Translational research can entail several studies as steps to move knowledge into practice and onward to community-based outcomes. This article presents and discusses a model for thinking about and teaching translational research processes to graduate students. The model demonstrates a multi-directional pathway, where each segment can inform another piece of research. Translational research allows graduate students to address real-world issues or organizational needs. In the process, graduate students demonstrate the synthesis of knowledge and research tools and their ability to integrate knowledge into practice meaningfully.
Shirley Feldmann-Jensen
Shirley Feldmann-Jensen, PhD. is the Program Coordinator and Lecturer for the Master of Science Program, Emergency Services Administration, at California State University Long Beach. She has policy expertise at the intersection of disaster risk management and human outcomes, with a scholarly focus on foundations that advance the professionalization of the emergency management workforce. Shirley’s Doctoral degree was earned in Policy, Planning, and Development at the University of Southern California. She also holds a Master of Public Health from California State University of Long Beach, and a graduate certificate in Health Emergencies in Large Populations from Johns Hopkins Bloomberg School of Public Health. Her experience is both international and domestic, spanning a variety of public health, disaster risk management, and instructional settings. Shirley is currently a Co-Lead of the FEMA Higher Education program Ethics SIG and serves on the editorial board for the
Journal of Security, Intelligence, and Resilience Education
.
