Syllabus

Schedule

Course Schedule:

Each week opens on Wednesday at 12:01 AM ET. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday.

• Week 1 June 26 – July 3
• Week 2 July 3 – July 10
• Week 3 July 10 – July 17
• Week 4 July 17 – July 24
• Week 5 July 24 – July 31
• Week 6 July 31 – Aug 7
• Week 7 Aug 7 – Aug 14
• Week 8 Aug 14 – Aug 18 (Sunday)

Weekly Schedule: 

*See Blackboard for required and recommended weekly readings, lectures, and videos.

Week 1: Defining Research and Historical Roots of CBPR

Learning Objectives

• Use quantitative and qualitative data to define the identity of a community and target population
• Position and articulate the impact of a health issue within a target population
• Apply CBPR concepts within the context of developing relationships in a community

Required Readings

• Wallerstein et al.:
  • Chapter 1  Introduction: History and Principles
  • Chapter 2  Theoretical, Historical, and Practice Roots of CBPR
  • Appendix 1 Challenging Ourselves: Critical Self-Reflection on Power and Privilege
• PolicyLink and the University of California,  Berkeley School of Public Health. Community-Based Participatory Research: A Strategy for Building Healthy Communities and Promoting Health through Policy Change. 2012. http://www.policylink.org/sites/default/files/CBPR.pdf. Accessed September 13, 2016.

Required Lectures

• Week 1 Lecture; Dr. Monae L. Raphael, UNE Adjunct Faculty
• UNM Health Science Center. “CBPR: History, Context, Principles, Challenges, Steps” by Dr. Nina Wallerstein at the 2016 Summer CBPR Institute at the University of New Mexico. Vimeo. June 2016. https://vimeo.com/169307622. Accessed September 13, 2016.

Recommended Materials

• Israel et al.: Chapter 1
• Simonds VW, Wallerstein N, Duran B, Villegas M. Community-Based Participatory Research: Its Role in Future Cancer Research and Public Health Practice. Prev Chronic Dis 2013;10:120205. DOI:http://dx.doi.org/10.5888/pcd10.120205
• University of Washington. Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill Building Curriculum. Appendix A: Selected Organizations and Websites

Assignments

Week 1 Discussion: Analysis of CBPR Principles

Prior to completing this Forum Discussion assignment, please carefully read the details and guidance presented in the final project descriptor, Sections C and D are most relevant this week.

Initial Post:

In this first week of the course, you will complete the initial task of your research proposal: identify the community, the target population within that community, and the public health issue of concern. This is the focus of your “research problem.” Here are the major points to address in your original contribution to this forum:

• Define the community, the target population, and the health issue you will focus on using data to support your description of the population and why the health issue you selected is relevant.
  • Describe why you have identified this as your research problem.
  • What knowledge or experiences triggered your interest?
  • What do you foresee as strengths of your research problem as they relate to the proposal process?
  • What do you foresee as weaknesses?

[Note: Your instructor will approve your research problem or provide you with feedback to direct you towards any necessary changes.]

 Response Posts:

In her presentation, Dr. Nina Wallerstein discusses a number of important topics to consider when conducting CBPR.  Select one, such as, self-reflexivity, particularly related to ‘location of power’; social construction of knowledge; or health inequities vs. health disparities.

• Discuss why the topic you selected from the lecture is important to the practice of CBPR, and how you and your colleagues would apply this topic as you develop a CBPR relationship with the communities you have selected to work with for this project.
• As you participate in the discussion, consider how the community’s point of view might differ from your perspectives related to these topics and to the CBPR process as a whole. 

Week 2: Forming and Building Partnerships

Learning Objectives

• Identify strengths and resources within communities to form and build partnerships.
• Discuss the importance of reciprocal relationships that foster co-learning and mutual benefit.

Required Readings

• Wallerstein et al. Chapter 3 Critical issues in developing and following CBPR principles
• Caldwell WB, Reyes AG, Rowe Z, Weinert J, Israel B. Community Partner Perspectives on Benefits, Challenges, Facilitating Factors, and Lessons Learned from Community-Based Participatory Research Partnerships in Detroit. Progress in Community Health Partnerships. 2015;9.2:299-311.
• UC Berkeley School of Public Health, PolicyLink, and W.K. Kellogg Foundation. Promoting Health Public Policy through Community-Based Participatory Research: Ten Case Studies. https://depts.washington.edu/ccph/pdf_files/CBPR_final.pdf. Accessed September 13, 2016.

Required Lecture

• Week 2 Lecture; Dr. Monae L. Raphael, UNE Adjunct Faculty

Recommended Materials

• Israel et al Part 2 (Ch 2 – 4)
• Safo S, Cunningham C, Beckman A, Haughton L, Starrels JL. “A place at the table:” a qualitative analysis of community board members’ experiences with academic HIV/AIDS research. BMC Medical Research Methodology. 2016;16:80. doi:10.1186/s12874-016-0181-8.
• Detroit Urban Research Center – Advancing Partnerships, Research, and Equity in Detroit – Youtube video
• University of Washington. Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill Building Curriculum. Appendix A: Selected Organizations and Websites

Assignments

Week 2 Discussion: Analysis of CBPR Principles: Collaboration, co-learning, and mutual benefit

Review the Discussion Guidelines before posting.   Your discussion this week is particularly relevant to section Ei of your Final Project.

Initial Post:

Choose one of the case studies presented in the UC Berkeley/PolicyLink report. Describe how the following CBPR principles (shown on p. 13 of the report) were applied in the research presented in your chosen case study:

• #3: Facilitates collaborative, equitable partnership in all phases of the research;
• #4: Promotes co-learning and capacity building among all partners;
• #5: Integrates and achieves a balance between research and action for the mutual benefit of all partners.

Response Posts:

• Respond to a colleague who selected a different case study than you did.  Reflect on the differences between your initial posts, and discuss why you selected the case study you did.
• Discuss how you and your colleagues might use the lessons learned from these case studies to inform the development of your own research with communities. 

Week 3: Social Determinants of Health and Health Disparities

Learning Objectives

• Describe how understanding social determinants is used in the design of CBPR to reduce health disparities in a community

Required Readings:

• McElfish PA, Kohler P, Smith C, Warmack S, Buron B, Hudson J, Bridges M, Purvis R, Rubon-Chutaro J. Community-Driven Research Agenda to Reduce Health Disparities. Clinical and Translational Science. 2015;8(6):690-695.
• Lewis D, Yerby L, Tucker M, Foster PP, Hamilton KC, Fifolt MM, Hites L, Shreves MK, Page SB, Bissell KL, Lucky FL, Higginbotham JC. Bridging Community and Academic Scholars Together to Facilitate and Conduct Authentic Community-Based Participatory Research: Project UNITED. International Journal of Environmental Research and Public Health. 2016;13(1):35.
• Marmot M. Social determinants of health inequalities. The Lancet. 2005;365:1099-1104.
• Wallerstein et al.:
  • Chapter 3 Critical issues in developing and following CBPR principles

Required Lectures and Videos

• Week 3 Lecture
• WebsEdgeHealth. “NYC, Department of Health and Mental Hygiene- Center for Health Equity.” YouTube. Published October 30, 2015. https://www.youtube.com/watch?v=xC-NoVhSTP0 Accessed September 15, 2016. CC available
• Sir Michael Marmot: Social Determinants of Health (2014 WORLD.MINDS)

Recommended Materials

• University of Washington. Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill Building Curriculum. Appendix A: Selected Organizations and Websites
• Israel et al Chapter 15

Assignments

Week 3 Discussion: Analysis of CBPR Principles: Attending to the multiple determinants of health

Initial Post:

• This week’s required readings describe social determinants of health and a partnership approach to reduce health inequities in selected communities. What is similar about how the researchers engaged their respective communities? What is different?
• Discuss whether you would you expect one approach to be more successful at reducing the intended health disparities and why.

Responses:

• In your responses, discuss how you might apply this knowledge to your projects.  Describe inequities or other relevant factors that relate to the health issue you have identified within your chosen community. For example, are there social factors that contribute to the health issue? These might include cultural influencers, socioeconomic status, housing conditions, or the physical environment.  What are the connections between the inequities or other factors and the health issue you have identified? What are the impacts on your target population?

Keep in mind that you will be submitting a draft of Sections A-Eii of your research proposal next week. This week you are discussing information that will be particularly relevant to section D of your Final Project.

Week 4: Issues of Power in CBPR: Understanding the Impact of Race, Class, and Privilege

Learning Objectives

• Define a collaborative and equitable researcher-community partnership.
• Propose strategies for addressing social inequalities that exist between researchers and community partners.
• Create a draft research proposal applying the CBPR principles

Required Readings

• Wallerstein et al.:
  • Chapter 4 Understanding contemporary racism, power, and privilege and their impacts on CBPR
  • Chapter 5 Trust Development in CBPR Partnerships
  • Chapter 6 Socio Ecologic Framework for CBPR: Development and Testing of a Model
  • Chapter 7 Youth-led Participatory Action Research (YPAR): Principles Applied to the US and Diverse Global Settings

Required Lecture:

• Week 4 Lecture; Dr. Monae L. Raphael, UNE Adjunct Faculty

Recommended Materials

• Wallerstein et al.  Appendix 2
• Israel et al.: Chapter 4
• University of Washington. Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill Building Curriculum. Appendix A: Selected Organizations and Websites

Assignments

Week 4 Assignment: Analysis of CBPR Principles: Peer Feedback on Research Proposal Draft (Sections A-Eii)

CBPR is based in collaborative work.  This week you have the opportunity to receive and provide feedback on drafts of your proposals.  The assignment has two parts:

1. Submit a draft of your proposal (Sections A-Eii) to two peers by Sunday.
2. Provide feedback on the draft proposals of two of your peers by Wednesday

You will be graded on the quality of the feedback you provide to your colleagues.  Keep in mind that reading your colleagues’ work and providing substantive feedback is time-consuming, so plan to work on this early in the week to not be rushed in providing feedback. 

1. Draft Proposal

Use the information we have been learning and discussing during the first four weeks to prepare a draft of the following sections of your research proposal for peer review: A, B, C, D, Ei, and Eii. 

• The draft should be 4-5 pages (not counting the title page and references), double-spaced, 12-point font
• You should include a minimum of 10 references to support
• Include a page after the references with a request for specific feedback from your peers. What are your most significant concerns? What guidance would help you prepare for your final proposal?
• Your instructor will assign two classmates to read your draft and provide feedback.  Send the draft to them both through course messages and copy your instructor on the message.

Submit your draft proposal to your peers for feedback through course messages (copy your instructor) no later than Sunday, 11:59 PM

Make sure to review the Final Project Document for a full description of the required sections (A, B, C, D, Ei, and Eii). 

2. Peer Feedback

Use the attached Draft Research Proposal Feedback Template to provide detailed feedback to the two classmates who are assigned to send you their draft research proposals.  Use a separate form for each colleague.

• For each section of the template, address what they did well and provide suggestions for how they might improve the section. Type your responses in the space after the section headings in bold.
• At the bottom of the template, include a response to their request for feedback.
• Return the template to the appropriate colleague through course messages and copy your instructor on the message.

Return each completed feedback template to your colleague through course messages (copy your instructor) no later than Wednesday, 11:59 PM. Submit both completed feedback templates to Blackboard by Sunday, 11:59 PM.

Week 5: Engaging Communities in Research Design, Data Collection, Analysis, and Dissemination in CBPR

Learning Objectives

• Describe strategies for co-developing research design with community partners.
• Compare methods of collaborative and participatory data collection, analysis, interpretation, and dissemination.

Required Readings

• Wallerstein et al. textbook:
  • Chapter 13 Engaged for Change: An Innovative CBPR Strategy to Intervention Development
  • Chapter 11 National Center for Deaf Health Research  CBPR with Deaf Communities

• Garnett BR, Wendel J, Banks C, Goodridge A, Harding R, Harris R, Hacker K, Chomitz VR. Challenges of data dissemination efforts with a community-based participatory project about persistent racial disparities in excess weight. Progress in Community Health Partnerships. 2015;9(2):289-298.

Required Lecture and Videos

• Week 5 Lecture
• Bristol Health Partners. “Smart Cities: Engaging People in Using City Data” by Lorraine Hudson. YouTube. Published March 10, 2016. https://www.youtube.com/watch?v=pzIQGbueqNc Accessed September 15, 2016.
• Ohio State CCTS. “Innovative Approaches to CBPR: Using PhotoVoice to Hear the Community” by Lorraine Wallace. YouTube. Published May 20, 2013. https://www.youtube.com/watch?v=9wz1lycemOI Accessed September 15, 2016.

Recommended Materials

• Israel et al: Chapter 12
• University of Washington. Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill Building Curriculum. Appendix A: Selected Organizations and Websites

Assignments

Week 5 Discussion: Analysis of CBPR Principles: Collaborative and participatory data methods

Prior to completing this Forum Discussion, you should review the Discussion Guidelines and Section Eiii of the final project descriptor.

Initial Post:

Consider the variety of data collection methods you have studied in prior courses and this week’s lectures and readings.  Identify a peer-reviewed article that illustrates a data collection method used within a CBPR research study that you think would be appropriate for your research proposal.

• Briefly summarize the article for your colleagues, including why this was a CBPR project and how they collected data
• Discuss why you think this data collection method would be most effective to fulfill the purpose and objectives of your proposal.
• Include examples of what type of data you plan to collect.

For this week’s discussion, you may submit your initial post as either a written post or a 2-4 minute audio or video discussion of the above (no slides are required).  The grading criteria are the same for written or oral presentation, and you must include an AMA citation for your article. 

Responses:

• Lorraine Hudson discusses data literacy skills among non-(public health) professionals, particularly with respect to understanding, locating, and interpreting data. How can you and your colleagues ensure that community members are involved in ways that place true value on their contributions to the data collection, analysis, interpretation, and dissemination processes?
• As you read your colleagues’ posts, consider potential barriers to or benefits of implementing each method, and discuss how you would decide which methods would be most appropriate for the community and objectives of the proposals. Have your colleagues’ posts led you to consider a different or additional data method than you originally presented?

Week 6: Engaging Communities to Disseminate Results and Plan for Action

Learning Objectives

• Describe examples of decision-making processes that contribute to the advancement of interventions and policies that address community concerns

Required Readings

• Wallerstein et al.:
  • Chapter 17 Evaluation of CBPR Partnerships and Outcome: Lessons and Tools from the Research for Improved Health Study
  • Chapter 18 Participatory Evaluation as a Process of Empowerment: Experiences with Community Health Workers in the United States and Latin America
  • Appendix 3 Quality Criteria of the International Collaboration for Participatory Health (ICPHR)

Required Lecture and Videos

• Week Six Lecture
• CTSI of Southern Wisconsin. “Healthy Latino Families Study: An Example of An Effective, Community Based Intervention.” YouTube. Published October 8, 2013.  https://www.youtube.com/watch?v=LKBz7D0Tl6A  Accessed September 15, 2016.
• UC Berkeley School of Public Health. “Participatory Decision-Making in Multi-Stakeholder Collaborations” by Dr. Sam Kaner. YouTube. Published October 11, 2011.https://www.youtube.com/watch?v=P2OETQWfLro Accessed September 15, 2016.

Recommended Material

• Israel et al.: Chapters 17, 18, 19
• University of Washington. Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill Building Curriculum. Appendix A: Selected Organizations and Websites

Assignments

Week 6 Discussion – Analysis of CBPR Principles: Communication, information sharing, and joint decision making

Prior to completing this Forum Discussion, you should review the Discussion Guidelines and Section Eii of the final project descriptor.

Dr. Sam Kaner discusses the influence of individual and group dynamics on, and the natural challenges of, the decision-making processes within communities. He asserts, “Just because you have an inclusive, participatory process does not mean everybody has to be in on everything.”

Initial post:

• Using examples from this week’s readings and lectures as well as outside resources, describe at least two collaborative decision-making processes that have been used within communities. Do the examples support Dr. Kaner’s perspective? Why or why not?

Responses:

• Discuss the intervention development process for your research project. Once community data are collected and reviewed, the researcher and community partners engage in a decision-making process focused on how to address the health issue. Considering Dr. Sam Kaner’s question, “How do you want to make [this decision-making tool/model] work for you and your culture?” How will you assure that both researchers and community partners have a voice in the decision-making process in your own work?

Week 7: Cultural Competence and Cultural Humility in CBPR

Learning Objectives

• Articulate the differences between cultural competence and cultural humility
• Create a community-based participatory research proposal

Required Materials

• Wallerstein et al.:
  • Chapter 14 CBPR Principles and Research Ethics in Indian Country
  • Chapter 16 Everyday Challenges in the Life Cycle of CBPR
  • Appendix 4 Cultural Humility: Reflections and Relevance for CBPR
• Isaacson M. Clarifying concepts: cultural humility or competency. Journal of Professional Nursing. 2014;30(3):251-258.

Required Lecture and Videos

• Week Seven Lecture
• Vivian Chavez. “Cultural Humility in Community-Based Participatory Research & Education, Part 3 of 4.” YouTube. Published August 2, 2012. https://www.youtube.com/watch?v=9cEXqNDOHqM Accessed September 15, 2016.
• Alberta Centre for Child, Family and Community Research. “Community-Based Participatory Research in Aboriginal Communities; Creating an Ethical Space.” YouTube. Published May 13, 2016. https://www.youtube.com/watch?v=WuYzwW725rY Accessed September 15, 2016.

Recommended Materials

• University of Washington. Developing and Sustaining Community-Based Participatory Research Partnerships: A Skill-Building Curriculum. Appendix A: Selected Organizations and Websites
• Israel et al: Chapter 2 (Strategy 2 pages 53-57)

Assignments

Week 7 Assignment: Research Proposal

Submit the final version of your research proposal. Make sure to review the Final Project Descriptor.

Proposal Format:

• Follow the guidelines for content in the Final Project Descriptor
• Label each section with a title, but not section letter, e.g. Introduction, Community, Research Problem, Study Design, References. (You are not limited to the titles from the document, but should make clear which section you are addressing.)
• 12 pages, double spaced (not counting title page or references)
• 12 point font
• You do not need to include an abstract

Due Sunday by 11:59 PM

Week 7 Discussion – Analysis of CBPR Principles: Cultural competence and cultural humility

Initial Post:

How did the researchers on the aboriginal CBPR project demonstrate cultural competence, as described by Isaacson?

• In what ways, if any, did they show cultural humility?
• What ethical issues were addressed, either positively or negatively, through the researcher’s engagement with the community?

Response Posts:

• Consider the video by Dr. Chavez.  How does the discussion on cultural humility inform your understanding of effective approaches to work within communities?
• How do you define cultural humility, and how does it differ from cultural competence?
• In considering your research proposal, how would you ensure that you incorporate cultural humility in your interactions with the community?

Week 8: Reflections on CBPR

Learning Objectives

• Practice self-reflection and critique skills that demonstrate commitment to continuous improvement in CBPR implementation.

Required Readings

• Wallerstein et al.:
  • Chapter 21 Improving Food Security and Tobacco Control Through Policy-Focused CBPR: a case study of healthy retail in San Franciso
  • Appendix 9 Partnership Agreements: A Practical Guide to Developing Data Sharing, Ownership, and Publishing Agreements
  • Appendix 10 Instruments and Measures for Evaluating Community Engagement and Partnerships

Required Lectures

• Week 8 Lecture
• UNM Health Science Center. “CBPR: History, Context, Principles, Challenges, Steps” by Dr. Nina Wallerstein at the 2016 Summer CBPR Institute at the University of New Mexico. Vimeo. June 2016. https://vimeo.com/169307622

Assignments

Week 8 Assignment: Analysis of CBPR Principles: Continuum of community engagement in research

Now that you have reached the final week in the course, take another look at Nina Wallerstein’s presentation that was required viewing in Week 1. She describes the “Continuum of Community Research,” which refers to a researcher-community balance that promotes equitable partnerships and shared accountability.

Craft a well-written and persuasive essay that shows a clear understanding of the continuum of community research.  Argue for why it is important to understand this continuum, and how it influences the research process and interpretation of research findings.  Reflecting on your final project, where does your proposed research partnership fall along the continuum? Are you conducting research “on” a community, “in” a community, or “with” a community? To what extent are decisions made collectively? To what extent are decisions directed by community partners? What changes, if any, would you make to move your partnership closer to the “with” end of the continuum, or otherwise strengthen the partnership according to Wallerstein’s lecture?

Essay format:

• 500 word (not counting references)
• Double space
• 12 point font
• No title page necessary

Due Sunday by 11:59 PM

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