The Center for Public Service announces a grant competition to support faculty conducting community-based research. CPS defines community engaged research as collaborative, change-oriented research that engages faculty members, students, and community members in projects that address community needs.
The Center for Public Service (CPS) announces a grant competition to support our community partner organizations in their efforts to research topics of importance in the community with the aim of creating knowledge that "contributes to making a concrete and constructive difference in the world." CPS defines Community-Based Participatory Research (CBPR) as a collaborative approach to research that promotes positive change with and within the community. It involves an equitable relationship between community organizations and university researchers that is reflected in all levels of project design and dissemination.
CBPR Request for Letters of Interest (Coming Soon)
Emilie Taylor Welty, School of Architecture
For over 30 years, Community Book Center (CBC) has served as a neighborhood space in service to the community by hosting events and conversations in their storefront, alongside the sale of books and art. The community anchor is in a neighborhood that is in transition – rents are increasing, the neighborhood is nearing full occupancy, and several recent neighboring businesses and foundations are marking a change in the racial and socioeconomic makeup of the vicinity. Tulane City Center's work with the CBC addresses two issues: how do we redefine the role of a neighbor-hood bookstore in the digital age, and as designers, how do we preserve the specific cultural history of commercial spaces under the threat of neighborhood change? These questions will be investigated through an interior design-build project at the Community Book Center in the spring of 2015. The process we are proposing includes observation of user trends, a collaborative process of design programming and charettes, full architectural design services, permitting, project fabrication (interior renovation), and post-occupancy evaluation. A team of 14 undergraduates (4th year students), 2 graduate research assistants, and the staff of the Tulane City Center will be executing all research, design, fabrication, data collection and final analysis.
Keith Silverman, Department of Philosophy
This research explores the effect of mindfulness training activities on student academic performance, response to anxiety and stress, social behavior, and general well-being. The research team's goal is to create a mindfulness curriculum that will help them achieve greater emotional stability and intellectual focus and, subsequently, improved individual psychological profiles, social interaction and academic achievement.
Courtney Baker, Department of Psychology
The proposed work aims to address critical gaps in the literature by capitalizing on the existing infrastructure of the trauma-informed systems TIS-LC pilot study in order to conduct an in-depth case study of one school's adoption of TIS. Using a community-based participatory research approach (CBPR), the goal of the current study is to contextualize TIS adoption and implementation by engaging in an in-depth investigation of the process in one school. In particular, the proposed study will focus on understanding one of the primary tensions of adopting trauma-informed approaches in schools: the strengths and challenges of integrating TIS with PBIS and SEL.
Fred Buttell, School of Social Work
CPS Community Based Research funding supports a team of Tulane doctoral students to assist Relationship Education Project (REP), a dating violence education program for adolescents in developing an evaluation tool, implementing pre- and post-program assessments, and analyzing program data. The REP program is based in South Carolina, however the project will support the local New Orleans community by dissemination of the knowledge gained from this project to local youth-serving organizations and collaboratives.
Paul Colombo, Department of Psychology
Music-based mentoring changes the brain, and these brain changes impact cognitive and social development (Hudziak, 2013; Kraus et al., 2014). The goals of this proposal are to expand a well-established collaboration with community partner Make Music NOLA, to examine the effects of music-based mentoring on changes in (1) self-efficacy, and the underlying theoretical constructs contributing to self-efficacy, (2) high-level cognition, or executive functions, and (3) the neurobiological mechanisms underlying the impact of music training on behavior and cognitive functions. Building upon the demonstrated efficacy of the Make Music NOLA program, and an innovative collaborative effort between community stake holders, musicians, children and their families, and neuroscience researchers, this study is designed to enhance the growing evidence base of the protective buffering effect across neurocognitive and socioemotional outcomes in youth enrolled in enhanced music training.
Michael Cunningham, Department of Psychology
Warren Easton Charter High School in New Orleans, Louisiana and Michael Cunningham in the Department of Psychology at Tulane University are engaged in a multi-year collaboration to understand the processes, barriers, and support systems to student academic achievement and mental health successes and challenges. The project uses a Community-Based Participatory Research (CBPR) theoretical perspective along with mix-methods (quantitative and qualitative). In doing so, the researchers aim to engage high school students as co-researchers. Specifically, within the current collaborative relationship, researchers include high school students in the planning, data analysis, and dissemination of results. Additionally, researchers will recruit high school students as summer interns where they will receive additional research training and will be coauthors on conference and paper submissions.
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