Browsing by Subject "partnerships"

Now showing 1 - 8 of 8
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    A Quality Improvement Network for Interdisciplinary Training in Developmental Disabilities
    (American Academy of Pediatrics, 2022-11-09) Smith, Jennifer D.; Nidey, Nichole; Chödrön, Gail S.; Czyzia, Jackie; Donahue, Michelle L.; Ford, Kristie; James, Cristina; Klimova, Oksana; Macias, Michelle M.; Rabidoux, Paula; Whitaker, Toni M.; Brosco, Jeffrey P.; Pediatrics, School of Medicine
    Children with developmental disabilities (DD), such as autism spectrum disorder (ASD), have complex health and developmental needs that require multiple service systems and interactions with various professionals across disciplines. The growing number of children and youth identified with ASD or DD, including anxiety and depression, has increased demand for services and need for highly qualified pediatric providers. Federally funded Leadership Education in Neurodevelopmental and related Disabilities (LEND) programs across the United States address today's health care shortages by providing comprehensive, interdisciplinary training to providers from multiple pediatric disciplines who screen, diagnose, and treat those with ASD and DD. Each LEND program develops training methods independently, including quality improvement efforts. In 2014, LEND programs began designing and validating common measures to evaluate LEND training. The LEND Program Quality Improvement (LPQI) Network was established in 2016. Participating LEND programs in the LPQI Network administer validated trainee self-report and faculty-observation measures that address skills in key competency domains of Interdisciplinary or Interprofessional Team Building, Family-Professional Partnerships, and Policy. This study reports data from faculty and trainees from 22 LEND programs that participated in the LPQI Network across the 5-year data collection period. The main outcome of this study was the change in trainee knowledge, skills, and attitudes scores in key competency domains across programs. Overall, trainees made significant knowledge, skills, and attitude gains based on both self-report and faculty observation scores for all 3 competency domains. Data demonstrate the value of LEND programs and feasibility of a national quality improvement approach to evaluate interdisciplinary training and systems-level improvement.
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    Human-Machine Partnerships in the Future of Work: Exploring the Role of Emerging Technologies in Future Workplaces
    (ACM, 2021-10) Cheon, EunJeong; Zaga, Cristina; Lee, Hee Rin; Lupetti, Maria Luce; Dombrowski, Lynn; Jung, Malte F.; Human-Centered Computing, School of Informatics and Computing
    Technologies in the workplace have been a major focus of CSCW, including studies that investigate technologies for collaborative work, explore new work environments, and address the importance of political and organizational aspects of technologies in workplaces. Emerging technologies, such as AI and robotics, have been deployed in various workplaces, and their proliferation is rapidly expanding. These technologies have not only changed the nature of work but also reinforced power and social dynamics within workplaces, requiring us to rethink the legitimate relationship between emerging technologies and human workers. It will be critical to the development of equitable future work arrangements to identify how these emerging technologies will develop relationships with human workers who have limited power and voice in their workplaces. How can these emerging technologies develop mutually beneficial partnerships with human workers? In this one-day workshop, we seek to illustrate the meaning of human-machine partnerships (HMP) by highlighting that how we define HMP may shape the design of future robots at work. By incorporating interdisciplinary perspectives, we aim to develop a taxonomy of HMP by which we can broaden our relationship with embodied agents but also evaluate and reconsider existing theoretical, methodological, and epistemological challenges in HMP research.
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    If the World Can Be Your Oyster, Why Settle for Clams: Enhancing Student Learning through Meaningful Work and Global Reach
    (2011-04-15) Jones, Josette; Hook, Sara Anne
    This presentation will showcase the various approaches taken in online courses and in one-on-one interactions to enhance student learning and provide students with the opportunity for collaboration and connections at the local, national and even international level. Some of the approaches include service learning, international initiatives, participation in faculty research projects, faculty-guided student research at the undergraduate and graduate level, peer evaluation, co-authoring and co-presenting of research results and use of technology to build partnerships and create community.
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    Indiana Partnerships For Success
    (Richard M. Fairbanks School of Public Health, 2020-06) Childress, Samantha; Leech, Tamara; Watson, Dennis; Lisa, Robison; Greene, Marion
    This is the final report discussing work carried out by Indiana University researchers as part of the Indiana Partnerships for Success (PFS) project. PFS is a federal grant program administered by the Substance Abuse and Mental Health Services Administration (SAMHSA). Indiana’s PFS initiative was funded in 2015 through the Indiana Division of Mental Health and Addiction (DMHA) to provide support to counties that (a) were at an increased risk for alcohol and prescription drug misuse among individuals aged 12-25 and who were not able to qualify for other DMHA funding, or (b) lacked the proper infrastructure to support substance misuse initiatives. These communities were: Cass, Clark, Floyd, Knox, Lake, Madison, Marion, Porter, Scott, and Vanderburgh counties.
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    Indiana Partnerships for Success Young Adult Interview Results
    (Richard M. Fairbanks School of Public Health, 2019-06) Childress, Samantha; Nannery, Rebecca; Greene, Marion; Watson, Dennis
    Between January and March of 2019, the Eagleton Center for Public Interest Polling (ECPIP) at Rutgers University administered the second phase of the Indiana Young Adults Survey to a sample of the young adult population between the ages of 18-25 in each of the 10 PFS counties. Sampling included email and text message recruitment of those who completed the first phase of data collection and agreed to be contacted again, as well as text recruitment from two approved vendor lists, including both registered and non-registered voters. An oversample was done in Cass, Clark, Lake, Porter, and Vanderburgh counties to ensure the minimum number of respondents was met. A total of 887 individuals completed the survey, exceeding the target.
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    Journal, article, and author metrics:​​ a just-in-time video for P&T committee members​​
    (2022-05-06) Ramirez, Mirian; Stumpff, Julia C.; Craven, Hannah J.
    BACKGROUND: Over the last three years, a Midwest medical school’s library has collaborated with the schools’ research affairs and assessment committees to support promotion and tenure (P&T) administrators and educate the academic research community. The library’s role includes preparing and delivering training sessions and workshops on scholarly metrics for early-career faculty and P&T candidates. To help P&T chairs, administrators, and candidates become acquainted with research metrics. Two librarians worked in partnership with the medical school’s faculty professional development committee and with the library instructional design librarian to create an asynchronous video presentation. DESCRIPTION: Due to previous library outreach initiatives focused on scholarly metrics, the librarians were asked to convert a current training session into a video. The librarians were asked to provide further details about the most popular scholarly metrics used for traditional academic research assessment. To develop and create an asynchronous video presentation, the librarians of the library’s research Team partnered internally with the library's instructional design librarian, who has expertise in creating instructional videos. Collaboration with the instructional librarian was key to designing effective learning material including applying the storyboarding technique to organize the content and enhance the final video. The video provides introductory information about scholarly metrics for responsible research assessment. Using existing materials and content as a starting point, the librarians worked together to outline the video’s script, storyboard, and production with attention to the professional development committee’s request. CONCLUSION: This successful and efficient partnership with the faculty professional development committee and the library's instructional librarian led to creating a nine-minute video. The final product was posted in the institutional instruction tools repository and is embedded in the library’s Scholarly Impact LibGuide. As part of the outreach activities, regarding impact metrics, this educational material is an important component for sharing ideas and driving conversations regarding the responsible use of metrics and research assessment. We plan to create additional videos that provide a breakdown of the content covered initially with further details and hands-on activities. This initiative has to led to additional requests to provide training on these concepts and to increase awareness about research metrics among faculty preparing for P&T.
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    A Solutions-Based Approach to Building Data-Sharing Partnerships
    (AcademyHealth, 2018) Wiehe, Sarah E.; Rosenman, Marc B.; Chartash, David; Lipscomb, Elaine R.; Nelson, Tammie L.; Magee, Lauren A.; Fortenberry, J. Dennis; Aalsma, Matthew C.; School of Public and Environmental Affairs
    Introduction: Although researchers recognize that sharing disparate data can improve population health, barriers (technical, motivational, economic, political, legal, and ethical) limit progress. In this paper, we aim to enhance the van Panhuis et al. framework of barriers to data sharing; we present a complementary solutions-based data-sharing process in order to encourage both emerging and established researchers, whether or not in academia, to engage in data-sharing partnerships. Brief Description of Major Components: We enhance the van Panhuis et al. framework in three ways. First, we identify the appropriate stakeholder(s) within an organization (e.g., criminal justice agency) with whom to engage in addressing each category of barriers. Second, we provide a representative sample of specific challenges that we have faced in our data-sharing partnerships with criminal justice agencies, local clinical systems, and public health. Third, and most importantly, we suggest solutions we have found successful for each category of barriers. We grouped our solutions into five core areas that cut across the barriers as well as stakeholder groups: Preparation, Clear Communication, Funding/Support, Non-Monetary Benefits, and Regulatory Assurances. Our solutions-based process model is complementary to the enhanced framework. An important feature of the process model is the cyclical, iterative process that undergirds it. Usually, interactions with new data-sharing partner organizations begin with the leadership team and progress to both the data management and legal teams; however, the process is not always linear. Conclusions and Next Steps: Data sharing is a powerful tool in population health research, but significant barriers hinder such partnerships. Nevertheless, by aspiring to community-based participatory research principles, including partnership engagement, development, and maintenance, we have overcome barriers identified in the van Panhuis et al. framework and have achieved success with various data-sharing partnerships. In the future, systematically studying data-sharing partnerships to clarify which elements of a solutions-based approach are essential for successful partnerships may be helpful to academic and non-academic researchers. The organizational climate is certainly a factor worth studying also because it relates both to barriers and to the potential workability of solutions.
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    The Transformational Relationship Evaluation Scale II (TRES II) Reflection Framework: Version 2
    (2022-04) Clayton, Patti H.; Camo-Biogradlija, Jasmina; Kniffin, Lori E.; Price, Mary F.; Bringle, Robert G.; Pier, Alyssa A.
    The Transformational Relationship Evaluation Scale Reflection Framework (TRES II Reflection Framework, Version 2) is a critical reflection tool designed for all participants in community-campus relationships to generate actionable learning regarding their collective work and to serve as an intervention to deepen those relationships. This tool was designed to accompany the Transformational Relationship Evaluation Scale II (TRES II), which on its own has documented utility to enhance partnership inquiry and practice (Kniffin et. al., 2020). The TRES II Reflection Framework broadens and deepens the scale with intentionally-designed prompts structured using the DEAL Model of Critical Reflection (Ash & Clayton, 2009). Authors’ Note: This version of the TRES II Reflection Framework was last updated in April, 2022, and a PDF file can be accessed at the link provided in the recommended reference. Contact Patti Clayton, patti.clayton@curricularengagement.com, for an editable Word file and/or future versions.