How to Optimize Global Health Education for Undergraduates: The Value of a Living- Learning Community and Practical Training at the University of Maryland, College Park Key global health workforce skill gaps (WHO)  shortage of global health care workers, inadequate training of future workface generations, lack of key concepts (e.g., cultural competency, collaboration, communication, technical skills)  Global health education in US has expanded over the last decade, yet undergraduate programs are still few Objective 1: What is the value of UMD’s Global Public Health Scholars Program (GPH) and does its pedagogical model affect its achievement of program outcomes? Objective 2: How does GPH contribute to global health workforce development in key areas? Two-year, interdisciplinary, living-learning and training program Trains annually ~140 first and second year undergraduate students in basic principles of global health and professional development Builds diverse cadre of global health trainees primed to contribute directly or indirectly to the field of global health GPH is a young program and seeks to identify best practices in undergraduate global health program content and style. GPH cohorts are diverse and feel connected through in and out of classroom experiences. Initial findings suggest the multifaceted pedagogical approach (in particular, the living-learning community) is unique, promotes key skill development, and encourages involvement in global health career work. Pilot survey respondents felt that skills obtained in GPH prepared them for the workforce both in and out of global health. There is interest among GPH students and program faculty in identifying, assessing, and building global health competency skills in areas identified as global health workforce skill gaps identified by WHO Continued data collection and refined measures could support understanding of program value and relationship with global health workforce development. Conducted literature review to identify key skill gaps in the global public health workforce and best practices in undergraduate global health pedagogy Piloted an initial assessment of program goals, objectives and pedagogical practices with respect to learning outcomes and identified workforce development needs via surveys and reflection, MD/US P. Jacob Bueno de Mesquita 1,6,9, Abigail Bickford 2,6,9, Brittany Brown 3,6,9, Emily Claure 3,6,9, Ajay Kurian 4,7,9, Aliyah Silver 5,8,9, Elisabeth Maring 1,6,9 1 Maryland Institute for Applied Environmental Health, 2 Department of Behavioral and Community Health, 3 Public Health Science Program, 4 Fischell Department of Bioengineering, 5 Department of Biology, 6 School of Public Health, University of Maryland, College Park, 7 A. James Clark School of Engineering, University of Maryland, College Park, 8 College of Computer, Mathematical, and Natural Sciences, University of Maryland, College Park, 9 Global Public Health Scholars Program, Office of Undergraduate Studies, University of Maryland, College Park. Background/Objectives Program Profile Methods Discussion & Future Directions Figure 1. Key facets of the Global Public Health Scholars Program Table 1. Current Scholars Demographic Information (N=56, respondents to date*) Gender N (%) Female46 (82) Race/Ethnicity N (%) White27 (48) Black or African American11 (20) Asian14 (25) Hispanic/Latino4 (7) One Or Both Parents Born Outside of U.S. N (%) Yes28 (50) College/School of Major N (%) College of Agricultural & Natural Resources2 (4) College of Arts & Humanities1 (2) College of Behavioral & Social Sciences11 (20) Robert H. Smith School of Business1 (2) College of Computer, Mathematical & Natural Sciences 12 (21) College of Education2 (4) A. James Clark School of Engineering1 (2) School of Public Health24 (43) Office of Undergraduate Studies2 (4) Reference: WHO and Global Health Workforce Alliance joint report, A universal truth: no health without workforce Leadersh ip Multitude of available leadership opportunities Ample networking opportunities Peer mentorship Living Learning In/out of classroom social engagement Global health exposure in communal settings Social support for positive year 1 Service Learning Learning in action Collaboration with professors Service focused on health Practicu m Experiential learning Applying global health topics Reflection and presentation of of work Pedagog y Interdisciplina ry Dynamic/varie d instructional environments Promote academic/per sonal/professi onal development Table 2. GPH students and the Global Health workforce Current GPH Scholars (N=56)N (%) Feel "some" or greater connectedness to GH52 (90) Definitely intend to continue education in GH33 (59) Definitely intend to pursue a career related to GH27 (48) GPH Scholars Alumni (N=16)N (%) Feel "some" or greater connectedness to GH14 (88) Currently work directly in GH field5 (31) Contribute indirectly to GH field5 (31) GPH program contributed "some" or greater to preparation for work in current field12 (75) Experience in GPH program shaped career trajectory15 (94) Global Public Health Scholars Program Global Health Workforce Skills *Survey data collection is ongoing and results presented here include those compiled as of 4/4/2016. Additional data will be shared in future iterations of this presentation.