Pub Date : 2022-06-08DOI: 10.1177/23733799221101540
G. Samari, Monét Bryant, S. Grilo
Black, Indigenous, and other people of color (BIPOC) are underrepresented in the public health workforce. Strengthening the public health pipeline through graduate institutions of public health is a necessary anti-racist approach to address health disparities. Programs that provide effective mentoring are one strategy for evidence-based anti-oppressive instructional practice, proven to help racial and ethnic students historically targeted by oppression in propelling career trajectories, professional development, and overall institutional experience in graduate school. The Mentoring of Students and Igniting Community (MOSAIC) program was founded in 2019 as a comprehensive and anti-racist faculty-to-student mentorship initiative for BIPOC and first-generation students. Through a scoping review of mentorship programs at schools of public health and an iterative feedback process that included faculty, students, and staff, the MOSAIC model was created. Built on the tenets of successful mentorship approaches, MOSAIC focuses on increasing equity and educational justice with a focus on professional development and academic success through faculty-to-student mentorship. The growth of MOSAIC has demonstrated it fills a critical gap for students of color and first-generation students in a school of public health. MOSAIC intends to act as a programmatic model for replication at other schools of public health to provide necessary support and mentorship for BIPOC students.
{"title":"An Anti-Racism Public Health Graduate Program: Mentoring of Students and Igniting Community","authors":"G. Samari, Monét Bryant, S. Grilo","doi":"10.1177/23733799221101540","DOIUrl":"https://doi.org/10.1177/23733799221101540","url":null,"abstract":"Black, Indigenous, and other people of color (BIPOC) are underrepresented in the public health workforce. Strengthening the public health pipeline through graduate institutions of public health is a necessary anti-racist approach to address health disparities. Programs that provide effective mentoring are one strategy for evidence-based anti-oppressive instructional practice, proven to help racial and ethnic students historically targeted by oppression in propelling career trajectories, professional development, and overall institutional experience in graduate school. The Mentoring of Students and Igniting Community (MOSAIC) program was founded in 2019 as a comprehensive and anti-racist faculty-to-student mentorship initiative for BIPOC and first-generation students. Through a scoping review of mentorship programs at schools of public health and an iterative feedback process that included faculty, students, and staff, the MOSAIC model was created. Built on the tenets of successful mentorship approaches, MOSAIC focuses on increasing equity and educational justice with a focus on professional development and academic success through faculty-to-student mentorship. The growth of MOSAIC has demonstrated it fills a critical gap for students of color and first-generation students in a school of public health. MOSAIC intends to act as a programmatic model for replication at other schools of public health to provide necessary support and mentorship for BIPOC students.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"261 - 270"},"PeriodicalIF":1.5,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41702967","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-01Epub Date: 2020-11-24DOI: 10.1177/2373379920974387
Grazia Cunningham, Thomas M Becker, Tanya Firemoon, Ashley Thomas
117American Indians and Alaska Natives (AI/ANs) continue to be severely underrepresented in biomedical research, particularly in principal investigator roles. Efforts to decrease health disparities have shifted to building research capacity and training highly skilled AI/AN health researchers who can conduct quality research within their tribal communities. Funded by the National Institutes of Health and the Indian Health Service, the Northwest Native American Research Centers for Health (NW NARCH) program has offered financial support and mentorship to 149 AI/AN biomedical and public health graduate students for the past 15 years. In 2018, trainees were surveyed to track their progress and career development. Survey results confirmed that the financial support and mentorship available via the NW NARCH program were instrumental to their professional advancement. Support to AI/AN biomedical graduate students should continue not only to diversify the public health workforce, but also to address risk factors and health conditions that disproportionately affect AI/AN people.
{"title":"Northwest Native American Research Center for Health: A Summary of Fellowship Trainees' Success Over 15 Years of Funding.","authors":"Grazia Cunningham, Thomas M Becker, Tanya Firemoon, Ashley Thomas","doi":"10.1177/2373379920974387","DOIUrl":"10.1177/2373379920974387","url":null,"abstract":"<p><p>117American Indians and Alaska Natives (AI/ANs) continue to be severely underrepresented in biomedical research, particularly in principal investigator roles. Efforts to decrease health disparities have shifted to building research capacity and training highly skilled AI/AN health researchers who can conduct quality research within their tribal communities. Funded by the National Institutes of Health and the Indian Health Service, the Northwest Native American Research Centers for Health (NW NARCH) program has offered financial support and mentorship to 149 AI/AN biomedical and public health graduate students for the past 15 years. In 2018, trainees were surveyed to track their progress and career development. Survey results confirmed that the financial support and mentorship available via the NW NARCH program were instrumental to their professional advancement. Support to AI/AN biomedical graduate students should continue not only to diversify the public health workforce, but also to address risk factors and health conditions that disproportionately affect AI/AN people.</p>","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"134-141"},"PeriodicalIF":1.1,"publicationDate":"2022-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11600438/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44448673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-29DOI: 10.1177/23733799221097987
{"title":"Acknowledgement of Members of Pedagogy in Health Promotion: The Scholarship of Teaching and Learning’s Review Panel","authors":"","doi":"10.1177/23733799221097987","DOIUrl":"https://doi.org/10.1177/23733799221097987","url":null,"abstract":"","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"166 - 167"},"PeriodicalIF":1.5,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49324013","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-29DOI: 10.1177/23733799221099923
Coronavirus disease 2019 (COVID-19) realities have demanded that educators move swiftly to adopt new ways of teaching, advising, and mentoring. We suggest the centering of a trauma-informed approach to education and academic administration during the COVID-19 pandemic using the Substance Abuse and Mental Health Services Administration’s (SAMHSA) guidance on trauma-informed approaches to care. In our model for trauma-informed education and administration (M-TIEA), SAMHSA’s four key organizational assumptions are foundational, including a realization about trauma and its wide-ranging effects; a recognition of the basic signs and symptoms of trauma; a response that involves fully integrating knowledge into programs, policies, and practices; and an active process for resisting retraumatization. Since educators during the pandemic must follow new restrictions regarding how they teach, we have expanded the practice of teaching in M-TIEA to include both academic administrators’ decision making about teaching, and educators’ planning and implementation of teaching. In M-TIEA, SAMHSA’s six guiding principles for a trauma-informed approach are infused into these two interrelated teaching processes, and include the following: safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues. M-TIEA’s organizational assumptions, processes, and principles are situated within an outer context that acknowledges the potential influences of four types of intersectional traumas and stressors that may occur at multiple socioecological levels: pandemic-related trauma and stressors; other forms of individual, group, community, or mass trauma and stressors; historical trauma; and current general life stressors. This acknowledges that all trauma-informed work is dynamic and may be influenced by contextual factors.
{"title":"Pedagogy in Health Promotion: The Scholarship of Teaching and Learning Paper of the Year Award","authors":"","doi":"10.1177/23733799221099923","DOIUrl":"https://doi.org/10.1177/23733799221099923","url":null,"abstract":"Coronavirus disease 2019 (COVID-19) realities have demanded that educators move swiftly to adopt new ways of teaching, advising, and mentoring. We suggest the centering of a trauma-informed approach to education and academic administration during the COVID-19 pandemic using the Substance Abuse and Mental Health Services Administration’s (SAMHSA) guidance on trauma-informed approaches to care. In our model for trauma-informed education and administration (M-TIEA), SAMHSA’s four key organizational assumptions are foundational, including a realization about trauma and its wide-ranging effects; a recognition of the basic signs and symptoms of trauma; a response that involves fully integrating knowledge into programs, policies, and practices; and an active process for resisting retraumatization. Since educators during the pandemic must follow new restrictions regarding how they teach, we have expanded the practice of teaching in M-TIEA to include both academic administrators’ decision making about teaching, and educators’ planning and implementation of teaching. In M-TIEA, SAMHSA’s six guiding principles for a trauma-informed approach are infused into these two interrelated teaching processes, and include the following: safety; trustworthiness and transparency; peer support; collaboration and mutuality; empowerment, voice, and choice; and cultural, historical, and gender issues. M-TIEA’s organizational assumptions, processes, and principles are situated within an outer context that acknowledges the potential influences of four types of intersectional traumas and stressors that may occur at multiple socioecological levels: pandemic-related trauma and stressors; other forms of individual, group, community, or mass trauma and stressors; historical trauma; and current general life stressors. This acknowledges that all trauma-informed work is dynamic and may be influenced by contextual factors.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"165 - 165"},"PeriodicalIF":1.5,"publicationDate":"2022-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47125771","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-13DOI: 10.1177/23733799221092407
Kristin M. Osiecki, Angie P. Mejia
The current racial climate, the subsequent protests taking place in the state of Minnesota, and the social spotlight that followed, brought forth the importance of creating anti-racism initiatives in higher education. This article describes a significant curriculum redesign of an undergraduate social determinants of health (SDOH) course to include a module on examining social and community context with an emphasis on racism, discrimination, and violence. Course materials focused on a notorious urban housing project subject to media scrutiny, and a corrupt political system that resulted in policies perpetuating generational segregation, poverty, and violence. SDOH factors are presented in an upstream public health approach from the lens of individuals, and their perceptions of top down, uncontrollable institutional level forces that impact their quality of life. This module aims to disrupt students’ deep-rooted understanding about underserved urban populations and introduces them to a nuanced understanding of intersectionality around five key SDOH. The module incorporates an intersectional analysis within the praxis of public health and sociology to explore discrimination, institutional racism, and segregation beyond public health data driven indicators that examine race and disparate health outcomes. We found that preconceived notions of student knowledge, behavior, and belief systems contribute to the stereotypical views of urban, poor minority populations. Students discovered that despite neighborhood dysfunction, residents created strong social cohesive networks, were political advocates for change, and sought promised governmental economic opportunities. Students are better informed about “those” people in “bad” neighborhoods that struggle to overcome decades of institutionally designed obstacles created from subversive policies.
{"title":"Teaching Undergraduate Social Determinants of Health: “Bad” Neighborhoods, “Those” People, and Dispelling the Stereotypical Portrayal of Poor, Urban Communities","authors":"Kristin M. Osiecki, Angie P. Mejia","doi":"10.1177/23733799221092407","DOIUrl":"https://doi.org/10.1177/23733799221092407","url":null,"abstract":"The current racial climate, the subsequent protests taking place in the state of Minnesota, and the social spotlight that followed, brought forth the importance of creating anti-racism initiatives in higher education. This article describes a significant curriculum redesign of an undergraduate social determinants of health (SDOH) course to include a module on examining social and community context with an emphasis on racism, discrimination, and violence. Course materials focused on a notorious urban housing project subject to media scrutiny, and a corrupt political system that resulted in policies perpetuating generational segregation, poverty, and violence. SDOH factors are presented in an upstream public health approach from the lens of individuals, and their perceptions of top down, uncontrollable institutional level forces that impact their quality of life. This module aims to disrupt students’ deep-rooted understanding about underserved urban populations and introduces them to a nuanced understanding of intersectionality around five key SDOH. The module incorporates an intersectional analysis within the praxis of public health and sociology to explore discrimination, institutional racism, and segregation beyond public health data driven indicators that examine race and disparate health outcomes. We found that preconceived notions of student knowledge, behavior, and belief systems contribute to the stereotypical views of urban, poor minority populations. Students discovered that despite neighborhood dysfunction, residents created strong social cohesive networks, were political advocates for change, and sought promised governmental economic opportunities. Students are better informed about “those” people in “bad” neighborhoods that struggle to overcome decades of institutionally designed obstacles created from subversive policies.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"184 - 191"},"PeriodicalIF":1.5,"publicationDate":"2022-05-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43418996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-03DOI: 10.1177/23733799221094617
Tyler G. James, Meagan K. Sullivan, Heather L. Henderson, Julia R. Varnes
The professionalization of the fields of health education and health promotion has largely coincided with the completion of job task analysis conducted by major organizations in the field (e.g., the National Commission for Health Education Credentialing, Society for Public Health Education). The process through which these job task analyses and skill-based competencies are implemented in professional preparation programs poses a risk to stifle advancement and innovation in health education and promotion. In this perspective, we discuss Competency Focused Practice (the current state of the field) to a goal of Philosophically Grounded Practice. We provide comparisons of the implications of these two schools of thought with respect to ethics, social determinants of health, and practical methods in health education and promotion.
{"title":"Competency Focused Versus Philosophically Grounded Health Promotion Practice: Impacts on Innovation and Addressing Health Inequities","authors":"Tyler G. James, Meagan K. Sullivan, Heather L. Henderson, Julia R. Varnes","doi":"10.1177/23733799221094617","DOIUrl":"https://doi.org/10.1177/23733799221094617","url":null,"abstract":"The professionalization of the fields of health education and health promotion has largely coincided with the completion of job task analysis conducted by major organizations in the field (e.g., the National Commission for Health Education Credentialing, Society for Public Health Education). The process through which these job task analyses and skill-based competencies are implemented in professional preparation programs poses a risk to stifle advancement and innovation in health education and promotion. In this perspective, we discuss Competency Focused Practice (the current state of the field) to a goal of Philosophically Grounded Practice. We provide comparisons of the implications of these two schools of thought with respect to ethics, social determinants of health, and practical methods in health education and promotion.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"246 - 250"},"PeriodicalIF":1.5,"publicationDate":"2022-05-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47155890","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1177/23733799221085250
Abby M. Lohr, Namoonga M. Mantina, E. Valdez, Charisse S. Iglesias, M. Ingram, L. Valdez, J. D. de Zapien, Cecilia Rosales
The purpose of our evaluation is to provide an example of how public health schools can use service-learning courses to teach students about health equity. By ensuring that the future workforce has a comprehensive understanding of regions such as the U.S./Mexico border, students will be better equipped to provide public health services. Specifically, our objectives were to (1) understand how student perceptions of the border evolve during the 1-week Border Health Service-Learning Institute (BHSLI) course and (2) understand how the service-learning experience impacted students’ proposed personal and professional goals. Using BHSLI student journals collected over 9 years, we conducted a qualitative investigation to evaluate students’ experiences of the service-learning course. Our findings suggest that BHSLI offered opportunities for advancing dialogue about health equity. Because BHSLI is immersive, it showed students a reality that they would not normally encounter. In reflecting on these new experiences, students were not only encouraged to question systems and policies but also made accountable to act upon the insights they gained. We found that BHSLI was a space for critical consciousness building, for shifting paradigms. Students learned how to intervene in real time to make change around public health issues. Service learning could be a practice-based solution to help public health students learn about health equity, especially in historically marginalized regions such as the U.S./Mexico border.
{"title":"Service Learning on the U.S./Mexico Border: Transforming Student Paradigms","authors":"Abby M. Lohr, Namoonga M. Mantina, E. Valdez, Charisse S. Iglesias, M. Ingram, L. Valdez, J. D. de Zapien, Cecilia Rosales","doi":"10.1177/23733799221085250","DOIUrl":"https://doi.org/10.1177/23733799221085250","url":null,"abstract":"The purpose of our evaluation is to provide an example of how public health schools can use service-learning courses to teach students about health equity. By ensuring that the future workforce has a comprehensive understanding of regions such as the U.S./Mexico border, students will be better equipped to provide public health services. Specifically, our objectives were to (1) understand how student perceptions of the border evolve during the 1-week Border Health Service-Learning Institute (BHSLI) course and (2) understand how the service-learning experience impacted students’ proposed personal and professional goals. Using BHSLI student journals collected over 9 years, we conducted a qualitative investigation to evaluate students’ experiences of the service-learning course. Our findings suggest that BHSLI offered opportunities for advancing dialogue about health equity. Because BHSLI is immersive, it showed students a reality that they would not normally encounter. In reflecting on these new experiences, students were not only encouraged to question systems and policies but also made accountable to act upon the insights they gained. We found that BHSLI was a space for critical consciousness building, for shifting paradigms. Students learned how to intervene in real time to make change around public health issues. Service learning could be a practice-based solution to help public health students learn about health equity, especially in historically marginalized regions such as the U.S./Mexico border.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"8 1","pages":"207 - 215"},"PeriodicalIF":1.5,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47798471","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-29DOI: 10.1177/23733799221089578
B. Lindsay, Emily P. Bernier, J. Boman, M. Boyce
Postsecondary students’ ability to learn is affected by their mental health and wellbeing. Research in the teaching and learning context, however, has predominantly focused on teaching practices that facilitate motivation, learning, and academic success while overlooking the importance of student mental health and wellbeing. The current study aimed to fill this gap by using qualitative interviews to explore student perspectives on current and possible future supports that can cultivate student mental health and wellbeing in the teaching and learning context. Through 14 one-on-one interviews with students, five major themes were developed: (1) prioritize mental health, (2) provide and guide to accessible supports, (3) increase mental health literacy, (4) foster connections and social support, and (5) strengthen best practices in teaching and learning. Students emphasized that the institution has a role to play in several of these areas and elaborated on what practices and policies were least and most supportive of student mental health and wellbeing in teaching and learning. This study has implications for higher education institutions, and how they promote mental health and wellbeing, disseminate information and resources, and how faculty and staff can support students through their policies (e.g., flexibility in deadlines), course materials (e.g., assessments), course delivery (e.g., equity, diversity, and inclusion [EDI] considerations), and interactions (e.g., normalizing mental health conversations).
{"title":"Understanding the Connection Between Student Wellbeing and Teaching and Learning at a Canadian Research University: A Qualitative Student Perspective","authors":"B. Lindsay, Emily P. Bernier, J. Boman, M. Boyce","doi":"10.1177/23733799221089578","DOIUrl":"https://doi.org/10.1177/23733799221089578","url":null,"abstract":"Postsecondary students’ ability to learn is affected by their mental health and wellbeing. Research in the teaching and learning context, however, has predominantly focused on teaching practices that facilitate motivation, learning, and academic success while overlooking the importance of student mental health and wellbeing. The current study aimed to fill this gap by using qualitative interviews to explore student perspectives on current and possible future supports that can cultivate student mental health and wellbeing in the teaching and learning context. Through 14 one-on-one interviews with students, five major themes were developed: (1) prioritize mental health, (2) provide and guide to accessible supports, (3) increase mental health literacy, (4) foster connections and social support, and (5) strengthen best practices in teaching and learning. Students emphasized that the institution has a role to play in several of these areas and elaborated on what practices and policies were least and most supportive of student mental health and wellbeing in teaching and learning. This study has implications for higher education institutions, and how they promote mental health and wellbeing, disseminate information and resources, and how faculty and staff can support students through their policies (e.g., flexibility in deadlines), course materials (e.g., assessments), course delivery (e.g., equity, diversity, and inclusion [EDI] considerations), and interactions (e.g., normalizing mental health conversations).","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"5 - 16"},"PeriodicalIF":1.5,"publicationDate":"2022-04-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47088833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-02DOI: 10.1177/23733799211070544
David Johnson, Rishtya M. Kakar, Robin Zahrndt, Pete Walton
Development of critical thinking skills is an important outcome in education, though pedagogies to both promote and evaluate critical thinking present challenges and vary greatly. In this article, we describe the development and use of a formative and generalizable rubric that leverages the Paul-Elder model for critical thinking, and in particular, Intellectual Standards. When used consistently, this Intellectual Standards Rubric for Critical Thinking (ISRCT) provides regular and specific insight to students about strengths and weaknesses, related to critical thinking, that are reflected in their work. The ISRCT can also be used to assess multiple components of the same assignment, which allows instructors to measure critical thinking competency development in greater detail and provide this feedback to students. Though Public Health is the discipline and context for the development and application of this evaluation methodology, the ISRCT is adapted from an agnostic critical thinking framework and model, and thus, could be utilized for a variety of disciplines and diverse assignments.
{"title":"Student Evaluation Using an Intellectual Standards Rubric for Critical Thinking","authors":"David Johnson, Rishtya M. Kakar, Robin Zahrndt, Pete Walton","doi":"10.1177/23733799211070544","DOIUrl":"https://doi.org/10.1177/23733799211070544","url":null,"abstract":"Development of critical thinking skills is an important outcome in education, though pedagogies to both promote and evaluate critical thinking present challenges and vary greatly. In this article, we describe the development and use of a formative and generalizable rubric that leverages the Paul-Elder model for critical thinking, and in particular, Intellectual Standards. When used consistently, this Intellectual Standards Rubric for Critical Thinking (ISRCT) provides regular and specific insight to students about strengths and weaknesses, related to critical thinking, that are reflected in their work. The ISRCT can also be used to assess multiple components of the same assignment, which allows instructors to measure critical thinking competency development in greater detail and provide this feedback to students. Though Public Health is the discipline and context for the development and application of this evaluation methodology, the ISRCT is adapted from an agnostic critical thinking framework and model, and thus, could be utilized for a variety of disciplines and diverse assignments.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"92 - 100"},"PeriodicalIF":1.5,"publicationDate":"2022-02-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49084872","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-26DOI: 10.1177/23733799211069993
O. Ezezika, Nancy Johnston
Reflective writing may be undervalued as purely expressive rather than a critical or an academic tool in undergraduate public health biology courses. When grounded in course concepts and academic learning, a reflective essay can be a learning tool for students that helps them use discipline knowledge and apply it to real-world issues. Studies on teaching reflection have identified its value for training students in critical thinking and improving self-regulated learning. Considering Gibbs’ Reflective Cycle framework, in this article, we detail the design, implementation, and evaluation of a reflective writing assignment integrated into a lower-year undergraduate public health biology course. Through the design and implementation of the reflective writing assignment, four key lessons are drawn. First, reflective writing assignments facilitate learning and course enjoyment. Second, writing workshops improve the quality of reflective writing assignments. Third, a detailed grading rubric clarifies expectations for students and creates consistency in grading. Fourth, reflective writing assignments can help teachers effectively evaluate how students apply the knowledge gained from the course to promote personal and community health. By implementing the reflective assignment, we have created a narrative on how reflective writing could maximize learning in public health pedagogy and provided recommendations and lessons for course designers and instructors to consider in light of Gibbs’ Reflective Cycle framework.
{"title":"Development and Implementation of a Reflective Writing Assignment for Undergraduate Students in a Large Public Health Biology Course","authors":"O. Ezezika, Nancy Johnston","doi":"10.1177/23733799211069993","DOIUrl":"https://doi.org/10.1177/23733799211069993","url":null,"abstract":"Reflective writing may be undervalued as purely expressive rather than a critical or an academic tool in undergraduate public health biology courses. When grounded in course concepts and academic learning, a reflective essay can be a learning tool for students that helps them use discipline knowledge and apply it to real-world issues. Studies on teaching reflection have identified its value for training students in critical thinking and improving self-regulated learning. Considering Gibbs’ Reflective Cycle framework, in this article, we detail the design, implementation, and evaluation of a reflective writing assignment integrated into a lower-year undergraduate public health biology course. Through the design and implementation of the reflective writing assignment, four key lessons are drawn. First, reflective writing assignments facilitate learning and course enjoyment. Second, writing workshops improve the quality of reflective writing assignments. Third, a detailed grading rubric clarifies expectations for students and creates consistency in grading. Fourth, reflective writing assignments can help teachers effectively evaluate how students apply the knowledge gained from the course to promote personal and community health. By implementing the reflective assignment, we have created a narrative on how reflective writing could maximize learning in public health pedagogy and provided recommendations and lessons for course designers and instructors to consider in light of Gibbs’ Reflective Cycle framework.","PeriodicalId":29769,"journal":{"name":"Pedagogy in Health Promotion","volume":"9 1","pages":"101 - 115"},"PeriodicalIF":1.5,"publicationDate":"2022-01-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49039394","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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