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Supporting Graduate Students to Implement Community-Engaged Research

Supporting Graduate Students to Implement Community-Engaged Research

Audrey Faye Falk, Brittany E. Vine
Copyright: © 2017 |Pages: 29
ISBN13: 9781522508748|ISBN10: 1522508740|EISBN13: 9781522508755
DOI: 10.4018/978-1-5225-0874-8.ch009
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MLA

Falk, Audrey Faye, and Brittany E. Vine. "Supporting Graduate Students to Implement Community-Engaged Research." Student Experiences and Educational Outcomes in Community Engagement for the 21st Century, edited by Cathryn Crosby and Frederick Brockmeier, IGI Global, 2017, pp. 196-224. https://doi.org/10.4018/978-1-5225-0874-8.ch009

APA

Falk, A. F. & Vine, B. E. (2017). Supporting Graduate Students to Implement Community-Engaged Research. In C. Crosby & F. Brockmeier (Eds.), Student Experiences and Educational Outcomes in Community Engagement for the 21st Century (pp. 196-224). IGI Global. https://doi.org/10.4018/978-1-5225-0874-8.ch009

Chicago

Falk, Audrey Faye, and Brittany E. Vine. "Supporting Graduate Students to Implement Community-Engaged Research." In Student Experiences and Educational Outcomes in Community Engagement for the 21st Century, edited by Cathryn Crosby and Frederick Brockmeier, 196-224. Hershey, PA: IGI Global, 2017. https://doi.org/10.4018/978-1-5225-0874-8.ch009

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Abstract

Community engagement is a growing field and engaged research is vital to the field. Community-engaged research has the defining features and principles of community, participation, and action, each of which are described in this chapter. Conducted with and for communities, community-engaged research exists on a continuum with varying degrees of engagement. There are many challenges to developing and implementing community-engaged research and graduate students in non-profit and community-based work require relevant training and experiences to do this work effectively. Key challenges include the timeframe required for community-engaged research, the Institutional Review Board process and ethical responsibilities to the community, students' basic research knowledge and experience, and students' comfort and confidence with community-engaged research. This chapter describes one program's approach to facilitating graduate students' acquisition of community-engaged research skills and offers recommendations to faculty involved in such work.

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