“Can we effectively partner to get to the full truth if information about research options, methods, inputs, costs, benefits, and risks are not shared?” The NNERPP community applied this and related questions from Chicago Beyond’s guidebook “Why am I always being researched?” to the RPP context and shared thoughts and reflections.
RPP Deep Dive
ONE PARTNERSHIP’S EXPERIENCE IN SUPPORTING RPP LEARNING & PARTNERSHIP DEVELOPMENT THROUGH THE NNERPP ANNUAL FORUM
How can RPPs design partnership learning opportunities that bring together research- and practice side participants in new ways? The Madison Education Partnership shares their approach to partnership learning, which involved using the NNERPP Annual Forum this summer as an anchor for that learning.
ARE COMMUNICATIONS, DISSEMINATION, AND ENGAGEMENT THE SAME THING? HOW RPPs DISTINGUISH AMONG THESE
The words “communication,” “dissemination,” and “engagement” are often used to describe the collection of strategies aimed at supporting an RPP’s efforts to share its work with various constituent groups. We explore what these words mean to various RPP-ers and how they are conceptualizing and operationalizing these words with respect to their RPPs.
LUV U BETTER: FACILITATING RACIAL JUSTICE & HEALING THROUGH RESEARCH-PRACTICE PARTNERSHIPS
Jasahn Larsosa reflects on the challenges and opportunities of RPP work between academic institutions and community organizations, and how such collaborations can promote racial equity and healing.
RPP EVALUATION: WHAT DOES AN EVALUATOR DO?
Stacey Sexton, Erin Henrick, Madeline Noya, and Danny Schmidt examine the role and responsibilities of external RPP evaluators.
SHOULD RESEARCHERS IN RPPs ONLY RESEARCH? EXPLORING ROLES FOR RESEARCH-SIDE PARTNERS THAT GO BEYOND RESEARCH
Emi Iwatani and Quinn Burke examine how research-side partners in RPPs can support the practice-side in achieving their goals by taking on roles that go beyond providing research expertise.
WHAT’S NEW WITH RPP EFFECTIVENESS?
We provide a recap of previous and current efforts around defining and measuring RPP effectiveness, examine the overarching themes and remaining questions around these efforts, and propose a new idea for the field to consider that would measure effectiveness as instances of joint work.
HOW CAN RESEARCHERS MAINTAIN INDEPENDENCE IN RPPs? SHOULD THEY? REFLECTIONS FROM THE FIELD
We consider the question “How can researchers maintain their independence in RPPs when partnership work often means working closely with P-side partners all along the research process?”, drawing on relevant research and reflections from the field.
“WHY AM I ALWAYS BEING RESEARCHED?” AN APPLICATION TO RPPs, PART 1
We share thoughts and suggestions that emerged during critical conversations with the NNERPP community as we considered together how we can apply insights around seven inequities from Chicago Beyond’s guidebook “Why am I always being researched?”.
IMPROVING THE USE OF RESEARCH EVIDENCE THROUGH COMMUNICATION SCIENCE PRINCIPLES: INSIGHTS FROM RPP COMMUNICATION LEADERS
Five communication leaders working in RPPs consider how to implement the audience-centered engagement principles of communication science in an RPP context to help improve the use of research evidence.
IMPROVING USE OF RESEARCH EVIDENCE: INSIGHTS FROM COMMUNICATION SCIENCE
Itzhak Yanovitzky and Cindy Blitz introduce readers to key principles of audience engagement from the communication science perspective as an approach to enabling and motivating users to integrate research-based insights into decisionmaking processes.
SHOULD RPPs BE RESPONSIBLE FOR PRODUCING KNOWLEDGE THAT INFORMS EDUCATION EFFORTS MORE BROADLY? A MULTI-VIEW TAKE ON DIMENSION 4 FROM THE HENRICK, ET AL. RPP EFFECTIVENESS FRAMEWORK
We explore a number of aspects around the question of whether RPPs should be expected to prioritize the spread of knowledge beyond the borders of the partnership.
