The Center for Public Service announces a grant competition to support faculty conducting community-based research. CPS defines community-based research as collaborative, change-oriented research that engages faculty members, students, and community members in projects that address community needs.
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)
Community Based Research 2013-2014
Dr. Michael Hoerger “Enhancing Cancer Care Through A Psychosocial Needs Assessment of Patient Stakeholders” This project aims to build knowledge that will enhance care for patients with cancer in the New Orleans community. In collaboration with 4-5 undergraduate research assistants, the research team will conduct quantitative and qualitative research involving interviews and focus groups of local patients in treatment for cancer. Ultimately, the proposed research will contribute to the well-being of the New Orleans community by providing knowledge that will directly inform interventions to enhance the provision of care to patients and their families.
Dr. Yuki Kato “Identifying Blighted Properties for Urban Cultivation” This study examines the recent movements in New Orleans that aim to combat and convert blighted properties into greening activities, including gardening and farming. By partnering with New Orleans Food and Farm Network (NOFFN), this research project aims to assist them in the operation of their project, Farm City. The Farm City Project aims to identify and classify city lots that could be used for establishing gardens or other green activities, by making the information available to the public on- and off-line. It also plans to facilitate the process of gaining access to the lots, either through legal acquisition or lease, by guiding the interested community members through legal and municipal procedures that are often confusing and cumbersome. This project will specifically help NOFFN by identifying properties that could be converted into gardens and farms, classifying and mapping the lots’ information to be made available for the interested community members, and organizing and analyzing the questionnaire that the organization plans to circulate among new and beginning farmers about their interests in obtaining lots for their cultivation activities.
Drs. Wennerstrom and Theall “Safe Spaces: Fostering Equitable Partnerships to Prevent Violence” This project aims to take a broad approach to understanding and addressing the structural root causes of intimate partner violence (IPV) and potentially negative birth outcomes. The overall goal is to create a long-term community-based participatory research (CBPR) partnership between Tulane faculty, students, and community agencies, including the Louisiana Community Health Outreach Network (LACHON). This partnership will leverage the strengths of all participants to develop community-driven solutions to addressing family violence and improving birth outcomes. In the process, students, faculty, and community members will have opportunities for mutual learning and service provision.
Drs. Whelan and Bell, “The Ashoka Empathy Project and Changemaker Schools: An Investigation of the Practices that Support the Development of Social and Emotional Intelligence in Elementary Schools” By partnering with Lusher Elementary School, an Ashoka Changemaker School, the goal for this project is to develop a protocol and examine the factors that make up a Changemaker School, and to identify the techniques implemented at the school that make it effective. The students and professors will observe and identify best practices through observations, interviews, school site visits and will develop a report on best practices in the development of emotional intelligence. This report will be shared among the Changemaker Schools and other schools interested in learning about the process.
Dr. Judith Maxwell "Community Project for Language Revitalization: Creating Visibility for Tunica Using Public Signage" The Tunica are a native people living on the Tunica-Biloxi Indian Reservation, whose language is now categorized as a “sleeping” language without any current speakers. They are currently hoping to make corrections to existing signage written in incorrect Tunica and to create new signs in the language as part of an initiative to allow the modern Tunica to have access to their linguistic roots. This project will form a collaboration of tribal council members and the language revitalization team to correct signs as well as create new ones, and in doing so will research historical names and create new vocabulary as the need arises.
Community Based Participatory Research 2013-2014
Dr. Stacy Overstreet “Second Step Social Emotional Learning Curriculum” By working with McDonogh City Park Academy (MCPA) Charter School and the Children’s Bureau of New Orleans, this project aims to discover ways to increase the quality and integration of the Second Step social emotional learning curriculum at MCPA. This research project will provide important insights on how to best implement social emotional learning curriculums in schools and ultimately will have a positive impact on student academic, behavioral, and social successes.
Tulane University, New Orleans, LA 70118 504-988-5251 email@example.com