIN), addresses this shortcoming by offering structured, evidence‐based training and certification for those involved in guidelines (inguide.org). This commentary describes INGUIDE's background, purpose, structure and significance after approximately 3 years of operation. INGUIDE's mission is to enhance the quality of health guidelines globally. It provides comprehensive training to ensure the systematic development of guidelines based on the best evidence and adherence to international quality standards, as reflected in its ISO:9001 certification. The programme also emphasizes capacity building, filling educational gaps, and ensuring the global inclusivity of its courses. INGUIDE's certification covers the entire lifecycle of guideline development and includes several levels of certification, ranging from panel member to methodologist, lead methodologist, developer, chair and instructor certification. The programme already has had a global impact, training over 1500 learners since its launch. INGUIDE is led by a steering committee with input from an international advisory board and operational staff, supported by certified instructors. The programme's vision for the future includes expanding accessibility and creating additional training modules, with a commitment to continuous improvement and adaptation to diverse healthcare contexts, in particular low‐ and middle‐income countries and settings.

Lexical Alignment is Pervasive Across Contexts in Non-WEIRD Adult-Child Interactions.

Lexical alignment, a communication phenomenon where conversational partners adapt their word choices to become more similar, plays an important role in the development of language and social communication skills. While this has been studied extensively in the conversations of preschool-aged children and their parents in Western, Educated, Industrialized, Rich, and Democratic (WEIRD) communities, research in other pediatric populations is sparse. This study makes significant expansions on the existing literature by focusing on alignment in naturalistic conversations of school-aged children from a non-WEIRD population across multiple conversational tasks and with different types of adult partners. Typically developing children aged 5 to 8 years (n = 45) engaged in four semi-structured conversations that differed by task (problem-solving vs. play-based) and by partner (parent vs. university student), resulting in a corpus of 180 conversations. Lexical alignment scores were calculated and compared to sham conversations, representing alignment occurring at the level of chance. Both children and adults coordinated their conversational utterances by re-using or aligning each other's word choices. This alignment behavior persisted across conversational tasks and partners, although the degree of alignment was moderated by the conversational context. These findings suggest that lexical alignment is a robust phenomenon in conversations between school-age children and adults. Furthermore, this study extends lexical alignment findings to a non-WEIRD culture, suggesting that alignment may be a coordination strategy employed by adults and children across diverse linguistic and cultural backgrounds.

Advancing Local US Transitional Justice Initiatives: A University Partnership Alongside Descendant Communities

ABSTRACT This article suggests that the ongoing denial by the USA federal government of historical human rights infractions against African Americans and people of African descent led to a proliferation of local transitional justice efforts. Drawing from a university-driven transitional justice project, this article offers an analysis of local initiatives and highlights one of its six transitional justice collaborations. The university project sought to decolonize its structure and approach, drawing on methods of cultural humility, desire-based research and deep listening. This article responds to the success and challenges of decolonizing a transitional justice project within academia. Findings suggested that local initiatives face obstacles due to enduring legacies of harms and silenced histories, necessitating communities to substantiate their claims. Capacity issues and funding are challenged due to centuries of disinvestment. The article offers lessons learned for potential ally organizations who seek to advance transitional justice where government-sponsored redress continues to be denied.

Exploring an Effective International Higher Education Partnership Model Through Virtual Student Mobility Programs: A Case Study

Purpose This study examined the role of virtual student mobility (VSM) programs in developing international education partnerships and explored key factors for building successful transnational partnerships. Design/Approach/Methods Drawing on Yin’s case study approach, we explored several VSM programs offered by a Japanese national university in partnership with four research universities in China. Data sources included an autoethnographic account of planning and organizing virtual exchange programs and interviews with the partner universities’ virtual exchange program coordinators as well as with students who took different virtual exchange courses under the partnership. Findings Our case study showed that VSM models require significant collaboration, support, and commitment from universities to offer high-quality exchange programs. The initial establishment of VSM programs relies on existing relationships, clear communication, and a commitment to collaborate; however, VSM programs’ success depends heavily on the quality of online support, as well as inter-university communication and collaboration between administrators and faculty and intra-university communication and collaboration with partner universities. Based on the research results and the previous literature on international higher education partnerships, we propose a renewed partnership model in VSM comprising three main characteristics: (1) effective coordination and support, (2) effective communication, and (3) a commitment to partnership. Originality/Value Amidst emerging VSM models in higher education, this study contributes to the literature by proposing a renewed partnership model for sustaining VSM programs.

Increasing Teacher Retention and Supporting Students With Low-Incidence Disabilities Through University Partnership

The shortage of teachers is amplified in rural areas where educators work with students with low-incidence disabilities (LID; visual or hearing impairment; significant cognitive impairment; any impairment for which a small number of personnel with highly specialized skills and knowledge are needed for children to receive early intervention services). This scarcity is closely linked to the lack of accessible knowledge for these teachers. Both a high attrition rate and lack of expertise negatively affect the educational outcomes of students with LID. We propose school–university partnerships (SUPs) to alleviate these challenges. This position paper presents the critical elements of a comprehensive SUP by synthesizing programs reported in the literature, including the following elements (a) instructional, assessment, and online resources; (b) mentorship; and (c) professional development. We specifically identify how these elements can improve outcomes of students with LID and alleviate the rural special education teacher shortage. Finally, we discuss the implications of this proposed SUP and implications for practices, policy, and research.

Партнерство задля інновацій: Інститут вищої освіти НАПН України та Вища професійна школа середнього бізнесу

The results of the study visit of Ukrainian researchers of higher education to Germany with the aim of researching the implementation of innovations through university partnerships with businesses and local communities are analyzed. The report is based on an analysis of the work of the Fachhochschule des Mittelstands in Bielefeld.

‘It’s like a hug’: examining the role of music-making for the well-being of youth during the COVID-19 pandemic

ABSTRACT This article presents findings from a cross-disciplinary, international project that seeks to understand the importance of music-making for young people (aged 18–35 years) as a source of well-being during the COVID-19 crisis. A key objective of the project is to evaluate whether music-making has contributed in palpable ways to young people’s individual well-being and their sense of connection with others. For the purposes of the project, well-being is defined in relation to both physical and mental health but also by having a sense of social belonging. Given the unprecedented circumstances created by the COVID-19 pandemic, its rapid spread and ensuing disruptions to everyday life, the project findings offer a significant opportunity to examine and evaluate the importance of music-making for young people’s well-being in a time of rapidly shifting and increasingly uncertain socio-economic conditions. The article draws on data collected during 77 online interviews with young music-makers based in different locations around Australia, the UK and Portugal. Participants for the project were recruited through calls posted on social media with additional internal recruiting at one of the partner universities through a monthly call out for volunteers for research projects.

Evaluating the impact of the supporting the advancement of research skills (STARS) programme on research knowledge, engagement and capacity-building in a health and social care organisation in England

ObjectivesTo evaluate the impact a novel education programme - to improve research engagement, awareness, understanding and confidence - had on a diverse health and social care workforce. Barriers and facilitators to engagement were explored together with research capacity-building opportunities and ways to embed a research culture. The programme is entitled ‘Supporting The Advancement of Research Skills’ (STARS programme); the paper reports findings from a health and social care setting in England, UK.MethodsA four-level outcome framework guided the approach to evaluation and was further informed by key principles of research capacity development and relevant theory. Quantitative data were collected from learners before and after engagement; these were analysed descriptively. Semi-structured online interviews were conducted with learners and analysed thematically. A purposive sample was achieved to include a diversity in age, gender, health and social care profession, and level of attendance (regular attendees, moderate attendees and non-attenders).ResultsThe evaluation spanned 18 half-day workshops and 11 seminars delivered by expert educators. 165 (2% of total staff at Midlands Partnership University NHS Foundation Trust (MPFT)) staffs booked one or more education sessions; 128 (77%) including Allied Health Professionals (AHPs), psychologists, nursing and midwifery, and social workers attended one or more session. Key themes of engagement with teaching sessions, relevance and impact of training and promoting a research active environment were identified with relevant sub-themes. Positive impacts of training were described in terms of research confidence, intentions, career planning and application of research skills as a direct result of training. Lack of dedicated time for research engagement, work pressures and time commitments required for the programme were key barriers. Facilitators that facilitated engagement are also described.ConclusionsFindings demonstrate the impact that a free, virtual and high-quality research education programme had at individual and organisational levels. The programme is the product of a successful collaboration between health and social care and academic organisations; this provides a useful framework for others to adapt and adopt. Key barriers to attendance and engagement spoke to system-wide challenges that an education programme could not address in the short-term. Potential solutions are discussed in relation to protecting staff time, achieving management buy-in, recognising research champions, and having a clear communication strategy.

Weaving Pathways: The Role of High School Family and Consumer Sciences Courses in Cultivating a Teacher Pipeline Across the Midwest

High School Family and Consumer Science classrooms hold the potential for university and high school partnerships for teacher education pipelines. This study uses a comparative policy analysis to provide a regional resource for laws, policies, and programs within the Midwest regarding FCS classrooms and courses that are offered. Utilizing a comparative policy analysis approach, the aim is to create an opportunity for guiding current high school students toward becoming future candidates in teacher education programs by doing intentional outreach. This analysis will provide an outline of how university Teacher Education programs can partner intentionally to recruit and mentor incoming first-year college students while they are learning educational pedagogy in their high school FCS classrooms. This analysis provides a foundation for how high school FCS classrooms and university teacher education classrooms can foster cohesive and supportive mutually beneficial partnerships in the states surrounding Illinois and Indiana. Data were gathered by accessing regional education department websites and illustrating the potential opportunities for high school coursework to connect with established teacher education university programs and align pedagogically. Key findings include multiple opportunities in the Midwest for partnerships that are mutually beneficial and are easily accessible if intentional connections are made between faculty.

The Hague Convention on the Recognition of Divorces and Legal Separations 1970: an effective mechanism for regulating divorce as between the UK and the EU post-Brexit?

Abstract This article examines the potential of the 1970 Hague Convention on the Recognition of Divorces and Legal Separations to act as a replacement for Brussels IIa in regulating international divorce as between the UK and the EU. The article proceeds in two steps: first, there is a doctrinal analysis of the 1970 Hague Convention and of its merits and demerits by comparison with Brussels IIa, and secondly, there is a discussion of empirical research undertaken at the University of Aberdeen in conjunction with partner universities in six EU Member States, examining the practical utility of the Convention in Contracting States, and the treatment of international divorce in non-Contracting States. Insofar, as the 1970 Hague Convention is currently applicable in only 12 out of the 27 EU Member States, the article also discusses the likelihood of EU-wide adoption of the Convention. The article concludes that the 1970 Hague Convention has aged relatively well and, on the whole, offers a satisfactory alternative mechanism for the regulation of international divorce in the UK-EU context; however, the article also acknowledges the liberalism of many existing national laws on divorce recognition, suggesting that EU-wide adoption (if it occurs) might not have a very significant impact.

Towards Common European Quality Standards: Evaluation of Study Programmes and Educational Offerings in European Alliances

Evaluation of education is one of key tasks for universities, whether as part of approval processes, accreditation, or ongoing assessment. The EURECA-PRO European university alliance is developing new study programmes, courses, and modules which require evaluation procedures for use by all partner universities. Considering the current EU quality assurance standards and the current evaluation procedures in place at partner universities, an analysis for a roadmap to an educational evaluation system has been conducted and from this a EURECA-PRO evaluation framework has been devised. This framework is formed of three cycles, individual course/module, semester, and whole programme and considers input from key stakeholders: programme management, study deans, teachers, and learners.

Gleaning into the Aspirational-Pursuit Gap of GEAR UP Students

The purpose of this study was to conduct a quantitative, exploratory analysis of key variables at transition grade levels (i.e., 7th, 9th, 12th) toward retention and completion in postsecondary education among Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) students. The exploration included variables that were retrieved from existing data on 65 students from one of the state's GEAR UP subawards in order to conduct correlations, t-tests, sign tests, and binomial regression to explore the variables across the transition years in relation to GEAR UP participation and postsecondary outcomes. Students represented by the data were GEAR UP participants since their 7th-grade year, having engaged in twice monthly peer-mentoring and summer programming activities within a university partnership. Importantly, most students were of Latinx heritage backgrounds, and the majority enrolled in postsecondary education; notably, the 4-year postsecondary completion rate was 84%. A discussion and conclusion of this exploratory analysis are provided.