Publication Type: Conference Paper/Unpublished Manuscript
Abstract: Studies suggest it can take up to 17 years for research to be translated into regular use by health care providers in community practice. One reason for this lag is the lack of involvement of providers in defining research questions, and later in designing strategies for implementing findings in practice. LANet, a practice-based research network (PBRN) in Los Angeles, uses a participatory action research process called the Reflective Practitioner (RP) to engage its provider members in the development and conduct of research, and to facilitate effective interactions between providers and full-time researchers participating in the studies. This paper will give an overview of the RP process and provide a case study of RP LA Net’s use of the process, and its outcomes.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: As a descriptive content analysis, this study summarized and analyzed the current status and research trends in organization-public relationships (OPR) research. Relevant studies published in several credible sources showed that OPR research has gone through the process of conceptualization and the identification of multiple dimensions in terms of measurement over the past two decades. However, the results also showed more progress need to be made to extend this specific research topic into a more diverse scope.

Publication Type: Abstract
Abstract: Experts agree in principle that integrating both service learning and research into the undergraduate curriculum has many benefits. But what strategies and resources are needed to encourage and support expansion of these opportunities, especially in the face of increasing budget constraints and multiple demands on faculty effort? The task seems especially difficult at large “research” universities where demands on faculty for research productivity are conventionally understood to limit faculty engagement in time-intensive new teaching modes.

The University of Wisconsin – Madison Morgridge Center for Public Service was founded in 1994 to promote civic engagement, strengthen related teaching and learning methods, and build collaborative campus-community partnerships through public service, service learning and community-based research. Although it is a primary organizer of volunteer activities, it also is the campus agent for service learning and undergraduate community-based research as part of the formal academic curriculum and coursework.

This paper will focus on how the Morgridge Center and supports the development of academic credit-based service-learning and community-based research courses. Morgridge Center activities include providing a resource library of research, information, and exemplary course materials; manuals designed for faculty and for community agencies; course development grants; undergraduate fellows trained and paid by the Center to assist faculty with course development or teaching; service-learning orientations for students; faculty mentors; an on-line interactive data base of volunteer activities, and multiple means to showcase and reward these activities.

This paper is intended to promote sharing of “best practices” for providing concrete institutional encouragement and support for service learning and community-based research.

Publication Type: Session Paper
Abstract: In my presentation I will give a critical account of recent moves in narrative theorizing in the social sciences—from the way it originated as ethnographic work that was interested in the subjective experience of ‘the natives’ of whatever origin and orientation (particularly the mundane and underprivileged)—through different turns and waves—to a more ethnomethodologically informed research endeavor. While narrative and narrative theorizing fed into innovative and transformative teaching orientations and practices, that are more culturally, ethnically and racially sensitive, it is unclear thus far whether and how the narrative turn can result in contributions that are more ‘user-based’ and ‘user-oriented’. I will address this gap and begin to work toward strategies that attempt to close it.

Publication Type: Conference Paper/Unpublished Manuscript
Abstract: The objective of this paper is to present the perspectives of university scientists and staff on rewards, costs and risks embodied in nanotechnology research consortia on issues of product development, environmental health and safety, social implications, and regulation. This research uses qualitative interview data collected from approximately 20 researchers and university staff involved in a nanotechnology research center. In this paper I discuss university a) attitudes toward collaboration with university research consortia, b) perspectives on occupational health and safety associated with R&D activities as well as general social implications of nanotechnology, and c) thoughts on new and existing regulation. I expect that research collaborations occur to reduce the risk and uncertainty associated with the production of new technology. Successful collaborations allow new technology to progress from basic research to industry development more efficiently. Collaboration members buffer against risks (uncertain market interest, cost of development, and public and occupational safety concerns) and take advantage of the benefits of collaboration (lower cost of entry into new markets, clearer commercial promise of new technologies, increased exposure of basic research, etc.).