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Duane C. McBride, PhD, Institute for the Prevention of Addictions, Andrews University, 123 Nethery Hall, Berrien Springs, MI 49104, 616-471-3576, mcbride@andrews.edu, Gary Hopkins, MD, DrPH, Center for Prevention Research, Andrews University, 123 Nethery Hall, Berrien Springs, MI 49104, Kiti Freier, PhD, Departments of Psychology and Pediatrics, Loma Linda University and Children's Hospital, 11130 Anderson St., Suite 102, Loma Linda, CA 92350, Curtis VanderWaal, PhD, ACSW, The Institute for the Prevention of Addictions, Andrews University, 011 Nethery Hall, Barrien Springs, MI 49104, and Sharon A. Gillespie, MA, MPH, Behavioral Sciences Department, Andrews University, 123 Nethery Hall, Andrews University, Berrien Springs, MI 49104.
Academics in the Public Health field are generally interested in discovering new knowledge through research and seeing this knowledge applied to improving public health. There is also the pragmatic issue at most universities of an increasing emphasis on obtaining funded research and the requirement of publications for promotion and tenure. However, faculty at universities that do not have a tradition of public health research often find it nearly impossible to obtain or be involved in major research projects. Fortunately, changes in technology facilitate sharing a wide variety of resources providing opportunities for faculty at these institutions to be involved in major research. The Internet has redefined the workgroup from geographical propinquity to internet connectivity. Thus, it is feasible to develop a productive geographically extended research workgroup organized and sustained primarily through internet/e-mail connection for communication, sharing data and documents, and writing papers. Through shared resources facilitated through the Internet, faculty at all universities have the opportunity to participate in major research projects. Using this technology, shared resources can include: (1) Smaller institutions bringing the research group resources such as funded faculty, research assistants, subject pools, and organizational flexibility; (2) Working with large research universities to carve out specific components of a large project; (3) forming a consortium with universities or research organizations to build the depth needed for research projects; (4) Access to consultants/experts to provide the needed expertise. Collaborative research endeavors at Andrews University (Michigan) and Loma Linda University (California) will be used as an example of this process.
Learning Objectives: At the conclusion of the session, the participant (learner) in this session will be able to
Presenting author's disclosure statement:
I do not have any significant financial interest/arrangement or affiliation with any organization/institution whose products or services are being discussed in this session.