Reducing Health Disparities through Community Engagement Scenarios
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This document presents seven scenarios related to community engagement efforts involving students and organizations. The scenarios touch on issues such as a student missing a class to participate in a community presentation, students creating educational materials that do not reflect the diversity of their audience, students avoiding practicing interactions with clients at a clinic site, questioning the value of a site that does not directly involve nursing, a student complaining about working with a specific ethnic group, one student feeling they are taking on most of the work in a group project, and faculty noting students get discouraged when they do not see the results of their contributions.
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(HEPE) Introduction To Health Disparities 1
Many youth leaders are compelled to do work with community based non-profit and local public health agencies as both a service learning and philanthropic component in their development as young professionals. However, despite invaluable experiential learning, students often don\'t comprehend key overarching issues such as health disparities, social determinants of health, health policy and community organizing. To address this gap and optimize their community based work, the Health Disparities Student Collaborative (HDSC), a Boston-based student group under Critical MASS for eliminating health disparities and the Center for Community Health Education Research and Service Inc. (CCHERS), developed a curriculum for students designed to broaden their perspectives while working with local public health, non-profit/community organizations and to develop their interest and ability to visualize the power of their collective voice as students and contributors to social justice work. The curriculum utilizes peer education and webinar software and covers three main topics: Current State of Health Disparities, Social Determinants of Health, and Youth Activism on Health Disparities/Social Determinants of Health. HDSC has collaborated with local partners CCHERS/Critical MASS and the Community Based Public Health Caucus (CBPHC) Youth Council to develop this comprehensive “Health Equality Peer Education” training.
FlexNet ProgramCourse Number SOC 150Course Title Introduction .docx
FlexNet Program
Course Number: SOC 150
Course Title: Introduction to Human Services
Contact Information: Geri Winge
a. Email:[email protected]
b. Phone: 515-570-1867
1. Total Semester Hour(s) Credit: 3
2. Total Contact Hours per Semester:
a. Lecture: X Lab: Clinical: Internship/Practicum:
3. Catalog Description: A survey of the historical development and philosophy of social services in today’s society. Emphasis is placed on program and agencies available in Iowa and their services, resources, and methods of delivery.
4. Pre-requisites and/or Co-requisites: None
5. Textbook Required: An Introduction to Human Services: Values, Methods, and Populations Served, 2nd Edition, Poindexter and Valentine, Thomson Higher Education, 2007
6. Institutional Outcomes:
1. Critical Thinking: The ability to dissect a multitude of incoming information, sorting the pertinent from the irrelevant, in order to analyze, evaluate, synthesize, or apply the information to a defendable conclusion.
2. Effective Communication: Information, thoughts, feelings, attitudes, or beliefs transferred either verbally or nonverbally through a medium in which the intended meaning is clearly and correctly understood by the recipient with the expectation of feedback.
3. Personal Responsibility: Initiative to consistently meet or exceed stated expectations over time.
7. Course Outcomes:
After successfully completing the course, the student will be able to:
a) Identify and define social work and social welfare.
b) Define and give an example of the various values that underlay the American Social Welfare System, the conflicts that may exist among these values and how they may affect the system.
c) Name several social service agencies in the community, what clients they serve and what services they provide.
d) Describe the various duties and roles of human service workers and helping professionals in the specific area of the student’s job interest.
e) Complete a self evaluation of one’s own values, interests, lifestyles, and abilities and discuss how these may affect the student’s role as a human service worker.
f) Describe the political context in which the human services operate in contemporary America and identify the forces, which influence social welfare policies.
g) Describe and give examples of the three approaches to social work practice which are casework, group work and community practice.
h) Discuss the current issues and developments in social welfare practices and policy taking place today
i) Cite examples of how a client may feel and the behaviors they may display when involved with a specific human service agency.
j) Describe and demonstrate the skills necessary to be an effective human service worker.
k) Differentiate between the major categories of abnormal behavior using the DSM-IV guidelines.
l) Apply the principles of psychology as they operate in social situations.
8. Student Outcomes
Objectives Topic 1: What Does it ...
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Many youth leaders are compelled to do work with community based non-profit and local public health agencies as both a service learning and philanthropic component in their development as young professionals. However, despite invaluable experiential learning, students often don\'t comprehend key overarching issues such as health disparities, social determinants of health, health policy and community organizing. To address this gap and optimize their community based work, the Health Disparities Student Collaborative (HDSC), a Boston-based student group under Critical MASS for eliminating health disparities and the Center for Community Health Education Research and Service Inc. (CCHERS), developed a curriculum for students designed to broaden their perspectives while working with local public health, non-profit/community organizations and to develop their interest and ability to visualize the power of their collective voice as students and contributors to social justice work. The curriculum utilizes peer education and webinar software and covers three main topics: Current State of Health Disparities, Social Determinants of Health, and Youth Activism on Health Disparities/Social Determinants of Health. HDSC has collaborated with local partners CCHERS/Critical MASS and the Community Based Public Health Caucus (CBPHC) Youth Council to develop this comprehensive “Health Equality Peer Education” training.
FlexNet ProgramCourse Number SOC 150Course Title Introduction .docx
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Course Number: SOC 150
Course Title: Introduction to Human Services
Contact Information: Geri Winge
a. Email:[email protected]
b. Phone: 515-570-1867
1. Total Semester Hour(s) Credit: 3
2. Total Contact Hours per Semester:
a. Lecture: X Lab: Clinical: Internship/Practicum:
3. Catalog Description: A survey of the historical development and philosophy of social services in today’s society. Emphasis is placed on program and agencies available in Iowa and their services, resources, and methods of delivery.
4. Pre-requisites and/or Co-requisites: None
5. Textbook Required: An Introduction to Human Services: Values, Methods, and Populations Served, 2nd Edition, Poindexter and Valentine, Thomson Higher Education, 2007
6. Institutional Outcomes:
1. Critical Thinking: The ability to dissect a multitude of incoming information, sorting the pertinent from the irrelevant, in order to analyze, evaluate, synthesize, or apply the information to a defendable conclusion.
2. Effective Communication: Information, thoughts, feelings, attitudes, or beliefs transferred either verbally or nonverbally through a medium in which the intended meaning is clearly and correctly understood by the recipient with the expectation of feedback.
3. Personal Responsibility: Initiative to consistently meet or exceed stated expectations over time.
7. Course Outcomes:
After successfully completing the course, the student will be able to:
a) Identify and define social work and social welfare.
b) Define and give an example of the various values that underlay the American Social Welfare System, the conflicts that may exist among these values and how they may affect the system.
c) Name several social service agencies in the community, what clients they serve and what services they provide.
d) Describe the various duties and roles of human service workers and helping professionals in the specific area of the student’s job interest.
e) Complete a self evaluation of one’s own values, interests, lifestyles, and abilities and discuss how these may affect the student’s role as a human service worker.
f) Describe the political context in which the human services operate in contemporary America and identify the forces, which influence social welfare policies.
g) Describe and give examples of the three approaches to social work practice which are casework, group work and community practice.
h) Discuss the current issues and developments in social welfare practices and policy taking place today
i) Cite examples of how a client may feel and the behaviors they may display when involved with a specific human service agency.
j) Describe and demonstrate the skills necessary to be an effective human service worker.
k) Differentiate between the major categories of abnormal behavior using the DSM-IV guidelines.
l) Apply the principles of psychology as they operate in social situations.
8. Student Outcomes
Objectives Topic 1: What Does it ...
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A great passion of mine is to advocate for child abuse and neglect. Research shows that
child abuse and neglect is a critical issue because it happens daily. The focus of my advocacy
efforts is child abuse and neglect as I am passionate about the well-being and safety of all
children. I would like to address the issue of abuse and neglect of children by their caregivers or
any adult figure. Although some parents may have the means to provide adequate resources, they
oftentimes fail to satisfy areas of needs with children that include but are not limited to
compassion, respect, access to learning resources, proper food and clothing, protection and
safety, good moral character development, love and much more.
An example of a policymaker I would consult would be the Department of Children and
Families (DCF). The Department of Children and Families would be first on my list to contact as
they are easily accessible and ready for contact as they deal with child abuse, exploitation, and
neglect directly. Furthermore, the Department of Children and Families are always open to
providing information that will be useful on the topic and assistance with furthering knowledge
on the processes and issues with child abuse and neglect. The strategies that will be used to gain
support from the Department of Children and Families would include formally arranging a
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Read the following article about the purpose of a liberal arts edu.docx
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http://www.virtualsalt.com/libarted.htm
The article makes several points about the ability to think clearly and effectively. This is sometimes called critical thinking. Here is a definition of critical thinking:
Critical thinking is the process of evaluating information to reach logical conclusions and to guide decision making. This information can be gained through observation, reflection, or research.
Once you have read the article, answer the following questions in a new thread:
1. The author makes 7 major points (each with its own Roman numeral) and several other points that support these major points. Select 1–2 of the author’s ideas that seem most important to you and write about how these ideas affect your life both now and in the future. If you allow yourself to be weak in 1 or more of these areas, how will that affect you? (200-word minimum)
2. How can a student at Liberty University be a willing participant in the development of the skills and abilities described in this article in his/her own life? (100-word minimum)
Replies: Reply to at least 2 of your classmates’ answers to the questions above. (50-word minimum for each reply)
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Annette Williams
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Instructor Guevara
March 23, 2020
Commitment to Professionalism
- 1 -
[no notes on this page]
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A great passion of mine is to advocate for child abuse and neglect. Research shows that
child abuse and neglect is a critical issue because it happens daily. The focus of my advocacy
efforts is child abuse and neglect as I am passionate about the well-being and safety of all
children. I would like to address the issue of abuse and neglect of children by their caregivers or
any adult figure. Although some parents may have the means to provide adequate resources, they
oftentimes fail to satisfy areas of needs with children that include but are not limited to
compassion, respect, access to learning resources, proper food and clothing, protection and
safety, good moral character development, love and much more.
An example of a policymaker I would consult would be the Department of Children and
Families (DCF). The Department of Children and Families would be first on my list to contact as
they are easily accessible and ready for contact as they deal with child abuse, exploitation, and
neglect directly. Furthermore, the Department of Children and Families are always open to
providing information that will be useful on the topic and assistance with furthering knowledge
on the processes and issues with child abuse and neglect. The strategies that will be used to gain
support from the Department of Children and Families would include formally arranging a
meetin ...
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http://www.virtualsalt.com/libarted.htm
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Critical thinking is the process of evaluating information to reach logical conclusions and to guide decision making. This information can be gained through observation, reflection, or research.
Once you have read the article, answer the following questions in a new thread:
1. The author makes 7 major points (each with its own Roman numeral) and several other points that support these major points. Select 1–2 of the author’s ideas that seem most important to you and write about how these ideas affect your life both now and in the future. If you allow yourself to be weak in 1 or more of these areas, how will that affect you? (200-word minimum)
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- 1 -
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A great passion of mine is to advocate for child abuse and neglect. Research shows that
child abuse and neglect is a critical issue because it happens daily. The focus of my advocacy
efforts is child abuse and neglect as I am passionate about the well-being and safety of all
children. I would like to address the issue of abuse and neglect of children by their caregivers or
any adult figure. Although some parents may have the means to provide adequate resources, they
oftentimes fail to satisfy areas of needs with children that include but are not limited to
compassion, respect, access to learning resources, proper food and clothing, protection and
safety, good moral character development, love and much more.
An example of a policymaker I would consult would be the Department of Children and
Families (DCF). The Department of Children and Families would be first on my list to contact as
they are easily accessible and ready for contact as they deal with child abuse, exploitation, and
neglect directly. Furthermore, the Department of Children and Families are always open to
providing information that will be useful on the topic and assistance with furthering knowledge
on the processes and issues with child abuse and neglect. The strategies that will be used to gain
support from the Department of Children and Families would include formally arranging a
meetin.
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Read the following article about the purpose of a liberal arts education and a Christian liberal arts education in particular:
http://www.virtualsalt.com/libarted.htm
The article makes several points about the ability to think clearly and effectively. This is sometimes called critical thinking. Here is a definition of critical thinking:
Critical thinking is the process of evaluating information to reach logical conclusions and to guide decision making. This information can be gained through observation, reflection, or research.
Once you have read the article, answer the following questions in a new thread:
1. The author makes 7 major points (each with its own Roman numeral) and several other points that support these major points. Select 1–2 of the author’s ideas that seem most important to you and write about how these ideas affect your life both now and in the future. If you allow yourself to be weak in 1 or more of these areas, how will that affect you? (200-word minimum)
2. How can a student at Liberty University be a willing participant in the development of the skills and abilities described in this article in his/her own life? (100-word minimum)
Replies: Reply to at least 2 of your classmates’ answers to the questions above. (50-word minimum for each reply)
Running head: Commitment to Professionalism 1
Commitment to Professionalism
Annette Williams
ECE671: Management and Administration of Early Childhood Programs
Instructor Guevara
March 23, 2020
Commitment to Professionalism
- 1 -
[no notes on this page]
Commitment of Professionalism 2
A great passion of mine is to advocate for child abuse and neglect. Research shows that
child abuse and neglect is a critical issue because it happens daily. The focus of my advocacy
efforts is child abuse and neglect as I am passionate about the well-being and safety of all
children. I would like to address the issue of abuse and neglect of children by their caregivers or
any adult figure. Although some parents may have the means to provide adequate resources, they
oftentimes fail to satisfy areas of needs with children that include but are not limited to
compassion, respect, access to learning resources, proper food and clothing, protection and
safety, good moral character development, love and much more.
An example of a policymaker I would consult would be the Department of Children and
Families (DCF). The Department of Children and Families would be first on my list to contact as
they are easily accessible and ready for contact as they deal with child abuse, exploitation, and
neglect directly. Furthermore, the Department of Children and Families are always open to
providing information that will be useful on the topic and assistance with furthering knowledge
on the processes and issues with child abuse and neglect. The strategies that will be used to gain
support from the Department of Children and Families would include formally arranging a
meetin ...
Part1 In order to be an effective early childhood educator an.docx
Part:1
In order to be an effective early childhood educator and anti-bias advocate, it is necessary, first and foremost, to recognize and challenge one’s own biases. While this may not seem difficult on a surface level, there are, in fact, various strategies and practices for recognizing the overt and more subtle or covert biases one may possess.
In two to three pages, address the following:
· Describe yourself, including any relevant information about your own social identity and culture. Explain how your own identity and/or culture might influence your professional practice. If applicable, share your own experiences with privilege, oppression, and/or bias.
· Identify three strategies that you will use in order to explore and overcome your own biases.
· Explain why you chose these strategies and how exploring and overcoming your own biases can positively impact the children and families with whom you work.
Part:2
Bias and discrimination affect people from all walks of life. In the early childhood field, bias and discrimination are especially troublesome, as they can have long-term impacts that can continue to affect children through adulthood. Read Document #1: Madison Place Preschool Scenario prior to beginning Part II.
In three to four pages, complete the following:
· Describe four strategies that you will use in order to address bias and promote equity among the young children in your classroom.
· Explain why you chose these strategies, and how they will help address bias and promote equity.
· Describe how you will implement these strategies to advocate for positive social change on behalf of the children in your classroom.
· Describe one way you will partner with families and/or the community in your advocacy efforts.
Part:3
While advocating for access, equity, and change in early childhood classrooms is an important first step, early childhood settings support this advocacy effort on an organizational level.
In two to three pages, complete the following:
· Describe how you will advocate for anti-bias curriculum in your early childhood setting or one in which you might work.
· Explain why anti-bias curriculum should be adopted in in this setting.
· Explain why access and equity at the organizational level are important to developing early childhood programs that help promote the growth and development of children, families, and communities.
· Include a description of at least one organization with whom you might partner to promote access, equity, and social change for young children and families in your early childhood setting or one in which you might work, and explain why you have chosen this organization.
Part.4
In two pages, describe the significant and lasting impacts that access and equity can have on children, families, communities, and a global society.
Specifically, your response should include the following:
· An explanation of the benefits of advocating for access, equity, and change on children’s healthy development .
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This session will be an engaging conversation for current and future civic engagement practitioners, practitioner-scholars, and those who support their work. Attendees will be among the first to review and utilize a new publication resource guiding professional development and career advancement for professionals. Attendees will engage in a conversation with a panel about this publication. The discussion will focus on a framework for understanding the competencies needed in the role of community service-learning professional. The session will review four categories, as outlined in the publication: Organizational Manager, Institutional Strategic Leader, Field Contributor, and Community Innovator. In the first half of the session, a panel of practitioners who helped to develop the framework and publication will reflect on their experiences and engage attendees in a discussion of challenges and lessons learned. The second half of the session will allow attendees to utilize this framework in order to think about and plan for their own professional development and the position of their work in the institution and community. Facilitators will lead a process of personal inventory and allow time for discussion and planning of development opportunities for field and career advancement.
Emily Shields
Executive Director
Iowa Campus Compact
Mandi McReynolds
Director of Community Engagement and Service Learning
Drake University
Creating Learning Opportunities through Collaborative Service for Students wi...
Colleges and universities actively recruit students of all abilities, yet often they are not successful in integrating them. This workshop will provide strategies on how to include students with intellectual and complex learning disabilities in service-learning opportunities, where they are not the recipient of the service, but rather actively engaged participants.
Karen Roth
President
Partnerships in Education and Service
Northfi eld, IL
Carol Burns
Director
Bethesda College of Concordia University
Gabby Schmidt
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Mike Huggins
Eau Claire Clear Vision
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Kate Zilla
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National Louis University
IACC Civic Ambassador Network: Engaging and Developing Student Leaders
Iowa Campus Compact implemented its new student-focused program, the Civic Ambassador Network, as a way to engage students in IACC programs while also providing them with professional development opportunities and project assistance. The Civic Ambassador Network will begin its second year this fall.
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Iowa Campus Compact
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Waving Our Magic Wands: Harnessing the Power of Design Thinking
Design thinking is a method of problem solving with innovation and creativity. In this workshop you will learn how the design thinking process can be applied to your community engagement work. This methodology provides a transformative process for unifying and inspiring all partners to more innovative outcomes.
Lisa Bates
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Department of Interior Design
Iowa State University
Susan Erickson
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Community and Economic Development Extension and Outreach
Iowa State University
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Thinking Outside the Box:
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Thinking Outside the Box: Forming Non-Traditional Partnerships
Inver Hills Community College has formed two strong partnerships with two very different
not-for-profits: The Salvation Army and Lifeworks. This presentation, given by a
representative from each of our agencies, will go into the WHO, WHAT, HOW and WHY of
creating these partnerships, then help session attendees think about the WHEN.
Katie Halcrow
Director of Service-Learning
Inver Hills Community College
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Thinking Outside the Box:
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Engaging Graduate Online Learners through Service-Learning
Online graduate students were given the
option of choosing to write their fi nal
project or participate in a service-learning project. Students that chose the service-learning option utilized Eyejot, Google-Hangout, and Web-Ex to complete their reflective journals, talk as a group about their service experiences, and discuss their final reflective essays. Students that chose the service-learning option were more engaged than those who chose the hypothetical written final project.
Michael Coquyt
Asst. Professor, Educational Leadership
Minnesota State University-Moorhead
Factors that Predict Persistence in College at the University of Wisconsin-Pa...
The presentation will explore whether
participation in service-learning is
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focus on the University of Wisconsin-
Parkside.
Helen Rosenberg
Professor
University of Wisconsin-Parkside
Reducing Health Disparities through Community Engagement
This session presents faculty, community partner, and nursing student perspectives about community engagement experiences designed to prepare nurses to contribute to reducing health disparities and develop a commitment to improving the health of diverse populations. Challenges, relationship development, and benefi ts for students and communities affected by health disparities will be discussed.
Marjorie Schaffer
Professor
Bethel University
Diane Bonniwell
Licensed School Nurse
Minneapolis Public
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Julie De Haan
Assistant Professor
Bethel University
Gloria Thomas
Pastor
Camphor Memorial
United Methodist
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Jeannine Holqmquist
Senior Nursing Student
Bethel University
Problematic Concepts of Institutionalized Service Learning
Higher education community engagement, and especially service-learning, seem to be built around the concepts of “learning,” “service,” “community,” and “change.” But these are actually highly problematic ideas. This session will unpack their meanings and show how they can confuse and limit our work.
Randy Stoecker
Professor
University of Wisconsin-Madison
University of Wisconsin-Extension
Serving Those Who Served for Us: Training Service Dogs for Veterans
The session pertains to a Service-Learning project involving Retrieving Freedom. The presentation will foster an interactive exchange of information and a service dog will showcase its benefi ts. The program’s development and implementation will be highlighted. Participants will leave with ideas about how to implement a project and develop a similar venture.
William J. Soesbe III
Assistant Professor of Education
Iowa Campus Compact Engaged Scholars
Faculty Fellow
Wartburg College
Scott Dewey
President of Retrieving Freedom Inc.
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...
Primarily focused on undergraduate
education, this session seeks to elicit new
ways to help our students understand and redress public silence and quiescence
around the issue of food insecurity.
Garry Leonard Running IV
Department of Geography
and Anthropology
UW-Eau Claire
Ruth Cronje
English and Honors
UW-Eau Claire
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Uncovering and Mobilizing Partners and Resources You Didn’t Know You Had
Explore how the basic principles of Asset-Based Community Development (ABCD) can
enhance any partnership by identifying, and strategically utilizing the hidden resources
and talents of all stakeholders. A brief intro to ABCD will be followed by participation
in refl ection and mapping techniques that can be used to bolster new or existing
projects.
John Hamerlinck
Associate Director
Minnesota Campus Compact
Empowering Your Community: Do’s and Don’ts of Service-Learning Partnerships
This preconference session will take participants through the “must haves” and “Don’t Do’s” of community partners and collaborations. This session will provide participants with the key characteristics of high performance community collaborations. Topics include: Key characteristics in high-performance partnerships; Coordinating community needs to the academic curricula; Identifying and meeting real community needs; Providing properly structured refl ection time; Genuine community reciprocity; Diversity: breaking stereotypes for partners and students; Proper prior planning; Meaningful service; Issue orientation for students; Community partner voice; Collaboration options; Nurturing partnerships and collaborations; The importance of communication; and Assessing and evaluating collaborations. There will be several activities to help participants identify their partnership needs, identify best practices and form a plan for their partnerships.
Nicholas Holton
Associate Dean
Kirtland Community College
Communicate for Success: Effective Marketing on a Budget
Most civic engagement offices and small nonprofit organizations are challenged to
effectively communicate and market their opportunities and accomplishments with few
staff and few dollars. We will share our experiences in utilizing solid planning and Internet
tools to communicate for success on a budget.
Emily Shields
Executive Director
Iowa Campus Compact
Justin Ellis
Program Coordinator
Iowa Campus Compact
Monique Ellefson
VISTA Leader
Iowa Campus Compact
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Diving Deep: Growing the Field of Civic Engagement Practitioner-Scholars
Diving Deep: Growing the Field of Civic Engagement Practitioner-Scholars
Creating Learning Opportunities through Collaborative Service for Students wi...
Creating Learning Opportunities through Collaborative Service for Students wi...
IACC Civic Ambassador Network: Engaging and Developing Student Leaders
IACC Civic Ambassador Network: Engaging and Developing Student Leaders
Waving Our Magic Wands: Harnessing the Power of Design Thinking
Waving Our Magic Wands: Harnessing the Power of Design Thinking
Tips for becoming a successful service learning site
Tips for becoming a successful service learning site
Thinking Outside the Box: Forming Non-Traditional Partnerships
Thinking Outside the Box: Forming Non-Traditional Partnerships
Engaging Graduate Online Learners through Service-Learning
Engaging Graduate Online Learners through Service-Learning
Factors that Predict Persistence in College at the University of Wisconsin-Pa...
Factors that Predict Persistence in College at the University of Wisconsin-Pa...
Reducing Health Disparities through Community Engagement
Reducing Health Disparities through Community Engagement
Problematic Concepts of Institutionalized Service Learning
Problematic Concepts of Institutionalized Service Learning
Serving Those Who Served for Us: Training Service Dogs for Veterans
Serving Those Who Served for Us: Training Service Dogs for Veterans
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...
“I Had No Idea”: The Silencing of Food Insecurity and the Role of Undergradua...
Uncovering and Mobilizing Partners and Resources You Didn’t Know You Had Handout
Uncovering and Mobilizing Partners and Resources You Didn’t Know You Had Handout
Uncovering and Mobilizing Partners and Resources You Didn’t Know You Had
Uncovering and Mobilizing Partners and Resources You Didn’t Know You Had
Empowering Your Community: Do’s and Don’ts of Service-Learning Partnerships
Empowering Your Community: Do’s and Don’ts of Service-Learning Partnerships
Communicate for Success: Effective Marketing on a Budget
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