Search Results (137)

This article presents a comparison of two qualitative case studies. The first case study is a partnership group involving two urban secondary school teachers working with one engineer and one education faculty member where they implemented several science, technology, engineering, and mathematics (STEM) lessons over the course of an academic year. The second case study is a partnership group involving undergraduate college students working together to build a data collection device attached to a high-altitude balloon to answer a scientific question or solve an engineering problem and translate the project into engaging lessons for a K-12/secondary student audience. The studies employed a socio-cultural theoretical framework as the lens to examine the individuals’ perspectives, experiences, and engineering meaning-making processes, and to consider what these meant to the partnership itself. The methods included interviews, focus groups, field notes, and artifacts. The analysis involved multi-level coding. The findings indicated that the strength of the partnership (pre, little p, or big P) among participants influenced the strength of the secondary engineering lessons. The partnership growth implications in terms of K-12/secondary and collegiate engineering education included the engineering lesson strength, partnership, and engineering project sustainability The participant partnership meanings revolved around lesson creation, incorporating engineering ideas into the classroom, increasing communication, and increasing secondary students’ learning, while tensions arose from navigating (not quite negotiating) roles as a team. A call for attention to school–university partnerships and the voices heard in engineering partnership building are included since professional skills are becoming even more important due to advances in artificial intelligence (AI) and other technologies. Full article

The UI GreenMetric World University Ranking has become a widely adopted instrument for benchmarking institutional sustainability performance; nevertheless, empirically grounded evidence from universities in diverse regional contexts remains scarce. This study undertakes a rigorous appraisal of the extent to which Mahasarakham University (MSU) has institutionalized the United Nations Sustainable Development Goals (SDGs) within its pedagogical offerings, research portfolio, community outreach, and governance arrangements during the 2021–2024 strategic cycle. Employing a mixed-methods design and guided by the 2024 UI GreenMetric Education and Research indicators, this investigation analyzed institutional datasets pertaining to curriculum provision, ring-fenced research funding, 574 peer-reviewed sustainability publications, student-led community initiatives, and supporting governance mechanisms; the analysis was interpreted through a Plan–Do–Check–Act management lens. The number of sustainability-oriented academic programs expanded from 49 to 58. Student participation in community service activities strongly recovered following the COVID-19 pandemic, and MSU’s GreenMetric score increased from 7575 to 8475, thereby elevating the institution to the 100th position globally. These gains were facilitated by strategic SDG-aligned investment, cross-sector collaboration, and the consolidation of international partnerships anchored in Thailand’s Isaan region. The MSU case provides a transferable model for universities—particularly those operating in resource-constrained contexts—endeavoring to align institutional development with the SDGs and internationally recognized quality benchmarks. The findings substantiate the capacity of transformative education and applied research to engender enduring societal and environmental benefits. Full article

Communication between families and schools is foundational for students’ academic success, community support for schools, and teachers’ experience. Yet, few preservice teacher education programs teach novices how to engage in equitable and effective collaborations with families. This manuscript reports on a pilot study in which preservice teachers traveled to a local community school and role-played academic conversations with adults whose children were enrolled in the school. The analysis of the transcripts of the role plays, a debrief panel by family participants, and written reflections of eight participating preservice teachers and six family participants used codes derived from the Dual Capacity-Building Framework for Family-School Partnerships. The findings show that both groups of participants found opportunities for thoughtful engagement. In the role plays, preservice teachers were most likely to demonstrate cognition by thinking flexibly about how to accommodate family and student needs. Family participants were most likely to demonstrate confidence by displaying their expertise and coaching the teachers. Activities like this may be useful sites for teachers and community members to practice effective collaboration skills. More broadly, the results may point toward an underutilized capacity within preservice teacher education to support family- and community-oriented schooling. Full article

Community-Engaged Research (CER) arose as a means of increasing the democratic participation of communities that study outcomes directly impact. CER has been identified as a recommended approach for conducting biomedical and behavioral health research with Black communities, a population that has been excluded from and exploited by academic health research for centuries. However, solely increasing community participation without identifying and redressing racialized power imbalances within community–academic partnerships involving Black populations can stall progress towards racial health equity. The purpose of this study was to explore how power can be redistributed equitably in community–academic health research partnerships involving Black populations. Utilizing the qualitative methodological approach of critical narrative inquiry, counter-stories from 12 Black individuals who have served as community partners on U.S.-based academic health research teams were collected via in-depth semi-structured narrative interviews. A reflexive thematic analysis approach was utilized to identify and analyze strategies expressed by study participants for increasing community agency, efficacy, and solidarity in health research. By centering the voices of Black community members who have directly engaged with academic health research institutions, this study sought to amplify the desires and aspirations of Black communities regarding shifting power in health research processes and outcomes. Full article

Cities demand strategic projects and sustainable indicators to improve the citizen quality of life. The research objective investigates how sustainable city strategies in Curitiba, Brazil, align with the United Nations Sustainable Development Goals (SDGs), offering valuable insights for urban planners, policymakers, and academic institutions. Based on open public data and employing a case study methodology, the research analyzes 29 municipal strategies categorized into environmental, social, and economic components. Findings reveal a high correlation between the strategies and SDG 11 (Sustainable Cities and Communities) and SDG 17 (Partnerships for the Goals), with 100% alignment. A moderate correlation trend is identified with SDG 3, SDG 10, and SDG 12, while the remaining twelve SDGs show lower levels of association. These results emphasize the multidimensional nature of sustainable urban planning and the varying degrees of integration across different SDGs. The research concludes that when city strategies are tailored to local contexts and supported by institutional collaboration, they can become effective mechanisms for fostering environmental stewardship, social equity, and urban economic resilience. The conclusion reiterates how localized planning can drive global sustainability agendas and highlights the importance of strategic alignment between urban policy and international development frameworks in the Strategic Digital City context. Full article

Universities have become an integral part of society, contributing in no small measure to its sustenance, but they face the challenges of balancing academic nuances with social responsibilities. This study explores the partnership between an international student association, the Congress of Nigerian Students at the University of Johannesburg (CONSUJ), and the University of Johannesburg’s Community Engagement (UJCE) in advancing educational outreach and fostering inclusivity and societal impact. Using a qualitative case study approach, data were gathered through semi-structured interviews, field notes, and participant observation. The findings reveal that such partnerships significantly enhance cultural diversity, expand educational opportunities, and foster global awareness within higher education institutions and the local community. These collaborations have created a more inclusive and culturally competent community, providing international students with practical teaching and leadership experience, while the local community have received much-needed academic support. The study underscores the University of Johannesburg’s (UJ) commitment to community engagement, diversity, and inclusivity, aligning with the University’s Strategic Plan 2035 and the United Nations Sustainable Development Goals 4 (Quality Education), 5 (Gender Equality), and 17 (Partnership for the Goal). Full article

Ethiopian pastoralist communities are facing a recurrent drought crisis that significantly affects the availability of water and pasture resources for communities dependent on livestock. The increasing intensity, duration and frequency of droughts in the pastoral community in Ethiopia have drawn the attention of multiple stakeholders and increased stakeholder debates on the role of early warning systems (EWSs) for anticipatory action to build climate resilience in the pastoral community. The Alliance of Bioversity International and the International Center for Tropical Agriculture (CIAT), in collaboration with various partners, has developed an interactive web-based digital EWS to provide near real-time information on water and pasture conditions in pastoral and agro-pastoral regions of Ethiopia. In this study, a stakeholder analysis was conducted to identify key stakeholders, understand stakeholder needs, and facilitate collaboration towards sustaining the EWS. The stakeholder analysis revealed the roles and information needs of key actors engaged in livestock water and pasture monitoring and early warning systems aimed at improving the pastoral communities’ resilience. The analysis showed a pressing need for access to real-time information on water and pasture availability and seasonal climate forecasts by local communities for effective and optimal resources management. Local and national governments need similar data for evidence-based decision-making in resource allocation and policy development. International and non-governmental organizations (INGOs) require the same information for efficient humanitarian responses and targeted development interventions. The private sector seeks insights into market dynamics to better align production strategies with community needs. An EWS serves as a vital tool for development partners, facilitating improved planning, coordination, and impact assessment. It also emphasizes the importance of proactive collaboration among stakeholders, including local communities, government bodies, INGOs, and academic and research institutions. Enhanced communication strategies, such as partnerships with local media, are essential for timely information dissemination. Ultimately, sustained collaboration and adaptive strategies are crucial for optimizing the impact of an EWS towards improving the livelihoods and resilience of pastoral communities amid climate variability. Full article

Community-Based Education (CBE) is a transformative approach that integrates academic learning with practical problem-solving by engaging students in real-world community challenges. This study, grounded in a comprehensive literature review, first examines the distinctive characteristics of CBE relative to traditional pedagogical frameworks, exploring its application across varied educational contexts and the implementation challenges it faces. In particular, the research investigates the complexities of aligning community projects with established technical standards and overcoming institutional resistance while also assessing the effectiveness of CBE in cultivating socially responsible, career-ready graduates. To ensure that these findings are both relevant and practical, the study then incorporates validation from an expert review panel consisting of educators and administrators. These experts provided firsthand insights into the challenges they have encountered and shared potential strategies for addressing them, which in turn informed the development of a robust set of guidelines and recommendations. The recommendations underscore the importance of forging strong community partnerships, offering targeted faculty development opportunities, and maintaining curricular flexibility to effectively integrate real-world learning experiences. Ultimately, the study reinforces the pivotal role of CBE in preparing future leaders capable of making a positive impact at both local and global levels. Full article

Sustainable mobility in university environments presents both a challenge and an opportunity to reduce environmental impact and promote energy efficiency. This study assesses the feasibility of implementing electric buses in the internal transportation system of the Federal University of Paraíba (UFPB), considering environmental, economic, and operational aspects. The analysis demonstrates that transitioning to this model can lead to a significant reduction in greenhouse gas (GHG) emissions, noise pollution mitigation, and optimization of operational costs throughout the vehicle’s life cycle. The study examines technical, structural, and financial factors, emphasizing the necessary infrastructure, academic community acceptance, and the economic viability of the project, as well as the strategic advantage of integrating the electric fleet with photovoltaic energy generation. The key highlights of this research include: (i) Sustainability and energy efficiency, emphasizing a reduction of up to 52.52% in CO₂ emissions when vehicles are powered by photovoltaic energy in an LCA context, alongside improvements in air quality and noise pollution mitigation. (ii) Economic feasibility analysis, comparing operational and maintenance costs between electric and conventional diesel buses, evaluating the financial viability and potential return on investment. (iii) Infrastructure and implementation challenges, addressing the need for charging stations, adaptation of UFPB’s infrastructure, and financing models, including government subsidies and strategic partnerships. (iv) Impact on the academic community, analyzing student and staff perceptions and acceptance of fleet electrification and the promotion of sustainable practices. (v) Future projections and replicability, exploring trends in the sustainable transportation sector, as well as the potential expansion of the electric fleet and its integration with energy storage systems. The results indicate that adopting electric buses at UFPB can position the institution as a benchmark in sustainable mobility, serving as a replicable model for other universities and contributing to carbon emission reduction and modernization of university transportation. Full article

Bringing artificial intelligence (AI) and living intelligence into higher education has the potential to completely reshape teaching, learning, and administrative processes. Living intelligence is not just about using AI—it is about creating a dynamic partnership between human thinking and AI capabilities. This collaboration allows for continuous adaptation, co-evolution, and real-time learning, making education more responsive to individual student needs and evolving academic environments. AI-driven tools are already enhancing the way students learn by personalizing content, streamlining processes, and introducing innovative teaching methods. Adaptive platforms adjust material based on individual progress, while emotionally intelligent AI systems help support students’ mental well-being by detecting and responding to emotional cues. These advancements also make education more inclusive, helping to bridge accessibility gaps for underserved communities. However, while AI has the potential to improve education significantly, it also introduces challenges, such as ethical concerns, data privacy risks, and algorithmic bias. The real challenge is not just about embracing AI’s benefits but ensuring it is used responsibly, fairly, and in a way that aligns with educational values. From a sustainability perspective, living intelligence supports efficiency, equity, and resilience within educational institutions. AI-driven solutions can help optimize energy use, predict maintenance needs, and reduce waste, all contributing to a smaller environmental footprint. At the same time, adaptive learning systems help minimize resource waste by tailoring education to individual progress, while AI-powered curriculum updates keep programs relevant in a fast-changing world. This paper explores the disconnect between AI’s promise and the real-world difficulties of implementing it responsibly in higher education. While AI and living intelligence have the potential to revolutionize the learning experience, their adoption is often slowed by ethical concerns, regulatory challenges, and the need for institutions to adapt. Addressing these issues requires clear policies, faculty training, and interdisciplinary collaboration. By examining both the benefits and challenges of AI in education, this paper focuses on how institutions can integrate AI in a responsible and sustainable way. The goal is to encourage collaboration between technologists, educators, and policymakers to fully harness AI’s potential while ensuring that it enhances learning experiences, upholds ethical standards, and creates an inclusive, future-ready educational environment. Full article

Aridification in the U.S. Southwest has led to tension about conservation and land management strategy. Strain on multi-generational agricultural livelihoods and nearly 150-year-old Colorado River water adjudication necessitates solutions from transdisciplinary partnerships. In this study, farmers and ranchers in a small San Juan River headwater community of southwestern Colorado engaged in a participatory, convergent research study prioritizing local objectives and policy. Acknowledging the historic and sometimes perceived role of academic institutions as representing urban interests, our goal was to highlight how research can support rural governance. This process involved creating community partnerships, analyzing data, and supporting results distribution to the surveyed population through social media. The survey was designed to support a local waterway management plan. Survey results showed lack of water availability and climate changes were selected by producers as most negatively affecting their operations, and many were extremely interested in agroforestry methods and drought-resistant crop species. Statistical analysis identified that satisfaction with community resources was positively correlated with scale of production, satisfaction with irrigation equipment, and familiarity with water rights. We hope to contribute our framework of a convergent, place-based research design for wider applications in other regions to uncover solutions to resource challenges. Full article

Pedagogical partnership experiences have been found to support students in developing professional skills, but there is little documentation on whether and how those skills are exercised later in the professional roles they might pursue. We were interested in this question, particularly given the potential for pedagogical partnership to contribute to social equity by prompting the development and eventual application of skills that are critical for professional success yet often not explicitly taught. At an R1 university, one-on-one semi-structured interviews were conducted with alumni of a pedagogical partnership program to prompt reflection on skills they developed in their time in the program and how they might relate to their post-undergraduate endeavors, including academic and professional career contexts. Participants’ reflections suggested that involvement in pedagogical partnerships impacted their development and application of professional skills, such as relationship building, communication, ability to navigate power imbalances, pedagogical knowledge, and equity-related skills. It also contributed to the development of personal attributes such as self-confidence, resilience, and flexibility. Through this research, we uncovered ways in which pedagogical partnership programs can provide an opportunity for student partners, who often hold marginalized identities, to develop some of the tacit knowledge and skills necessary to become successful in their careers post-graduation. Full article

Background/Objectives: Randomized controlled trials (RCTs) are needed to evaluate the impact of food is medicine (FIM) programs, such as medically tailored groceries (MTGs) to treat hypertension among diverse populations. Partnerships between academic centers’ student-run organizations (SROs) and community-based organizations (CBOs) offer critical safety nets for historically underserved groups, positioning these organizations to effectively undertake FIM programs among populations disproportionately affected by hypertension. We conducted an unblinded pilot RCT whose objectives were to assess the feasibility and acceptability of an SRO-coordinated, CBO-partnered MTGs intervention targeting blood pressure (BP) and food insecurity (FI) in underserved groups. Methods: Adult Black/African American and Hispanic/Latinx patients in Durham, North Carolina, where essential hypertension and FI were randomized (parallel arm, computerized 1:1 ratio) to 12 weeks of home-delivered, hypertension-focused MTGs plus in-person nutrition education sessions with compensation (intervention) versus data collection sessions with compensation (control). We offered transportation, childcare, and home visits to facilitate session attendance. The primary outcomes were the eligibility, enrollment, and retention rates (feasibility), and the survey feedback from the participants and CBO partners (acceptability). The secondary outcomes included the changes in the mean BP and median FI score with associated 95% confidence intervals. Results: Medical record screening identified 1577 eligible participants. Of the 94 reached to confirm eligibility, 77 met the enrollment criteria, and 50 were randomized (82% post-screen eligibility, 65% enrollment). A conventional content analysis of 15 participant surveys and CBO partner feedback affirmed the acceptability, noting intervention components that enhanced the retention (e.g., home delivery, transportation support, home visits). Pre–post analyses of secondary outcomes for 13/25 intervention and 15/25 control participants completing ≥2 sessions ≥2 months apart were performed. The intervention was associated with an average change in systolic BP of −14.2 mmHg (−27.5, −4.5) versus −3.5 mmHg (−11.7, 5.9) in the control group. The FI scores improved by −2 (−2.2, −0.5) in the intervention group and −1 (−1.3, −0.2) in the control group. No adverse events were reported. Conclusions: SRO-CBO partnerships could be feasible and acceptable avenues for conducting FIM trials among underserved populations. This multi-component FIM approach enhanced the study equity by addressing the participants’ disease-related social needs and warrants expansion into a powered RCT. Full article

Background/Objectives: Community–academic partnerships offer unique opportunities to leverage expertise and resources to modify structural factors that address community priorities. However, few in-depth examples of successful partnerships in rural communities to improve food security are available. This manuscript describes the process of building a partnership to reduce food insecurity in a rural Kentucky community. Methods: The research team worked with Cooperative Extension to form a community advisory board (CAB) representative of diverse sectors of the community who had interest in food security, agriculture, and/or nutrition. The CAB convened regularly, in-person or virtually, to review community assessment information and identify, select, and adapt relevant multi-level interventions. CAB members were invited to complete two surveys and participate in a listening session to provide feedback on working with academic partners. Results: Over the first two years of the project, 17 people served on the CAB. Early in the project, the CAB prioritized interventions for working families, relatives raising children, and lower income households. Some ideas were able to come to fruition (e.g., family cooking social classes, raised garden beds), while others were explored but were unable to gain momentum (e.g., mobile market) due to challenges with feasibility, organizational capacity, and/or interest. CAB members reported high engagement and strong communication between community and academic partners. Conclusions: Full exploration of potential solutions suggested by CABs may build trust between community and academic partners and could provide a strategic selection process for multi-level, evidence-based interventions deemed feasible for addressing complex issues such as food insecurity and nutritional health outcomes. Full article

Integration of the community into health research through community-engaged research has proven to be an essential strategy for reducing health inequities. It brings significant benefits by addressing community health concerns and promoting active community participation in research. The Community Training Institute for Health Disparities (CTIHD) was established to support this integration based on Community-Based Participatory Research (CBPR) principles. The main objective of this paper is to report the CTIHD program’s implementation, evaluation, and outcomes from the first two cohorts. The CTIHD recruited Hispanic community members (N = 54) to be trained in health disparities research and health promotion to foster Community–Academic Partnerships (CAPs) and develop community-led health promotion interventions. Evaluation measures included satisfaction, knowledge change, retention rate, completion rate, and project proposals (research and community health promotion plans). The retention and completion rates were 83% and 78%, respectively, with forty-two (n = 42) community trainees receiving the completion certification. Both cohorts demonstrated a significant increase in knowledge (p < 0.05), and overall satisfaction exceeded 90%. Outcomes include seven (7) community–academic partnerships, leading to the co-development of research proposals, three (3) of which received funding. Additionally, twenty-two (22) community health promotion plans were developed, with seven (7) implemented, impacting 224 individuals. Findings from this study suggest that the CTIHD effectively provided capacity building, promoted the formation of CAPs, and increased community-led health promotion interventions, thereby advancing health disparity research and community initiatives. Full article