viewDuring the semester, students will engage in didactic and experiential learning about community-based participatory research (CBPR). Didactic learning will be accomplished through completing readings. Experiential learning will

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Project DIRECT Second-Tier Public Service Independent Study

Approved by the Center for Public Service at Tulane University

Supervised by Dr. Courtney N. Baker

Instructor: Veronica Coriano

Course Description:

This public service independent study provides students with first-hand experience of engaging in partnership-based research. During the semester, students will engage in didactic and experiential learning about community-based participatory research (CBPR). Didactic learning will be accomplished through completing readings. Experiential learning will be accomplished by providing service in the form of partnership-building activities. In order to complete experiential learning, students will be placed at one of several sites currently participating in ongoing CBPR-focused on understanding and facilitating the translation of effective mental health programming into community settings serving low-income, ethnic minority preschoolers and their families (Project DIRECT). Students learning will be synthesized through discussions and writing activities and will culminate in completion of a hands-on participatory research project commensurate with students previous research training. Current Project DIRECT research assistants can enroll in the IS for 2 or 3 credits; a minimum of 20 hours is expected to be spent at community sites over the course of the semester, a minimum of 20 hours is expected to be spent on didactic learning, and any remaining time will be dedicated to ongoing Project DIRECT activities.

Academic Objectives:

Students will 1) demonstrate a basic understanding of participatory action research, 2) evaluate the benefits and consequences of using participatory action research methods as opposed to traditional research methods, and 3) participate in a hands-on participatory research project commensurate with previous research training, with the goal of providing the site with a tangible product related to the research project that directly benefits the site.

Service Objectives:

Students will 1) engage in weekly partnership-building activities on-site, including assisting with individual students, distributing materials, leading small group lessons, and other teacher-defined classroom tasks, 2) develop partnership-focused relationships with teachers and other site staff with the goal of truly understanding and appreciating their knowledge and expertise, and 3) participate in a partnership-based research project, with the goal of addressing a critical need for the site that will have direct implications for immediate social change.

Integration of Academic and Service Objectives:

In order to fully understand CBPR, it is critical that students engage in both didactic and experiential learning. The service objectives of this course require students to fully engage in a community partnership with the end goal of completing a participatory action research project commensurate with their research experience. In this project, students will be expected to partner their academic knowledge, expertise, and critical thinking skills with those of a staff member at their community site. The resulting research project is expected to have immediate, tangible implications for social change by meeting a critical need of that site.

Course Schedule:

Students will spend one morning per week at their assigned preschool sites.

In addition, students will meet monthly from (2-2:50pm, location TBD) to discuss course readings, turn in written assignments, and discuss the status of their ongoing participatory research projects. Individual meetings with the instructor will be scheduled as needed. Attendance and participation at monthly meetings are worth 10pts of the final grade.

Meeting 1- Friday, January 23rd 2pm

Review Syllabus

Intro to community-based participatory research

Review of participatory research project aims

Brainstorm ideas for participatory research projects

Assignments Due Next Meeting:

Complete assigned readings.

Hergenrather, K.C., Geishecker, S., Mcguire-Kuletz, M., Gitlin, D.J., & Rhodes,

S.D. (2010). An introduction to community-based participatory research. Rehabilitation Education, 24(3), 225-238.

Wallerstein, N.B., & Duran, B. (2006). Using community-based participatory research to address health disparities. Health Promotion Practice, 7(3), 312-323. doi: 10.1177/1524839906289376

Stacciarini, J.R., Shattell, M.M., Coady, M., & Wiens, B. (2011). Review: Community-based participatory research approach to address mental health in minority populations. Community Mental Health Journal, 47, 489-497. doi: 10.1007/s10597-010-9319-z

Write a 1-2 page reflection on readings - 15pts

Reflection should be double spaced in 12pt Times New Roman font with 1 inch margins and should include at least 2 things you found particularly interesting/important.

Complete participatory research project proposal - 20pts

Proposal should be double spaced in 12pt Times New Roman font with 1 inch margins and should include:

Clearly identified goal statement

Reason(s) for selecting identified goal/aim

Description of collaborative effort

Timeline for completion

Meeting 2- Friday, February 20th 2pm

Quiz over readings - 10pts

Discuss the importance/relevance of CBPR, using reflection paper to guide discussion.

Discuss the pros and cons of using CBPR instead of other research approaches, using reflection paper to guide discussion.

Discuss and turn in participatory research project proposal.

Assignment will be graded and returned at our February 27th lab meeting.

You may be asked to make edits, which will be due March 6th by email.

You will receive written confirmation that your project is approved and that you are ready to begin your Participatory Research Project.

Assignments due next meeting:

Complete assigned readings.

Nastasi, B. K., Varjas, K., Schensul, S. L., Silva, K. T., Schensul, J. J., & Ratnayake, P. (2000). The participatory intervention model: A framework for conceptualizing and promoting intervention acceptability. School Psychology Quarterly, 15, 207-232.

Leff, S.S., Thomas, D.E., Vaughn, N.A., Thomas, N.A., MacEvoy, J. P., Freedman,

M.A.,Fein, J.A. (2010). Using community-based participatory research to develop the

PARTNERS youth violence prevention program. Progress in Community Health Partnerships, 4, 207-216. doi: 10.1353/cpr.2010.0005

Jacquez, F., Vaughn, L.M., & Wagner, E. (2013).Youth as partners, participants or passive recipients: A review of children and adolescents in community-based participatory research (CBPR). American Journal of Community Psychology, 51, 176-189. doi: 10.1007/s10464-012-9533-7.

Write a 1-2 page reflection on readings -15pts

Reflection should be double spaced in 12pt Times New Roman font with 1 inch margins and should include at least 2 things you found particularly interesting/important.

Meeting 3- Monday, March 23rd (?)

Quiz over readings - 10pts

Discuss readings, using reflection papers to guide discussion

Discuss how to build and maintain collaborative relationships with teachers and other community stakeholders, using reflection paper to guide discussion.

Participatory research project updates

Assignment due next meeting:

Participatory research project presentation

10-15 slides describing the participatory research project goals/aims, what you learned from the experience, changes you made based on collaborative feedback (if applicable), outcomes, etc.

Presentations should last 10-12 minutes.

Meeting 4- Friday, April 17th 2pm

Final participatory research project (in-class presentation) -20pts

Friday, April 24th- Present final participatory research project to ProjectDIRECT team during final lab meeting.

Course Grade will be determined based on the number of points earned out of 100pts possible and will contribute to your overall grade for your independent study.

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