Building Capacity for Community-Academia Research Partnerships by Establishing a Physical Infrastructure for Community Engagement: Morgan CARES

Abstract

Research partnerships between universities and communities following the principles of community-based participatory research (CBPR) have the potential to eliminate cycles of health disparities. The purpose of this article is to describe the process of establishing a community-campus network with a distinct mission and vision of developing trusting and successful research partnerships that are sustained and effective. In 2019, Morgan CARES was established to facilitate community engagement by founding a community center “within” a low-income residential neighborhood as a safe and accessible hub for creating a vibrant learning community. A community needs assessment and asset mapping was conducted and several necessary resources and services were provided to maximize networking opportunities, nurture innovative ideas and proposals, and provide seed funding. Lessons learned informed the optimization of a theoretical model that has guided the development and implementation of the program’s key components. By December 2021, Morgan CARES had recruited 222 community and 137 academic members representing diverse expertise from across Baltimore City. We also successfully established new partnerships and funded a total of 17 small community-academic awards. Although in its early stages, Morgan CARES has established a dynamic learning community following a conceptual framework that could guide future similar initiatives.

Mobilizing faith-based COVID-19 health ambassadors to address COVID-19 health disparities among African American older adults in under-resourced communities: A hybrid, community-based participatory intervention

“…[ 42 , 52 , 53 ]. These findings align with existing literature on community-based health interventions targeting underserved populations [ 28 , 29 ]. A study by Kangovi and colleagues (2014) observed significant improvements in chronic disease control and mental health outcomes with a community health worker intervention implemented in a low-income urban population and [ 54 ].…”

“…[42,52,53]. These findings align with existing literature on community-based health interventions targeting underserved populations [28,29].…”

“…In tandem, qualitative tools, namely informal and semi-structured group/individual interviews, offered a window into the lived experiences, perceived benefits, and challenges encountered by participants during the study’s course [ 26 , 27 ]. The adoption of CBPR was influenced by its capacity to enhance trust within underserved communities [ 28 , 29 ]. Historically, certain research paradigms might have inadvertently reduced trust in such populations due to their prescriptive nature or misalignment with community-specific needs [ 30 ].…”

“…Historically, certain research paradigms might have inadvertently reduced trust in such populations due to their prescriptive nature or misalignment with community-specific needs [ 30 ]. In the backdrop of the COVID-19 pandemic, characterized by misinformation and varying levels of trust in health interventions [ 31 ], CBPR, with its emphasis on mutual respect, collaborative learning, and collective decision-making, offered a potential solution to these challenges [ 28 , 32 , 33 ]. The study’s design leaned on the "one group pretest–posttest" framework given the disproportionate impact of COVID-19 on the African American community, where all participants in the study were inherently deemed high-risk in the context of COVID-19 susceptibility and the potential for adverse health consequences stemming from the disease [ 34 ].…”

Emerging Virtual Communities of Practice during Crises: A Sustainable Model Validating the Levels of Peer Motivation and Support

“…Studies exploring the benefits of a community of practice among peers acknowledge positive reinforcement and reassurance [15,16] while refraining from criticism or pointing out weaknesses [17]. Coto [18] gave a detailed account of the practices of digital communities of practice, CoPs, among faculty members in Higher education.…”