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Center for Public Service
Alcee Fortier Hall
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New Orleans, LA 70118

Phone: 504-862-8060
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Community Engaged Research Grants

Community-Engaged Research Grant

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.

Community-Engaged Research Grant RFP

Community-Based Participatory Research Grant

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

Given the prevalence and public health impact of adverse childhood experiences (ACEs) and trauma, multiple systems including schools are adopting trauma-informed approaches. Although the evidence that trauma-informed schools (TIS) are effective is growing, little is known about the process associated with TIS implementation. In order for TIS adoption to become widespread, it is critical that we develop an understanding of one of its primary tensions: the strengths and challenges of integrating TIS with two commonly used system-wide interventions in schools: positive behavioral intervention and supports (PBIS) and social-emotional learning curricula (SEL). The proposed work aims to address this critical gap in the literature by conducting an in-depth case study of one school’s adoption of TIS. Using a community-based participatory research (CBPR) approach, this study will leverage the infrastructure of the ongoing New Orleans Trauma-Informed Schools Learning Collaborative (TIS-LC) to achieve the study aims of developing an understanding of this tension and providing recommendations for practice, research, and policy related to TIS.

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.

Previously Funded CBR and CBPR Proposals

Center for Public Service, Tulane University, New Orleans, LA 70118 504-862-8060