NAU publications by CHER
Faculty & staff publications
NAU faculty and staff have the opportunity to publish their findings and knowledge as authors. CHER has many researchers that have been cited multiple times in major publications for their great work. The Center for Health Equity Research has accumulated all faculty publications into one, easy to navigate database.
Please type in a key word or author LAST name to search
Williamson, Heather J; Young, Belinda-Rose; Murray, Nichole; Burton, Donna L; Levin, Bruce Lubotsky; Massey, Oliver Tom; Baldwin, Julie A Community-university partnerships for research and practice: Application of an interactive and contextual model of collaboration Journal Article Journal of Higher Education Outreach and Engagement, 20 (2), pp. 55-84, 2016, ISSN: 1534-6104. @article{Williamson2016b, title = {Community-university partnerships for research and practice: Application of an interactive and contextual model of collaboration}, author = {Heather J Williamson and Belinda-Rose Young and Nichole Murray and Donna L Burton and Bruce Lubotsky Levin and Oliver Tom Massey and Julie A Baldwin}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5295659/}, issn = {1534-6104}, year = {2016}, date = {2016-01-01}, journal = {Journal of Higher Education Outreach and Engagement}, volume = {20}, number = {2}, pages = {55-84}, abstract = {Community–university partnerships are frequently used to enhance translational research efforts while benefiting the community. However, challenges remain in evaluating such efforts. This article discusses the utility of applying the contextual and interactive model of community–university collaboration to a translational research education program, the Institute for Translational Research in adolescent Behavioral Health, to guide programmatic efforts and future evaluations. Institute stakeholders from academia and the community completed in-depth interviews querying their expectations and experiences in this collaboration. Key quotes and themes were extracted and analyzed based on the constructs within the 3 phases of the model. The findings note specific themes for future valuations. Overall, the contextual and interactive model of community–university collaboration proved a useful framework to guide the process evaluation of the Institute. Findings suggest possible strategies for the successful development, evaluation, and sustainability of community–university partnerships.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Community–university partnerships are frequently used to enhance translational research efforts while benefiting the community. However, challenges remain in evaluating such efforts. This article discusses the utility of applying the contextual and interactive model of community–university collaboration to a translational research education program, the Institute for Translational Research in adolescent Behavioral Health, to guide programmatic efforts and future evaluations. Institute stakeholders from academia and the community completed in-depth interviews querying their expectations and experiences in this collaboration. Key quotes and themes were extracted and analyzed based on the constructs within the 3 phases of the model. The findings note specific themes for future valuations. Overall, the contextual and interactive model of community–university collaboration proved a useful framework to guide the process evaluation of the Institute. Findings suggest possible strategies for the successful development, evaluation, and sustainability of community–university partnerships. |
2016 |
Williamson, Heather J; Young, Belinda-Rose; Murray, Nichole; Burton, Donna L; Levin, Bruce Lubotsky; Massey, Oliver Tom; Baldwin, Julie A Community-university partnerships for research and practice: Application of an interactive and contextual model of collaboration Journal Article Journal of Higher Education Outreach and Engagement, 20 (2), pp. 55-84, 2016, ISSN: 1534-6104. @article{Williamson2016b, title = {Community-university partnerships for research and practice: Application of an interactive and contextual model of collaboration}, author = {Heather J Williamson and Belinda-Rose Young and Nichole Murray and Donna L Burton and Bruce Lubotsky Levin and Oliver Tom Massey and Julie A Baldwin}, url = {https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5295659/}, issn = {1534-6104}, year = {2016}, date = {2016-01-01}, journal = {Journal of Higher Education Outreach and Engagement}, volume = {20}, number = {2}, pages = {55-84}, abstract = {Community–university partnerships are frequently used to enhance translational research efforts while benefiting the community. However, challenges remain in evaluating such efforts. This article discusses the utility of applying the contextual and interactive model of community–university collaboration to a translational research education program, the Institute for Translational Research in adolescent Behavioral Health, to guide programmatic efforts and future evaluations. Institute stakeholders from academia and the community completed in-depth interviews querying their expectations and experiences in this collaboration. Key quotes and themes were extracted and analyzed based on the constructs within the 3 phases of the model. The findings note specific themes for future valuations. Overall, the contextual and interactive model of community–university collaboration proved a useful framework to guide the process evaluation of the Institute. Findings suggest possible strategies for the successful development, evaluation, and sustainability of community–university partnerships.}, keywords = {}, pubstate = {published}, tppubtype = {article} } Community–university partnerships are frequently used to enhance translational research efforts while benefiting the community. However, challenges remain in evaluating such efforts. This article discusses the utility of applying the contextual and interactive model of community–university collaboration to a translational research education program, the Institute for Translational Research in adolescent Behavioral Health, to guide programmatic efforts and future evaluations. Institute stakeholders from academia and the community completed in-depth interviews querying their expectations and experiences in this collaboration. Key quotes and themes were extracted and analyzed based on the constructs within the 3 phases of the model. The findings note specific themes for future valuations. Overall, the contextual and interactive model of community–university collaboration proved a useful framework to guide the process evaluation of the Institute. Findings suggest possible strategies for the successful development, evaluation, and sustainability of community–university partnerships. |