Although patterns of African American and white women breast cancer incidence and mortality in St. Louis, Missouri is consistent with those seen elsewhere in the United States, rates vary greatly across zip codes within the city of St. Louis. North St. Louis, whose neighborhoods are primarily African American, exhibits rates of breast cancer mortality that are among the highest in the city and higher than the state as a whole. Based on information that up to 50% of women in North St. Louis with a suspicious diagnosis of breast cancer never enter treatment, we conducted three 2-hour group model building sessions with 34 community stakeholders (e.g., breast cancer survivors or family members or caregivers and community support members such as navigators) to identify the reasons why African American women do not begin or delay breast cancer treatment. Participant sessions produced a very rich and dynamic causal loop diagram of the system producing disparities in breast cancer mortality in St. Louis. The diagram includes 8 major subsystems, causal links between system factors, and feedback loops, all of which shed light on treatment delays/initiation. Our work suggests that numerous intersecting factors contribute to not seeking treatment, which in turn may contribute to African American and white disparities in mortality.

No description available.

This thesis draws on a community-engaged digital-mapping project with the Vancouver Island Coast Salish community of the Stz’uminus First Nation. In this paper, I discuss the ways in which conventional cartographic representations of Indigenous peoples are laden with methodological and visual assumptions that position Indigenous peoples’ perspectives, stories, and experiences within test-, proof-, and boundary-driven legal and Eurocentric contexts. In contrast, I frame this project’s methodology and digital mapping tools as an effort to map a depth of place, the emotional, spiritual, experiential, and kin-based cultural context that is routinely glossed over in conventional mapping practices. I argue elders’ place-based stories, when recorded on video and embedded in a digital map, produce a space for the “unmappable,” that which cannot, or will not, be expressed within the constructs of a static two-dimensional map. This thesis also describes a refusal to steep maps too deeply in cultural context for a public audience. I detail the conversations that emerged in response to a set of deeply spiritual, cultural, and personal stories to mark how the presence of Coast Salish law, customs, power structures, varying intra-community perspectives, and refusal came to bear on the production of “blank space” (interpreted colonially and legally as terra nullius) in this project’s cartographic representation. Finally, I conclude that Coast Salish sharing customs are embedded within networks of Coast Salish customary legal traditions, which fundamentally affects tensions that arise between storytelling and digital mapping technologies, between academic and community accountabilities, and between collective and individual consent. / Graduate / 2019-10-13

Ample empirical evidence highlights the significant prevalence of persons with mental health issues and concurrent disorders involved in the criminal justice system. This population frequently uses services provided by community based non-profit organizations for aid and support. Yet, there is a dearth of research that addresses the prevalence of mental health issues and concurrent disorders amongst those served by such organizations, and the barriers to community reintegration that they face. Focusing on the prevalence of mental health issues and concurrent disorders among individuals involved or at risk of involvement in the criminal justice system, the John Howard Society of Waterloo-Wellington and the University of Guelph embarked upon a mixed-methods community-engaged research partnership. Information for the clients in the ‘Community Aftercare’ program was collected in relation to mental health issues and concurrent disorders. Our data reveal the ‘typical’ profile of the clients accessing the Aftercare program, which includes a high prevalence of mental health issues and concurrent disorders. Further, interviews identified stigma, history of victimization, complex needs, criminal history, diminished welfare state, and a lack of social support/social capital as barriers faced by the Aftercare clients. The Aftercare program, however, acts as a form of social support and builds social capital for the clients. A lack of adequate funding to address the complex needs of the Aftercare clients was identified as a program limitation, and the findings revealed a need for additional funding.

Thesis (PhD. (Education)) --University of Limpopo, 2016 / This study reports on an exploration of a conceptual framework for service-learning in order to provide a shared and common understanding necessary for guiding best practice of service-learning at the heart of two-rural-based universities in South Africa. The key research question answered in this study was: How is service-learning conceptualised by dir ectors of community engagement, project coordinators, academic staff members, and students at two rural-based universities in South Africa? The following sub-questions were developed on the basis of the key research question: • What are the current community engagement projects that can be modified for future practice of service-learning at two rural-based universities in South Africa? • What are the views of directors of community engagement, project coordinators, academic staff members, and students regarding conceptualisation of service-learning at two rural-based universities in South Africa? • What are the possible strategies for conceptualising and managing the quality of service-learning at two rural-based universities in South Africa? • What framework will be relevant and appropriate for conceptualising and implementing service-learning at two rural-based universities in South Africa? A qualitative research approach using grounded theory design was employed in this study. Convenience sampling was used to select the two rural-based universities in the Limpopo Province of South Africa. Four similar schools from each university (Education, Law, Agriculture, and Health Sciences) were sampled purposively. Participants were also sampled purposively. These included the director of community engagement, one project coordinator, two academic staff members, and two final year undergraduate students who were taking part in community engagement or servicelearning- related activity at each sampled school at both universities. Data were captured through document analysis, semi-structured interviews with sampled participants, and silent observations. Content analysis was used to analyse data from documents. Data from semi-structured interviews and silent observations were analysed thematically. Findings from documents, semi-structured interviews and iv silent observations were used to make recommendations for developing a framework for conceptualising and managing the quality of service-learning at the two universities. The study revealed that service-learning is an unfamiliar concept at these two ruralbased universities. Advocacy of service-learning has never been done and no initiatives are made on the part of these universities to familiarise this concept. The study's findings also reflect that there is confusion among various role-players regarding the meaning of the concept service-learning. Participants showed that some prefer to use the concept community engagement rather than service-learning, while others view service-learning as synonymous to community engagement. The SMART conceptual framework was developed on the basis of the findings and recommendations of this study. This conceptual framework is SMART because it is S - socially relevant, M - manageable, A - adaptable, R - rural-based, and T - transformative. The proposed SMART conceptual framework is intended to guide institutional leaders, directors of community engagement, deans of faculties, directors of schools, heads of departments, project coordinators, academic staff members, students, traditional leaders, and community partners in conceptualising, implementing and managing the quality of service-learning endeavours at the two rural-based South African universities.

No description available.

Underserved youth (e.g., from families facing inadequate housing, food insecurity, financial instability) are disproportionately exposed to traumatic experiences (e.g., family discord or violence, neglect, poverty, racism), which can lead to several negative life-long consequences (e.g., affective and somatic disturbances, anxiety, depression, suicidal ideation). Community organizations that target underserved youth may be ideally situated to offset the negative consequences of trauma through leveraging a trauma-sensitive sport model for youth programming. A trauma-sensitive sport model involves a blend of positive youth development approaches (i.e., creating safe environments for youth to experience positive relationships, autonomy, and opportunities to build skills), trauma-sensitive approaches (e.g., considering the potential effects of trauma on youth’s participation and development, and prioritising their needs for safety, voice, empowerment, choice, and collaboration), and program designs that leverage and re-design sporting activities to help youth navigate trauma symptoms, build a social support system, and develop various resilience-related skills (e.g., emotional regulation, decision-making). Little research has examined the implementation and effectiveness of a trauma-sensitive sport model for youth programming in a community setting. Use of this model can contribute to greater capacities of youth sport leaders to promote underserved youth’s healthy participation and development. This dissertation was conducted in partnership with BGC Canada, a national non-profit community organization that serves disadvantaged communities. From 2016-2021, a trauma-sensitive sport model for youth programming was implemented in this organization through the Bounce Back League (BBL) initiative. The purpose of this dissertation was to explore the knowledge-to-action processes involved in translating this model in a community program setting. The knowledge-to-action cycle (KTAC; Graham et al., 2006) was used to conceptually guide the studies carried out in this dissertation, in outlining key phases for consideration in translating a trauma-sensitive sport model. While most of these phases are described in this dissertation, the empirical articles focused on assessing four phases of this cycle, which included: (a) assess barriers and facilitators to knowledge use, (b) select, tailor, and implement interventions, (c) monitor knowledge use, and (d) evaluate outcomes. Intrinsic case study methodologies were used to understand community-based knowledge translation processes and outcomes within the case of the BBL initiative. A community-based participatory research approach was used to engage in equitable collaboration between researchers and community members for the development of this initiative. Utilisation-focused evaluation principles were used to work with community members to determine what to evaluate, how to evaluate, and how results would be used. Grounded in a pragmatic paradigm, a mixed methods research design was used to collect data through the initiative, which included individual and group interviews with leaders, leader-reported logbooks, leaders self-reported questionnaires, leaders' assessments of youth's participation, communications on an online messaging platform (Slack), and researchers' observations of training opportunities and leaders' practices. The purpose of Article 1 was to outline the overarching process of integrating a trauma-sensitive sport model within the BBL program, from 2016-2021. Several stages of program development were described, including: (a) collaboratively planning the program; (b) piloting the program to three clubs; (c) adapting the program using pilot insights; (d) expanding the adapted program to ten clubs; and (e) creating opportunities to maintain, sustain, and scale-out practices throughout grant duration and beyond. Lessons learned regarding the leadership team’s experiences in terms of developing, adapting, and integrating a trauma-sensitive sport model for youth programming in this community context were shared. The purpose of Article 2 was to explore factors involved in the implementation of a trauma-sensitive sport model for youth programming in BBL. This article paralleled the KTAC phase of assess barriers and facilitators to knowledge use. A mixed-methods evaluation of the pilot phase of BBL was conducted. Three clubs participated in training, implementation, and evaluation of BBL. The data were collected through interviews, logbooks, and assessments. The quantitative data were interpreted using descriptive statistics and comparative t-tests; the qualitative data were interpreted using thematic and content analyses. The RE-AIM framework was used to categorise the various processes and outcomes involved in program implementation. The results showed that programs reached a large number of youth but struggled to retain youth from season to season. The leaders perceived that the intentional structure of the program, opportunities to practice self-regulation, relationship focus, and life skill focus, were all linked to positive participation in youth members. Components of leaders' training and program delivery were noted as successful, but the sustained benefits of these successes were challenged by leader turnover and funding limitations. In line with the KTAC phases, insights were generated on what works and what does not in facilitating this type of programming in a community setting for underserved youth and helped inform future adaptations to the program as it was rolled out (discussed in Article 1). The purpose of Article 3 was to explore leaders' learning experiences from participating in an initial training workshop and prior to their implementation of programming. This article paralleled the select, tailor, and implement interventions phase and the evaluate outcomes phase of the KTAC model. The value-creation framework was used to explore learning experiences based on the interactions and values that leaders discussed. Participants were leaders who attended initial training workshops. A mixed-methods approach was used to collect data through observations, interviews, and self-reported questionnaires. The quantitative data were interpreted using descriptive statistics and Wilcoxon Signed-Ranks Tests; the qualitative data were interpreted using thematic analysis. The results showed that the leaders: (a) valued having a variety of learning opportunities that were relevant to their roles and contexts, (b) appreciated the diverse focus on foundational and practical content, and (c) shared an interest to learn how to support trauma-exposed youth and facilitate better programming. Implications were discussed for the improvement of training opportunities to better meet leaders' needs within a community organization and support leaders' intentions to apply knowledge into action. Article 4 builds on the previous study, where the purpose was to explore leaders' learning experiences as they implemented programming and while they participated in continuing training and development activities. This article also paralleled the select, tailor, and implement interventions phase and the evaluate outcomes phase of the KTAC model. The participants were leaders who were involved in implementing BBL at their clubs. A mixed-methods approach was used to collect data through interviews, observations, surveys, and communications on an online messaging platform (Slack). The quantitative data were analysed using descriptive statistics, data charting, and non-parametric analyses; the qualitative data were interpreted using thematic analysis. The results indicated that the leaders learned through various interactions throughout their practice (e.g., implementing programs at their homes sites, receiving mentoring, conversations with peers), and discussed gains in applied value (e.g., program facilitation strategies, youth-support skills), realised value (e.g., youth's receptivity and behaviour change), and transformative value (e.g., transfer of leaders' skills, influence on club culture). Implications were discussed for the improvement of training opportunities to promote ongoing social learning and maintenance of program practices. The purpose of Article 5 was to explore the fidelity and quality of leaders' application of a trauma-sensitive sport model to programming. This article paralleled the monitor knowledge use phase of the KTAC model. The promising practices criteria were used as an evaluation framework to categorise dimensions of quality relevant to program effectiveness. Leaders from 11 BBL programs participated. A mixed-methods approach was used to collect data through observations, interviews, and logbooks. The quantitative data were interpreted using descriptive statistics; the qualitative data were interpreted using thematic analysis. The results showed that: (a) all programs showed evidence of supportive adult and youth relationships, (b) programs led by trained leaders maintained program fidelity and implemented more features to a stronger extent than untrained leaders, (c) trained leaders may have compromised mastery orientation opportunities in favour of other program components. Implications were discussed related to what may facilitate or constrain program fidelity and quality in this setting, and how training and development opportunities can mitigate challenges in leaders' capacities. This dissertation offered an evaluation of the knowledge-to-action processes involved in integrating a trauma-sensitive sport model into BGC Canada. The results of this dissertation provided insights of how BGC Canada leaders learned and facilitated a trauma-sensitive sport model for youth programming, the differences training and development may contribute to the quality of their program practices, and how involvement in this initiative resulted in changes in leaders' behaviours, skills, and identities, as well as positive youth developmental outcomes. Practical implications were shared on how BGC Canada and similar community organizations can enhance their partnership and facilitate these interventions. As well, the value of taking a systems-based approach to planning future interventions with a trauma-sensitive sport model was also discussed to maximise multi-level impacts. Academic implications were shared on how future research can also take a systems-based approach to evaluating knowledge translation processes in youth sport interventions.

This item contains the agenda, minutes, and attachments for the Faculty Senate meeting on this date. There may be additional materials from the meeting available at the Faculty Center.

No description available.

Service-learning, with a longstanding history in American higher education (Burkhardt & Pasque, 2005), includes three key tenets: superior academic learning, meaningful and relevant community service, and persistent civic learning (McGoldrick and Ziegert, 2002). The Carnegie Foundation for the Advancement of Teaching has created an elective classification system – Carnegie Community Engagement Classification – for institutions of higher education to demonstrate the breadth and depth of student involvement and learning through partnerships and engagement in the community (Dalton & Crosby, 2011; Hurtado & DeAngelo, 2012; Kuh et al., 2008; Pryor, Hurtado, Saenz, Santos, & Korn, 2007). Community engagement "is in the culture, commonly understood practices and knowledge, and (CCEC helps determine) whether it is really happening – rhetoric versus reality" (J. Saltmarsh, personal communication, August 11, 2014). The study considers the applications of three Carnegie Community Engagement Classification designated institutions to understand the institutionalization of service-learning over time by examining the 2008 designation and 2015 reclassification across institution types – a Private Liberal Arts College, a Private Teaching University, and a Public Research University located in the same metropolitan area. Organizational Change Theory was used as a theoretical model. Case study methodology was used in the present qualitative research to perform document analysis with qualitative interviews conducted to elucidate the data from the 2008 and 2015 CCEC applications from the three institutions. Using intra- and inter-comparative analysis, this study highlights approaches, policies, ethos, and emerging concepts to inform how higher education institutions increase the quality and quantity of service-learning opportunities that benefit higher education practitioners as well as community leaders.