Community Track Training Sites

“The triad of Scholar with two mentors, Academic and Community, is critical to the Program’s success. There is no substitute for the co-learning and co-sharing that occur around the Scholar’s project.”

— Dr. Norge Jerome, KHSP-CT consultant

The Community Track had four training sites. See list below. Each training sites has the following essential program elements that assured  the achievement of CBPR goals and competencies by its Scholars.

Institutional resources: 1) senior leadership — senior faculty with expertise in the KHSP goals and competencies, and a commitment to the successful accomplishment of each Scholar’s fellowship; 2) faculty and community mentors with expertise in CBPR; and 3) community-based organizations that partner with the institution where Scholars may collaborate on CBPR projects.

Mentors: Scholars identified both an academic mentor and a community mentor. To our knowledge, this is the only post-doctoral program that included community as well as academic mentorship. Program mentors shifted from cohort to cohort based on the specific projects and partners selected for each Scholar, but all shared a set of general competencies and functions as well as competencies and functions related to their specific roles as academic or community mentors. Both mentors have expertise in CBPR, and along with the Training Site Leadership, acted as a team with the Scholar to assure his/her achievement of Program goals and competencies, and career and professional development. Academic mentors have expertise in content areas relevant to the Scholar’s research, and served as a role model of success. Community mentors have expertise in a community perspective on health issues and social determinants of community well-being. They advised scholars on community assets and on the culture of the community organization and the population it serves.

Orientation: Scholars spent the first six months orienting themselves to the academic institution and affiliated communities and build relationships with existing or new community partners to identify a research topic of importance to the community. Following orientation, scholars submitted a program plan in which they prioritized their Program competencies, listed specific projects and tasks to achieve competencies, and identified their primary academic and community mentors.

Scholar-specific resources: Each site provided office space with convenient access to colleagues and academic resources including library resources, electronic databases, and faculty, computer and telephone, and prompt access to the Scholar’s research fund.

For highlights on the training sites and their respective communities and site-specific resources, projects, expectations, and opportunities, click on the universities below