Browsing by Subject "community engagement"

Now showing 1 - 20 of 28
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    Being Neighborly: How One Museum Looks Beyond its Walls to Build Community
    (2020-06) Butler, Brenda F
    It is common for museums to be geographically located in urban neighborhoods with neighbors who do not visit. Museums make efforts to engage with their communities through programming to establish relationships with neighbors; this study highlights one museum, The American Swedish Institute (ASI), located in Minneapolis, Minnesota. This case study seeks to discover whether ASI is building cross-cultural relationships in their neighborhood; and finding what impacts are made on the neighborhood. This study may be useful to arts or cultural organizations seeking to build on their relevance to their neighbor communities and wanting to better engage with neighbors.
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    Building Community-University Partnerships: Learnings from Practice for Institutions and Individuals Engaged in Urban and Other Partnerships
    (2011) Maruyama, Geoffrey; Adams, Martin; Gebauer, Hilary; Kawase, Maki; Sheldon, Timothy; Upadhyay, Bhaskar; Jones, Robert
    This engagement guide is intended to provide readers with information that will help them as they work to build sustainable community-university partnerships. It focuses on urban partnerships, and is largely based on our experiences over several years in building community-university working teams to help address issues central to the vitality of our partner communities. The work was part of broad efforts by the University of Minnesota to develop sustainable partnerships with urban communities. Although our examples and focus are urban, the learnings and processes should apply as well to non-urban issues, for rural and small town areas are facing many of the same issues as urban and metropolitan areas, and principles of partnership development transcend settings. The work engages faculty and professional staff who bring their conceptual perspectives and methods and tools to address the issues. But it also involves students, for today’s college students will need skills to address urban and other challenges as they move through their careers.
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    Building Place-Based Stories About Climate Change Locally: Ecocultural Calendars
    (2021-08) Flick, Kate
    As climate changes in unprecedented ways, humans need tools to understand and adapt to this change. Observing and experiencing cycles and seasons of a place over time (phenology) represents a way to understand and practice adaptation through diverse cultural lenses. Biocultural stewardship is a framework that nurtures a sense of care-taking and experiencing in place through many modes and languages while examining critically more traditional academic concepts of natural resource science and management. Socially-engaged ArtScience practices represent a positionality and array of methods which seek to be inclusive of community knowledge, modes of expression, and partnership building. I focus on ecocultural calendars as a tool within these frameworks, positionality, and methods to explore the understanding, development, and practice of shifting climate change from a more mechanistic, abstract concept to one that is felt in place here and now. Specifically, ecocultural calendars, their analysis and development are a way for communities to identify and track important biocultural stewardship activities, and changing patterns within these relationships. They identify important embodied experiences that connect people with place by displaying seasonal rounds and culturally important plants’ and animals’ in relation to community practices, behaviors, and values. They are also a place-based tool for future adaptation to climate change through the collection and building of social-ecological memory in community to interpret how things might be changing. While ecocultural calendars have been used and practiced throughout various cultures, time, and space, they are not widely used or practiced as a climate change adaptation tool in “modern” society as a tool to connect to climate change in a present and local context. In this thesis, I (1) construct a theoretical frame, (2) examine positionality and methods of these practices in intermingling of academic and community spaces, (3) analyze observations collected from interviews to assess ecocultural calendar formation, (4) develop multimedia and educational approaches to highlight and promote ecocultural calendars. The project combines arts, sciences, and decolonizing methodologies and practices to develop participatory approaches to include diverse voices in knowledge production through the theory and practice of ecocultural calendar development situated in biocultural stewardship frameworks and methods.
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    Challenges to Starting a Cannabis Retail Dispensary in Minnesota
    (2024-12-11) Madden, Julie
    This project investigates the best practices for Minnesota to adopt for its new Cannabis Retail Dispensary law. Retail Cannabis was legalized in 2023, and the Office of Cannabis Management developed operating procedures based on the experiences in other states. The research focuses on how Minnesota and Minneapolis can effectively support and assist license holders to help them succeed. I examined the other states' laws and identified the successful approaches. Given that the IRS currently regulates Cannabis as a dangerous, illegal drug, every state must work around those federal limitations. Minnesota chose to prioritize licenses first to disadvantaged, social equity applicants and those who had been harmed by past unfair marijuana arrests. My analysis shows that without previous business experience or technical training, most license applicants benefit from state-supported technical and business education programs. The neighborhood's support and community engagement with other local companies also enhanced the likelihood of cannabis business success.
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    Communities of Practice Toolkit from the C2DREAM Community Engagement Core
    (2024-09-09) Graff, Yasamin; BlueDog Crow, Hannah; Gollust, Sarah; Kinzer, Hannah; Ortega, Luis; Pergament, Shannon; Novillo, Walter; Stately, Antony; Diaz Vickery, Katherine; Jacklin, Kristen; Brewer, LaPrincess; Pratt, Rebekah
    The goal of this Toolkit is for someone to be able to plan their own Community of Practice, and includes examples of process documents, emails, forms, and our evaluation tool.
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    Development and Implementation of an Academic-Community Partnership to Enhance Care among Homeless Persons
    (University of Minnesota, College of Pharmacy, 2011) Gatewood, Sharon B.S.; Moczygemba, Leticia R.; Alexander, Akash J.; Osborn, Robert D.; Reynolds-Cane, Dianne L.; Matzke, Gary R.; Goode, Jean-Venable R.
    An academic-community partnership between a Health Care for the Homeless (HCH) clinic and a school of pharmacy was created in 2005 to provide medication education and identify medication related problems. The urban community based HCH clinic in the Richmond, VA area provides primary health care to the homeless, uninsured and underinsured. The center also offers eye care, dental care, mental health and psychiatric care, substance abuse services, case management, laundry and shower facilities, and mail services at no charge to those in need. Pharmacist services are provided in the mental health and medical clinics. A satisfaction survey showed that the providers and staff (n = 13) in the clinic were very satisfied with the integration of pharmacist services. The quality and safety of medication use has improved as a result of the academic-community collaborative. Education and research initiatives have also resulted from the collaborative. This manuscript describes the implementation, outcomes and benefits of the partnership for both the HCH clinic and the school of pharmacy.
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    The Development of a Community-Based, Pharmacist-Provided Falls Prevention MTM Intervention for Older Adults: Relationship Building, Methods, and Rationale
    (University of Minnesota, College of Pharmacy, 2014) Mott, David A.; Martin, Beth; Breslow, Robert; Michaels, Barb; Kirchner, Jeff; Mahoney, Jane; Margolis, Amanda
    The objectives of this article are to discuss the process of community engagement experienced to plan and implement a pilot study of a pharmacist-provided MTM intervention focused on reducing the use of medications associated with falling, and to present the research methods that emerged from the community engagement process to evaluate the feasibility, acceptance, and preliminary impact of the intervention. Key lessons learned from the community engagement process also are presented and discussed. The relationship building and planning process took twelve months. The RE-AIM framework broadly guided the planning process since an overarching goal for the community partners was developing a program that could be implemented and sustained in the future. The planning phase focused on identifying research questions that were of most interest to the community partners, the population to study, the capacity of partners to perform activities, and process evaluation. Much of the planning phase was accomplished with face-to-face meetings. After all study processes, study materials, and data collection tools were developed, a focus group of older adults who represented the likely targets of the MTM intervention provided feedback related to the concept and process of the intervention. Nine key lessons were identified from the community engagement process. One key to successful community engagement is partners taking the time to educate each other about experiences, processes, and successes and failures. Additionally, partners must actively listen to each other to better understand barriers and facilitators that likely will impact the planning and implementation processes. Successful community engagement will be important to develop both formative and summative evaluation processes that will help to produce valid evidence about the effectiveness of pharmacists in modifying drug therapy and preventing falls as well as to promote the adoption and implementation of the intervention in other communities.
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    Elements of an Engaged University: Minnesota Youth Community Learning (MYCL) Initiative of the Konopka Institute for Best Practices in Adolescent Health at the University of MInnesota (Final Evaluation Report)
    (Center for Applied Research and Educational Improvement, 2007) Sheldon, Timothy
    There is a threefold purpose to this final evaluation report: to describe the evaluation activities that have taken place during the grant period, to summarize the key findings of the evaluation, and to offer some conclusions based on the perspective of an outside evaluator. The report and is organized around the evaluation questions (below) that were posed by the W. K. Kellogg Foundation. To what extent have MYCL Initiative activities been successful? What are the perceived benefits (and challenges) of community/University partnerships? How might MYCL activities become the building blocks for long-term community engagement? What are some distinguishing features and essential elements of an engaged institution? How can engagement be sustained as central to the university mission and system?
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    Engaging Margaret: Developing a Program of Participation to Incorporate Living Streets in the Margaret Street Corridor
    (Resilient Communities Project (RCP), University of Minnesota, 2013) Simon, BrieAnna; Goellner, Emily; McGee Shoemaker, James; Emerson Richardson, Michael
    This project was completed as part of the 2013-2014 Resilient Communities Project (rcp.umn.edu) partnership with the City of North St. Paul. Through a 20-year capital improvement plan, the City of North St. Paul allocated more resources to infrastructure improvements. Part of these initiatives were to improve livability through developing a living streets policy. Project lead Paul Ammerman worked with students in PA 5253: Designing Participation Processes, to create a community engagement plan for implementing the policy. The students developed an engagement proposal, outlined a timeline, and offered activity recommendations. This is one of three living streets engagement projects completed through this course. The students' final report is available.
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    Engaging Underrepresented Populations
    (Resilient Communities Project (RCP), University of Minnesota, 2013) Foell, Ashley; Hampton, Kadence; Tran, Andrew; Wu, Chao
    This project was completed as part of the 2013-2014 Resilient Communities Project (rcp.umn.edu) partnership with the City of North St. Paul. The City of North St. Paul sought to build on existing neighborhood crime watch organizations to engage and empower neighborhood residents to keep their neighborhoods safe, livable, and vibrant, while developing a clearer sense of resident issues and priorities. Project lead Paul Ammerman collaborated with students in PA 5253: Planning Participation Processes, to create a participation plan targeted at engaging underrepresented populations. The students provided the City with an engagement plan and specific recommendations for communication and maintaining relationships. This is one of two reports completed on this topic for this course. The students' final report is available.
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    Envision North St. Paul: Engaging Unterrepresented Participants in Response to the Request by the City of North Saint Paul
    (Resilient Communities Project (RCP), University of Minnesota, 2013) Johnson, Wesley; Abdi, Suadi; Damiano, Tony; Kowen, David
    This project was completed as part of the 2013-2014 Resilient Communities Project (rcp.umn.edu) partnership with the City of North St. Paul. The City of North St. Paul sought to build on existing neighborhood crime watch organizations to engage and empower neighborhood residents to keep their neighborhoods safe, livable, and vibrant, while developing a clearer sense of resident issues and priorities. Project lead Paul Ammerman collaborated with students in PA 5253: Planning Participation Processes, to create a participation plan targeted at engaging underrepresented populations. The students provided the City with an engagement plan and specific recommendations for communication, meeting techniques, and stakeholders to engage. This is one of two reports completed on this topic for this course. The students' final report is available.
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    An Evaluation of the City of Brooklyn Park's Community Engagement Initiative
    (Resilient Communities Project (RCP), University of Minnesota, 2017-05) Martinka, Aldona
    This project was completed as part of the 2016-2017 Resilient Communities Project (rcp.umn.edu) partnership with the City of Brooklyn Park. In 2009, Brooklyn Park began a five-year Community Engagement Initiative. The initiative’s goal was to facilitate greater levels of engagement between members of the community and city staff, and to instill a feeling of local pride in Brooklyn Park residents. To assess the program’s success, Aldona Martinka evaluated the program as part of her Culminating Experience for the master of public health degree in the Community Health Promotion program at the School of Public Health. Martinka found that the initiative increased communication among members of the community, and between community members and City staff. The majority of residents surveyed reported feeling proud to live in Brooklyn Park (91%), felt it to be a thriving community (92%), and felt that they have the opportunity to succeed (91%). Results were used to make recommendations on next steps. The final report and poster are available.
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    Every Voice Matters: Citizen Engagement Plan
    (Resilient Communities Project (RCP), University of Minnesota, 2017) DesRoches, Chris; Kartheiser, Chris; Kutcher, Rachel; Li, Meng; Sherlock, Reed; Yoder, Amy
    This project was completed as part of the 2017-2018 Resilient Communities Project (rcp.umn.edu) partnership with the City of Ramsey. In 2006, the City of Ramsey embarked on a major overhaul of how it approaches public participation through a grass roots public engagement effort known as Ramsey3. Although the City has made great strides in engaging with residents about land use decisions, street reconstruction projects, and project proposal reviews, a biannual citywide survey suggests that residents would like additional civic and volunteer opportunities to get involved in their community on other issues. Students in Dr. Dan Milz’s Planning and Participation Processes class evaluated the city’s current engagement methods, identified guiding principles for effective public engagement through a literature review and case studies, identified a range of engagement methods and tools for the City to consider, and offered recommendations for the City going forward. A final report and poster are available.
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    Examining the intersections between undergraduates' engagement in community service and development of socially responsible leadership
    (2013-06-05) Soria, Krista; Nobbe, June; Fink, Alex
    This paper examined relationships between students’ engagement in community service in different contexts through classes, student organizations, work study, and on their own as well as their development of socially responsible leadership at a large, public, research university in the Upper Midwest. Results from the Multi-Institutional Study of Leadership survey distributed at a single institution (n = 1,282) suggest, among other things, that students who participated in community service on their own consistently reported higher socially responsible leadership while students who participated in service both on their own and in a student organization reported higher socially responsible leadership in all areas save for consciousness of self.
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    Examining the intersections between undergraduates’ engagement in community service and development of socially responsible leadership
    (Journal of Leadership Education, 2013-06-05) Soria, Krista; Nobbe, June; Fink, Alex
    This paper examined relationships between students’ engagement in community service in different contexts through classes, student organizations, work study, and on their own as well as their development of socially responsible leadership at a large, public, research university in the Upper Midwest. Results from the Multi-Institutional Study of Leadership survey distributed at a single institution (n = 1,282) suggest, among other things, that students who participated in community service on their own consistently reported higher socially responsible leadership while students who participated in service both on their own and in a student organization reported higher socially responsible leadership in all areas save for consciousness of self.
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    Good Foods, Good Fathering: A Community-Extension Partnership to Engage Low Income Urban Fathers In Their Child’s Nutrition
    (University of Minnesota Extension, 2013-10) Sherman, Shelley; Straub, Terry; Jones, Clarence; Katras, Mary Jo
    Research shows the importance of parental guidance in making healthy food choices. Fathers, specifically non-residential fathers, are often left out of the conversation when it comes to grocery shopping, meal planning and food preparation. They tend to cater to their children’s wants rather than making healthy food choices With funding from the Healthy Foods, Healthy Lives Institute, Extension’s Simply Good Eating and Master Gardener programs and a community partner designed a participatory research pilot project to bring low-income, non-residential fathers back to the kitchen with the goal of linking growing,preparing and shopping for healthy food with building healthy family relationships. While this project required patience and flexibility, the fathers eloquently expressed how participation in this project changed the way they thought about feeding, parenting and nurturing their children. The community- Extension partnership was invaluable in providing healthy and positive food experiences for a group that has not been engaged by Extension.
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    Healthy and Equitable Development: Trends and Possibilities in the Suburbs
    (Resilient Communities Project (RCP), University of Minnesota, 2017-04) Wardoku, Maria; Brown, Peter Hendee; Greco, Mike; Rockwell, Sam
    What prevents Minnesota communities from building healthier, more equitable developments? In this report, researchers share the thoughts of community members, elected officials, city staff, and developers in first-ring suburbs of the Twin Cities of Minneapolis and St. Paul on problems and opportunities around affordable housing and active transportation. Their experiences offer insights into the challenges and barriers that first-ring suburbs face, including community opposition to active transportation infrastructure and new developments, including market rate and affordable housing; lack of tools for preserving unsubsidized affordable housing and building mixed-income housing; thinking only in terms of affordable housing, not affordable living; limited funding for affordable housing; meeting the needs and desires of residents who are currently car-dependent while working towards becoming more walkable and bikeable; and retrofitting streets with sidewalks—and deciding who will pay for and maintain them. Although many of these problems may seem intractable, there are ways to move forward. In this report, cities, developers, and other stakeholders will find suggestions for overcoming obstacles to healthier, more equitable development in the suburbs.
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    Implementing Living Streets in North Saint Paul: A Participation Plan
    (Resilient Communities Project (RCP), University of Minnesota, 2013) Holey, Laura; Fogt, Kelsey; Smith, Jill; Brandt-Sargent, Bethany
    This project was completed as part of the 2013-2014 Resilient Communities Project (rcp.umn.edu) partnership with the City of North St. Paul. As part of a 20-year capital improvement plan, the City of North St. Paul was interested in adding more resources to infrastructure projects. The City was specifically looking to adopt a living streets policy to improve livability. Project lead Paul Ammerman collaborated with students in PA 5253: Designing Participation Processes, to develop an engagement plan to implement the policy. The students identified project partners and stakeholders, suggested a communications plan, and outlined key meetings for the process. This is one of three living streets engagement projects completed through this course. The students' final report is available.
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    Implications of Community Engagement in Faculty Research and Teaching in Family Medicine Residency Education
    (2016-05) McElligott, Elizabeth
    Community engagement concepts have been recommended to enhance research and teaching in medical education. This study explores of perceptions of family medicine residency education faculty regarding community engagement concepts and their implications to residency teaching and research. Findings of the survey administered to family medicine faculty who engage in residency teaching were grouped into the themes relating to the barriers and facilitators of highest and lowest influence to incorporating community engagement concepts into research and teaching, and factors of highest and lowest importance to community-engaged research and teaching. Results detail the pursuit of community-engaged research and teaching in family medicine residency faculty work, and the barriers and facilitators associated with using community engagement concepts. The results also illuminate areas for further research to better understand the place of community engagement in medical education and specifically in family medicine residency education, and discuss several implications for continued faculty development and institutional support of community-engaged research and teaching in medical education.
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    Indigenous History for Overlook Plaza: Engagement Best Practices and Design Ideas
    (Resilient Communities Project (RCP), University of Minnesota, 2024) Marzec, Jules; Warnacutt, Camille
    This project was completed as part of a partnership between the City of La Crescent and the University of Minnesota’s Resilient Communities Project (https://rcp.umn.edu/). The goal of this project was to identify opportunities for the City of La Crescent to share the history and celebrate the culture of indigenous communities as they develop a plan for a new Overlook Plaza. La Crescent project lead Larry Kirch collaborated with RCP Scholars Jules Marzec and Camille Warnacutt to develop case studies of successful partnerships between tribal communities and Minnesota cities, interview members of indigenous communities with ties to the La Crescent area, and host community engagement events to inform the Overlook Plaza design. A final student report, poster, and PowerPoint presentation slides from the project are available.