Community-Campus Partnerships for Health (CCPH) is a nonprofit organization whose primary goal is the partnering of higher educational institutions with their communities in order to promote health through service-learning, community-based participatory research, and broad-based coalitions (Witten, 2008). Context Journal shares this goal and has therefore partnered with CCPH in order to provide its readers with new and exciting research from the 2008 CCPH conference. The following are the abstracts of information that was presented at the conference that complement the vision of the Service in Schools section. These topics represent novel techniques of improving, and incorporating service into, health education.
Canterbury House: A Service Learning Center
Session: Thematic Poster Session
Sub-Theme(s): Communities as Centers of Learning, Discovery and Engagement
Authors (Presenters in bold): Marilyn G. King, College of Nursing, Medical University of South Carolina, Charleston, SC, USA; Catherine G. Ling, College of Nursing, Medical University of South Carolina; Cam Spenser, Wellness Coordinator, Canterbury House, Charleston, SC, USA
How does one teach undergraduate nursing students about the importance of building community partnerships, and learning from the community? This project brings together 3rd semester students and residents of a low-income senior housing site to provide students with opportunities to learn about issues such as ageism, cultural sensitivity, and working with community, by sharing their budding health knowledge and their companionship through shared meals, home visits, and a community project.
Service Learning Experiences for Fourth Year Dental Students
Session: Thematic Poster Session
Sub-Theme(s): Understanding and Addressing the Social Determinants of Health; Developing the Science of Community-Based or Practice-Based Evidence
Authors (Presenters in bold): Caswell Evans, Division of Prevention and Public Health Sciences, University of Illinois, Chicago, IL, USA; Khatija Noorullah, College of Dentistry, Division of Prevention and Public Health Sciences, University of Illinois, Chicago, IL, USA; Amber L. Ryan, University of Illinois, Chicago, IL, USA
College of Dentistry engages senior students in service-learning experiences in community clinics where access is lacking. Students provide tangible benefit to the community by utilizing chairs that would otherwise remain empty, allowing the clinic to book more appointments. The students benefit from the direct exposure to public health issues. They provide care to the underserved urban, rural, and special needs populations and participate in community based projects and reflective essays.
Teaching and learning CBPR at the graduate level: from principles to action
Session Format: Story session
Intended Skill Level: Beginner, Intermediate, Advanced
Sub-Theme(s): From Grassroots Movements to Policy Change; Developing the Science of Community-Based or Practice-Based Evidence
Authors (Presenters in bold): Sarah Flicker, Faculty of Environmental Studies, York University, Toronto, ON, Canada; Maya Roy, Community Safety Secretariat, City of Toronto, ON, Canada; Felix Munger, Faculty of Environmental Studies, York University, Toronto, ON, Canada; Roxana Salehi, Faculty of Environmental Studies, York University, Toronto, ON, Canada
Community-based participatory research is an applied approach to research that is difficult to teach in theory. The best way to learn about it - is to try it! We will discuss our experiences with teaching and learning CBPR at the graduate level. In addition, our policy partner will offer her perspectives on why she chose to partner with York University and what she learned from the process.
To provide an overview of structure and goals our graduate CBPR course
To discuss challenges and opportunities from the perspective of faculty, students, and our community/policy partner
To reflect on issues of sustainability of our approach (and other approaches!) for students and communtities
Session Learning Objectives:
To identify different models for teaching and learning CBPR
To understand the value of incorporating CBPR courses into graduate curricula
To reflect on key issues of sustainability for communities involved in these partnerships
Exercise in pairs on teaching/learning CBPR models
community-engaged scholarship for health collaborative: Progress in new models of faculty recognition and rewards
Session: Thematic Poster Session
Sub-Theme(s): From Grassroots Movements to Policy Change; Developing the Science of Community-Based or Practice-Based Evidence
Authors (Presenters in bold): Sherril Gelmon & Miriam Lederer, Portland State University, Porltand, OR, USA; Sarena Seifer, Kristine Wong, & Jessica Grignon, Community-Campus Partnerships for Health, Seattle, WA, USA
The Community-Engaged Scholarship for Health Collaborative is a group of 8 health professions schools that are working to build capacity within their institutions, and provide role models to their peers nationally, to recognize and reward multiple forms of community-engaged scholarship including community-based participatory research and research on community-based learning. These schools have worked for the past three years using Kotter's change model to address review, promotion and tenure issues and refine policies and procedures to support community-engaged scholarship. The teams are supported in their campus change efforts through ongoing opportunities for training, technical assistance and information-sharing. This poster will highlight the results of the change efforts over the past three years.
Worlds Apart, HeARTS Together: A community-university partnership for reconciliation
Sub-Theme(s): Understanding and Addressing the Social Determinants of Health; From Grassroots Movements to Policy Change
Authors (Presenters in bold): Katie Johnston-GoodStar & Ratnesh Nagda, School of Social Work, University of Washington, Seattle, WA, USA; Lori Markowitz, Bridgest to Understanding, Seattle, WA, USA
This poster will explore local patterns of educational segregation and an int'l comm-university partnership which was developed to increase awareness of these spaces and the structural patterns associated w/ segregation. Through the use of a transformative education curriculum (Boal, 1985, Parker, 2005, Hanley, 1998) developed by community and academic members and administered by peer-facilitators from South Africa, the youth of this community learned about the history of apartheid and it's relation to their own experiences. Following participation, in-depth interviews with 6 youth (3 African American, 1 African American/Latino, 2 Caucasian, 50% advanced learning, 50% regular program) were conducted. Preliminary thematic data and lessons learned will be presented.
Preparing rehabilitation students for community development
Session: Thematic Poster Session
Sub-Theme(s): Communities as Centers of Learning, Discovery and Engagement
Authors (Presenters in bold): Heidi M. Lauckner, School of Rehabilitation Therapy, Queen's University, Kingston, ON, Canada; Lisa Delany, Hotel Dieu Hospital/Queen's University, Kingston, ON, Canada; Terry Krupa, Queen's University, Kingston, ON, Canada
In order to better prepare occupational therapy students to work with communities, a new occupational therapy course on community development, with a fieldwork component, was developed. Community development placements enabled students to learn about the complex interplay between health and the environment while working on community-identified projects. The placements also fostered the development of an emerging partnership between the school of rehabilitation and these community agencies.
The shortest distance between 2 countries = a humor exchange
Sub-Theme(s): Understanding and Addressing the Social Determinants of Health; Communities as Centers of Learning, Discovery and Engagement
Authors (Presenters in bold): Kathleen J. Welch, Department of Community Health and Recreation, University of Maine, Farmington, ME, USA
The goals: help students in Russia and Maine learn how to manage stress and promote social well-being. The objectives:1) students become aware of their stressors and use humor as a coping strategy; 2) students learn to share positive humor and provide social support. The University of Maine, Farmington (UMF) has established a Blackboard web-based exchange with two schools in Russia. Students report that they understand each other's humor and positive humor transcends any language barrier.
Witten, A. (2008). Community-campus partnerships for health. Retrieved October 21, 2008, from http://depts.washington.edu/ccph/.
