A case study in participatory science with mutual capacity building between university and tribal researchers to investigate drinking water quality in rural Maine

Segev, Tchelet; Harvey, Abigail; Ajmani, Asha; Johnson, Cathy; Longfellow, William; Vandiver, Kim; Hemond, Harold F.

doi:10.1016/j.envres.2020.110460

Cited by 13 publications

(31 citation statements)

References 21 publications

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“…Building human capacity for students follows once the organizational scaffold is in place. Human capacity has multiple interpretations, 6 , 29 but in the current work we center primarily on the skills, knowledge and abilities of biomedical students interested in translating their emerging engineering competencies into practice. Host organization staff capacity expands commensurate with student competencies as the student team becomes aligned and fits within the host organization; more than the students benefit from building human capacity.…”

Section: Methodsmentioning

confidence: 99%

“…Segeve et al . 29 explored the concept of mutual capacity building, reporting benefits to a rural tribal community and an urban university through long term relationships. Jones and colleagues identified the importance for the university to ensure actual benefit vs. burden to the community organization.…”

Section: Introductionmentioning

confidence: 99%

“…Scenarios whereby capacity-building is mutually beneficial for both the host organization and the students tips the balance favorably to CBL as mainstream and not peripheral to the host services. Segeve et al 29 explored the concept of mutual capacity building, reporting benefits to a rural tribal community and an urban university through long term relationships. Jones and colleagues identified the importance for the university to ensure actual benefit vs. burden to the community organization.…”

Section: Introductionmentioning

confidence: 99%

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Co-curricular Immersion as a Public–Private Capacity Building Activity

Reddy

Sieg

Ristevski

et al. 2023

Biomed Eng Education

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The COVID-19 pandemic exacerbated the already increasing challenge of establishing immersive, co-curricular activities for engineering students, particularly for biomedical-related activities. In the current work, we outline a strategy for co-curricular learning that leverages a private–public partnership in which methods for capacity-building have enabled mutually beneficial outcomes for both organizations. A contemporary issue for many non-profits is identifying effective ways to build capacity for consistent service delivery while at the same time embracing the volunteer activities of students; a challenge is that the lifecycle of a university student is often not aligned (much shorter) with the needs of the non-profit. The public–private partnership simultaneously meets the service motivation of students with the needs of the host. This paper includes two case studies that illustrate the implementation of the methods for capacity-building and related outcomes.

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Section: Methodsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Co-curricular Immersion as a Public–Private Capacity Building Activity

Reddy

Sieg

Ristevski

et al. 2023

Biomed Eng Education

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show abstract

“…El análisis realizado por los autores destaca los beneficios experimentados por los participantes de la comunidad, con aumento del capital social, expansión de grupos sociales, mayor conciencia en problemáticas de toda índole, además de adquisición de conocimientos. Esto es acorde a lo hallado por Segev et al (2021) quienes evidencian en su proyecto, una interacción entre la comunidad y su investigación dando como resultado la mejora de la alfabetización de los participantes, y la apropiación del conocimiento científico. Adicionalmente, como lo sugieren Harris et al (2021), la participación comunitaria es una fuente legítima de información que puede apoyar a la investigación, la educación y la evaluación de proyectos científicos, de tal modo que, como señalan Hielscher & Jaeger Erben (2021), aporta de manera significativa no solo en la recopilación de datos colectivos sino también en su análisis.…”

Section: Cooperación De La Universidad En El Modelo De La Triple Héliceunclassified

Gestión de Proyectos de Investigación e Innovación bajo el Modelo de la Triple Hélice

Achuri

Álvarez

2022

revTECHNO

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El modelo conocido como Triple Hélice (Gobierno, Universidad, Industria/Sociedad), promueve el desarrollo de un país a través de la investigación e innovación. En la actualidad no existe una revisión sobre la relación e interacción entre los actores del modelo, centrado en la gestión de proyectos CTeI. Este artículo de tipo exploratorio permite un acercamiento a la gestión de proyectos CTeI bajo el modelo, presentando los referentes teóricos sobre las interacciones, los resultados y beneficios de la cooperación entre los actores, seguido por una revisión de metodologías y marcos de conocimiento en gestión de proyectos aplicado en proyectos CTeI.

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“…Further, in similar studies where drinking water was tested for toxic metals, community involvement has resulted in benefits such as accelerating research, identifying and meeting social needs, preventing environmental injustices, and enhancing STEM education. (Segev et al 2020). Community partnerships are essential to developing relevant research that not only informs scientists, but also increases knowledge of and helps mitigate certain risks for community members.…”

Section: Outreach Strategy: Community Engagedmentioning

confidence: 99%

Legal Extension Strategies to Increase Awareness of Drinking Water Contaminant Regulatory Framework

Janasie

Deans

Harris

2021

Contemporary Water Research

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he Safe Drinking Water Act (SDWA) is the primary federal law that ensures the quality of Americans' drinking water. Entities operating a Public Water System (PWS) must comply with the requirements of the SDWA. PWSs are systems with at least 15 service connections or serving at least 25 people for at least 60 days a year (42 U.S.C. § 300f(4)).The U.S. Environmental Protection Agency (EPA) sets standards for the monitoring and treatment of water for regulated contaminants. Under the SDWA, the EPA adopts regulations for contaminants in drinking water that can adversely affect health and that are known or could occur in public water supplies (42 U.S.C. § 300g-(b) (1)). The level at which PWSs must act to address regulated contaminants is known as the Maximum

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A case study in participatory science with mutual capacity building between university and tribal researchers to investigate drinking water quality in rural Maine

Cited by 13 publications

References 21 publications

Co-curricular Immersion as a Public–Private Capacity Building Activity

Co-curricular Immersion as a Public–Private Capacity Building Activity

Gestión de Proyectos de Investigación e Innovación bajo el Modelo de la Triple Hélice

Legal Extension Strategies to Increase Awareness of Drinking Water Contaminant Regulatory Framework

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