Proposed Certificate in Community-Based Public Health Sponsor: Department of Health, Behavior and Society Co-Sponsor: SOURCE (Student Outreach Resource Center) Partner: SPARC (Students for a Positive Academic paRtnership with the East Baltimore Community) 1- Janice does welcome and intro, with this slide 2 - She talks about why we’re having this forum – to get input from JHMI community on the content of the proposed certificate, before it is reviewed by CAS, so we can make revisions based on your input 3 – This meeting will be participatory – we’ll do a 15 min presentation about the certificate, and then for the rest of the meeting, 45 mins, we’ll open the floor, and it will be time for your feedback and discussion 4 – She’ll talk about the history behind the certificate, i.e. there were prior attempts to create a certificate at JHSPH, and this current attempt comes out of the SPARC and SOURCE visions, with students leading this initative through SPARC

SPARC Mission: SPARC is a JHSPH student advocacy group promoting greater institutional commitment to the East Baltimore community. We advocate for: Improved training opportunities in community-based research and public health practice for JHSPH students through sustained, reciprocal community-academic partnerships; and 2. A greater investment of JHSPH institutional resources to support East Baltimore community organizations and improve the health of East Baltimore residents.  Amanda talks about SPARC 1 -- Students for a Positive Academic paRtnership with the East Baltimore Community 2 – We are a formal JHSPH student ADVOCACY group, founded spring 2005 3 – These two objectives are aimed at both - contributing to institutional culture change to promote a culture of civic engagement in the community, as well as - creating opportunities for students to get involved in the East Baltimore community THROUGH THE CURRICULUM AND THROUGH RESEARCH, both to develop their skills in community-based public health, and to contribute to our community here in East Baltimore 4 – It was this mission that led us to the idea of a certificate program in CBPH. - Our aims were to increase access to training in CBPH available at JHSPH, and to enhance the quality of that training by providing an integrated curriculum in CBPH 5 -- The proposal was written by SPARC, in collaboration with SOURCE, and with advising from faculty allies in HBS, HPM and Environmental Health 6 -- The proposal was approved this summer by the HBS Department’s Curriculum committee, with recommendations for revisions. 7 -- Each of the faculty whose courses are included in the core or as electives has given their approval, and had the opportunity to provide recommendations for revisions. 8 -- The certificate proposal you have today reflects all of their input. 2

General Meeting: Friday, October 17th 12:15 pm in W4030 SPARC General Meeting: Friday, October 17th 12:15 pm in W4030 www.jhsph.edu/source/sparc 1-- If you’d like to find out more about SPARC, or get involved with future projects, all students, faculty and staff are welcome at our upcoming meeting on Friday October 17 2– You can also visit our website, where you can access an electronic copy of the certificate proposal, as well as a memo written by SPARC that provides the rationale for the need for the certificate, and the design of the certificate proposal. 3 - The memo includes results of two student-body surveys we conducted at JHSPH in summer 2007 and summer 2005 which demonstrate widespread student support for the certificate.

SOURCE SOURCE (Student Outreach Resource Center) www.jhsph.edu/source Mission: SOURCE provides academic, professional and personal development opportunities for the members of the JHU Schools of Medicine, Nursing, and Public Health through community outreach and service-learning partnerships with community-based organizations. www.jhsph.edu/source Mindi: SOURCE founded in January 2005 by the 3 Schools, to create one centralized, interdisciplinary CS and SL center. Reduce duplication of effort. We partner with 100 CBOs in Baltimore to provide involvement opportunities: simple volunteerism, short-term, on-going, for credit. Students want more opportunities to move theory to practice through coursework: Support courses in 3 schools, including Baltimore Community Practicum.

Certificate Educational Objective To assist students in developing skills and competencies for careers in both community-based public health practice and research, particularly for applications in underserved urban settings. Mindi, I recommend two points to emphasize: 1 -- The certificate provides integrated training in BOTH community-based practice and community-based research 2 – The certificate takes advantage of the environment here in Baltimore to train students in practice for underserved urban settings. This training is transferrable to underserved urban areas both in the US and abroad.

Pedagogy Experiential Learning and Service-Learning Recommended by ASPH as most effective techniques to train public health practitioners Experiential Learning: Students learn through the practical application of new knowledge, skills and attitudes 1) The citation for the recommendation by ASPH is: Demonstrating Excellence in Practice-Based Teaching for Public Health, 2004 2) “A” (not “the”) signature pedagogical method of the certificate will be experiential learning, specifically through service-learning. 3) The core experience of the certificate will be the two-term Baltimore community practicum course. 4) Through this course, students will be able to apply their new skills and knowledge in community-based public health through a field placement with a local community-based organization or health department, coordinated through SOURCE.

Pedagogy Service-Learning (SL): “…a structured learning experience that combines community service with preparation and reflection. Students engaged in SL provide community service in response to community-identified concerns and learn about the context in which service is provided, the connection between their service and their academic coursework, and their roles as citizens.” Mindi, you might also like to use this excerpt from the memo: Service-learning is differentiated from a practicum experience by the “reciprocal nature of both the service and the learning among all parties in the relationship: the students, the community and the academy” -- Jacoby B and Associates. (1996). Service-learning in higher education. San Francisco: Jossey-Bass. 2) This practicum experience will be combined with a weekly seminar which will ensure the quality of the service-learning experience, by providing the other core components of service-learning: Preparation, Reflection, Evaluation. These complement the Action that students engage in through their practicum. (The PARE model of service-learning.) -- Seifer SD. (1998). Service-learning: Community-campus partnerships for health professions education. Acad. Med. 73(3):273-277.

Core Courses 410.630 Implementation and Sustainability of Community-Based Health Programs (4th term, 3 units) 410.631 Introduction to Community-based Participatory Research: Principles and Methods (2nd term, 3 units) 550.864 Baltimore Community Practicum (2nd & 3rd terms, 2 units per term. Students have the option to earn more credits for additional hours in the field per week.) Janice now takes over -- In order to make the certificate accessible to any student – including one-year MPH students and students in other schools, who would be balancing this with additional course requirements, we’ve limited the core to just 10 credit units, and total certificate credit requirement to 13 units. This is slightly lower than the typical certificate credit requirement of 15 or 16 units, but is similar to preexisting certificates including Gerontology – at 14 credit units – and Health Disparities – at 10 credit units.

Enrollment Students in any graduate degree program (master’s or doctoral level) at JHU are eligible. To enroll, students submit letter to Dr. Bowie (or designate) outlining career objectives and how the certificate program will contribute to these objectives. Janice

Next Steps October 13th review by Committee on Academic Standards (CAS). Your input today will contribute to final revisions before CAS review. Janice