Community-based participatory research (CBPR) involves partnerships between academics and communities to address community priorities through collaborative research. Undergraduate student engagement in CBPR as part of an academic course is uncommon and there is limited evidence on the lessons learned about partnership initiation from course-based partnerships. This paper shares lessons from Medford and Tufts Community Health (MATCH), a course-based CBPR initiative. At the end of this course, three students, the instructor, and two community partners identified a list of four key lessons learned about partnership initiation. First, undergraduates should understand and explicitly attend to the privileges they bring to CBPR as students. Second, internal “champions,” who serve in a dual role in the community and university can provide students with important historical context to support partnership initiation. Third, students should assess and communicate what they can offer to community partners. Fourth, instructors should facilitate relationship building within student research teams. These lessons are critical for undergraduate instructors teaching CBPR courses and looking to initiate community partnerships with students

<p>With climate change, much of the world will experience devastating shifts in weather patterns like increased flooding, intensifying periods of soil saturation. Soil carbon (C), nitrogen (N) and phosphorus (P) cycles are sensitive to changes in soil saturation, where exchange between the mineral-bound and the soluble bioavailable pools can occur with increases in moisture content. With soil saturation, C, N, and P may be mobilized either through greater diffusion or reduced conditions that cause desorption of mineral-bound C, N and P into their respective soluble pools. De-sorption, resorption and diffusion dynamics of C, N, and P may or may not reflect the stoichiometry of the mineral bound pool. Changes in bioavailable soluble C, N and P that could occur with soil saturation and drying may cause unknown consequences for microbial biomass C:N:P. With increases in soil moisture, simultaneous changes in both substrate stoichiometry and microbial growth may occur that impact microbial biomass stoichiometry.  Such changes in microbial stoichiometry and microbial retention of C, N, and P may affect the post-flood fate of soluble C, N, and P. Understanding how releases in mineral bound C, N and P alter the bioavailable C:N:P and how this in turn impacts microbial activity and accumulation of these substrates can inform predictions of retention or losses of C, N and P following soil saturation events.</p><p>To determine if mineral-bound, soluble and microbial biomass stoichiometry is maintained or altered during and after soil saturation events, we used a laboratory incubation approach with manipulated soil saturation and duration. Soil incubations were maintained at three water-holding capacity (WHC) levels: 20% (control), 50%, (moderate) and 100% (severe). We maintained the moderate and severe water-logging treatments for  0.5 h, 24 h, 1 week, followed by air-drying to 20% WHC to examine the influence of flood duration. To understand the exchanges of C, N and P between different pools during flooding, we compared changes in soluble and mineral bound soil C, N and P and impacts on microbial C, N, and P exo-cellular enzymes, and microbial biomass C:N:P. Preliminary results indicate that greater soil moisture content increases soluble P and that the 24 hour flood period captures shifts in the mineral bound P pool that do not remain for the longer flood period (1 week). Enzyme activity similarly reflects an increase in microbial activity in the soil held at 50% and 100% moisture content for 24 hours. We also discuss how soil moisture levels and flood duration impact soluble and mineral bound C relative to P, and how microbial biomass C:N:P tracks these fractions. By exploring the combined response of mineral-bound and soluble C, N, and P to variation in soil saturation, we can better understand how different flood scenarios will impact soil C, N and P retention.</p>

One widely recognized climate change mitigation strategy in agriculture is enhancing soil carbon (C) sequestration – the process of capturing atmospheric carbon dioxide and storing it in the soil. By adopting natural climate solutions (NCS) such as cover crops, reduced tillage, and diverse crop rotations, farmers can increase soil C sequestration and co-benefits such as biodiversity. Canada is increasingly interested in better positioning farmers to adopt NCS via government cost-share programs, ecosystem marketplaces, and outreach and education initiatives. Given the policy and market driven interest in soil C sequestration in agriculture, there is a need to advance the science policy interface, ensuring foundational science, NCS implementation, and approaches to promote NCS are aligned. Herein, the objective is to present insights from multiple disciplines that can help build connections between soil carbon sequestration science and policy relevant to Canada's croplands. The method is a review of literature on soil and pedoclimate science, agricultural NCS adoption, agricultural NCS governance, and science policy interfaces to achieve this objective. From this review, key insights underline that Canadian cropland soils do not have a homogenous history in NCS adoption and production type, nor are all regions influenced by the same contextual factors, have the same potential in C storage or exist within the same agri-environmental conditions. Therefore, it is emphasized herein that policies that aim to enhance soil organic carbon in croplands should consider local context and C sequestration potential. Policies and programs implemented locally to enhance C sequestration across Canada should be complemented by nationally scalable measuring and monitoring to ensure outcomes are accounted for against climate goals. This review aims to contribute to building a common understanding of soil C sequestration in Canada’s croplands and its science policy interface. Efforts to further strengthen the science policy interface for soil C sequestration in Canada’s croplands might include greater integration and utilization of science and data from multiple disciplines, co-design and collaborative opportunities, and establishing on-the-ground test projects to explore innovation in policy and market design.

Background The COVID-19 pandemic has had disproportionate impacts across race, social class, and geography. Insufficient attention has been paid to addressing the massive inequities worsened by COVID-19. In July 2020, Partners In Health (PIH) and the University of Global Health Equity (UGHE) delivered a four-module short course, ‘An Equity Approach to Pandemic Preparedness and Response: Emerging Insights from COVID-19 Global Response Leaders.’ Objective We describe the design and use of a case-based, short-course education model to transfer knowledge and skills in equity approaches to pandemic preparedness and response. Methods This course used case studies of Massachusetts and Navajo Nation in the US, and Rwanda to highlight examples of equity-centered pandemic response. Course participants completed a post-session assessment survey after each of the four modules. A mixed-method analysis was conducted to elucidate knowledge acquisition on key topics and assess participants’ experience and satisfaction with the course. Results Forty-four percent of participants identified, ‘Immediate need for skills and information to address COVID-19’ as their primary reason for attending the course. Participants reported that they are very likely (4.75 out of 5) to use the information, tools, or skills from the course in their work. The average score for content-related questions answered correctly was 82–88% for each session. Participants (~70-90%) said their understanding was Excellent or Very Good for each session. Participants expressed a deepened understanding of the importance of prioritizing vulnerable communities and built global solidarity. Conclusion The training contributed to a new level of understanding of the social determinants of health and equity issues surrounding pandemic preparedness and response. This course elucidated the intersection of racism and wealth inequality; the role of the social determinants of health in pandemic preparedness and response; and the impacts of neocolonialism on pandemic response in low- and middle-income countries.

BackgroundThe COVID-19 pandemic has had disproportionate impacts across race, social class, and geography. Insufficient attention has been paid to addressing the massive inequities worsened by COVID-19. In July 2020, Partners In Health (PIH) and the University of Global Health Equity (UGHE) designed a four-module short course, “An Equity Approach to Pandemic Preparedness and Response: Emerging Insights from COVID-19 Global Response Leaders.” We describe the design and use of a case-based, short-course education model to transfer knowledge and skills in equity approaches to pandemic preparedness and response.MethodsThis course used case studies of Massachusetts and Navajo Nation in the U.S, and Rwanda to highlight examples of equity-centered pandemic response. A post-session assessment survey was completed by course participants after each of the four modules. A mixed-method analysis was conducted to understand knowledge acquisition on key topics and assess participants’ experience and satisfaction with the course. Additionally, a landscape analysis was conducted to identify other equity-centered courses for pandemic response offered previously and to compare the content, audience, and intended outcomes.Results Forty-four percent of participants identified, “Immediate need for skills and information to address COVID-19” as their primary reason for attending the course. Participants reported that they are very likely (4.75 out of 5) to use the information, tools, or skills from the course in their work. The average score for content related questions answered correctly was 82-88% for each session. Participants (~70-90%) said their understanding was Excellent or Very Good for each session. Participants expressed a deepened understanding of the importance of prioritizing vulnerable communities and built global solidarity.ConclusionParticipants viewed the training as highly relevant, well-presented, actionable, shareable, and contributed to a new level of understanding of the social determinants of health and equity issues surrounding pandemic preparedness, crisis response, and long-term population recovery. This course offered a clear analysis of the impact of racism on the pandemic in the United States, the intersection of racism and wealth inequality; the role of the social determinants of health in pandemic preparedness, outcomes and response; and the impacts of neocolonialism on pandemic response in low- and middle-income countries.