This study focuses on the increasing disparities in STEM education achievement and long-term wage earnings of under-represented minority groups. As part of national efforts to improve the diversity of the STEM workforce, this study uses longitudinal data from the University of Houston’s Education Research Center (UH-ERC) to examine the effect of participation in a STEM focused intervention program (Houston-Louis Stokes Alliance for Minority Participation) on wage earnings across students from traditionally under-represented groups. Data analysis consisted of propensity score matching analysis, followed by an ordinal logistic regression model to measure program participation effects on wage earnings. Findings indicate a significant negative association between participation in STEM intervention program and long-term wage earnings. Results highlight the role of structural racism and human capital on perpetuating achievement and wage gaps across race and socio-economic status. Recommendations focus on career-preparedness as a tool to increase the human capital of under-represented groups, and institutional shifts in policy and program components that strive to reduce the impact of structural racism on this subpopulation of students.
{"title":"Long-term Effects of STEM Enrichment Programs on Wage Differentials Among Under-Represented Minority Students","authors":"Dina Ghazzawi, Donna Pattison, C. Horn","doi":"10.18060/26063","DOIUrl":"https://doi.org/10.18060/26063","url":null,"abstract":"This study focuses on the increasing disparities in STEM education achievement and long-term wage earnings of under-represented minority groups. As part of national efforts to improve the diversity of the STEM workforce, this study uses longitudinal data from the University of Houston’s Education Research Center (UH-ERC) to examine the effect of participation in a STEM focused intervention program (Houston-Louis Stokes Alliance for Minority Participation) on wage earnings across students from traditionally under-represented groups. Data analysis consisted of propensity score matching analysis, followed by an ordinal logistic regression model to measure program participation effects on wage earnings. Findings indicate a significant negative association between participation in STEM intervention program and long-term wage earnings. Results highlight the role of structural racism and human capital on perpetuating achievement and wage gaps across race and socio-economic status. Recommendations focus on career-preparedness as a tool to increase the human capital of under-represented groups, and institutional shifts in policy and program components that strive to reduce the impact of structural racism on this subpopulation of students.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43008056","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}
Daren Ellerbee, J. Kirby, Paul J. Kuttner, L. Schwartzentruber, Ashley Valis, L. Dostilio
The degree to which Universities could nimbly and effectively respond to the impacts of the COVID-19 crisis on their local communities depended upon the structure and orientation of their community engagement infrastructure. Institutions that support a hyperlocal form of place-based engagement were uniquely positioned to harness their extensive place-based organizational networks, intimate knowledge of community assets, and existing paths to leverage institutional resources to work alongside neighbors, residents, organizational leaders, elected officials, elders, youth and families committed to everyone’s thriving through the COVID-19 crises. Hyperlocal, place-based engagement describes an engagement approach within higher education in which a university’s community engagement efforts are focused on a bounded area, such as a neighborhood, within a larger city or metropolitan region, and are aligned with that community’s development goals (Dostilio, Ohmer, McFadden, Mathew, & Finkelstein, 2019). These efforts typically advance two goals: to a) position the institution to partner with, and add value to, community building efforts undertaken by the neighborhood being engaged and b) to enhance and accelerate the institution’s ability to forge mutually-beneficial alliances and mobilize knowledge production. Because these efforts are long-term, they create unique conditions for engagement that proved to accelerate community-campus engagements to address COVID-19 impacts. The Community Engagement Professionals (Dostilio, 2017) who lead hyperlocal engagement activities were particularly crucial to their institution’s COVID-19 community responses. At the time of the pandemic, a group of such professionals had been meeting as a learning community to exchange promising practices of hyperlocal engagement. This article is written from the perspective of these professionals, endeavoring to reflect on how their work to steward hyperlocal approaches was challenged and affirmed through the COVID-19 pandemic.
{"title":"COVID-19 Reflections of Hyperlocal, Placed-Based Engagement","authors":"Daren Ellerbee, J. Kirby, Paul J. Kuttner, L. Schwartzentruber, Ashley Valis, L. Dostilio","doi":"10.18060/25833","DOIUrl":"https://doi.org/10.18060/25833","url":null,"abstract":"The degree to which Universities could nimbly and effectively respond to the impacts of the COVID-19 crisis on their local communities depended upon the structure and orientation of their community engagement infrastructure. Institutions that support a hyperlocal form of place-based engagement were uniquely positioned to harness their extensive place-based organizational networks, intimate knowledge of community assets, and existing paths to leverage institutional resources to work alongside neighbors, residents, organizational leaders, elected officials, elders, youth and families committed to everyone’s thriving through the COVID-19 crises. \u0000Hyperlocal, place-based engagement describes an engagement approach within higher education in which a university’s community engagement efforts are focused on a bounded area, such as a neighborhood, within a larger city or metropolitan region, and are aligned with that community’s development goals (Dostilio, Ohmer, McFadden, Mathew, & Finkelstein, 2019). These efforts typically advance two goals: to a) position the institution to partner with, and add value to, community building efforts undertaken by the neighborhood being engaged and b) to enhance and accelerate the institution’s ability to forge mutually-beneficial alliances and mobilize knowledge production. Because these efforts are long-term, they create unique conditions for engagement that proved to accelerate community-campus engagements to address COVID-19 impacts. \u0000 The Community Engagement Professionals (Dostilio, 2017) who lead hyperlocal engagement activities were particularly crucial to their institution’s COVID-19 community responses. At the time of the pandemic, a group of such professionals had been meeting as a learning community to exchange promising practices of hyperlocal engagement. This article is written from the perspective of these professionals, endeavoring to reflect on how their work to steward hyperlocal approaches was challenged and affirmed through the COVID-19 pandemic.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44953549","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}
K. Lau, R. Snell, Maureen Yin Lee Chan, Cynthia Lok Sum Yeung
This research study aims to validate the typology of process variables salient in service-learning projects proposed by Snell and Lau (2023) with empirical evidence. The study employed a qualitative approach by interviewing partner organization representatives (PORs) from 11 local and two international community partner organizations (CPOs), which had a history of collaboration in various service-learning projects with four universities based in Hong Kong. Our analysis identified five key factors that were perceived to be conducive to the success of service-learning projects. These positive factors were: student ownership and initiative, positive roles for PORs and their staff; an established collaborative relationship between the CPO and university; university unit-provided support and preparation for students; and instructor commitment. These factors confirmed several variables in the Snell and Lau (2023) typology, and relationships among these factors were identified. Interviewees identified factors impeding effective service, including the absence of some success factors, failure to align community/CPO needs and instructor requirements, and insufficient time parameters for the service. In our discussion of the findings, we infer some possible causal relationships among the positive factors. Limitations of the present study are discussed, and directions for further research are suggested.
{"title":"Reflections by Community Partners of Hong Kong-based Universities on Key Process Variables in Service-Learning: An Exploratory Study","authors":"K. Lau, R. Snell, Maureen Yin Lee Chan, Cynthia Lok Sum Yeung","doi":"10.18060/26113","DOIUrl":"https://doi.org/10.18060/26113","url":null,"abstract":" \u0000 This research study aims to validate the typology of process variables salient in service-learning projects proposed by Snell and Lau (2023) with empirical evidence. The study employed a qualitative approach by interviewing partner organization representatives (PORs) from 11 local and two international community partner organizations (CPOs), which had a history of collaboration in various service-learning projects with four universities based in Hong Kong. Our analysis identified five key factors that were perceived to be conducive to the success of service-learning projects. These positive factors were: student ownership and initiative, positive roles for PORs and their staff; an established collaborative relationship between the CPO and university; university unit-provided support and preparation for students; and instructor commitment. These factors confirmed several variables in the Snell and Lau (2023) typology, and relationships among these factors were identified. Interviewees identified factors impeding effective service, including the absence of some success factors, failure to align community/CPO needs and instructor requirements, and insufficient time parameters for the service. In our discussion of the findings, we infer some possible causal relationships among the positive factors. Limitations of the present study are discussed, and directions for further research are suggested. ","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43200260","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}
Community impacts of service-learning have gone largely unexamined by researchers, partly because of the absence of a well-established feedback tool. This study is a step toward filling this research gap by developing and validating the Community Impact Feedback Questionnaire (CIFQ) as a means for collecting feedback from partner organization representatives (PORs) on the impacts of particular service-learning projects on community partner organizations (CPOs) and, where applicable, end-beneficiaries. The CIFQ contains items about three categories of impact on CPOs, corresponding to a conceptual model developed by Snell & Lau (2022). These are: a) achieving project goals to further the CPO’s mission; b) augmenting resources of the CPO; and c) acquiring knowledge, insights, ideas, and techniques.There are also items on impacts for end-beneficiaries, overall impact evaluations, and future engagement. The CIFQ was validated with the Delphi method by inviting 16 practitioner panelists, mainly from CPOs, with prior involvement in service-learning. Three Delphi survey rounds helped refine the CIFQ as a tool for capturing the community impacts on CPOs and end beneficiaries arising from service-learning. Possible reasons for controversy and non-retention are discussed.
{"title":"Development of the Community Impact Feedback Questionnaire for Service-Learning: A Delphi Study","authors":"K. Lau, R. Snell","doi":"10.18060/26112","DOIUrl":"https://doi.org/10.18060/26112","url":null,"abstract":"Community impacts of service-learning have gone largely unexamined by researchers, partly because of the absence of a well-established feedback tool. This study is a step toward filling this research gap by developing and validating the Community Impact Feedback Questionnaire (CIFQ) as a means for collecting feedback from partner organization representatives (PORs) on the impacts of particular service-learning projects on community partner organizations (CPOs) and, where applicable, end-beneficiaries. The CIFQ contains items about three categories of impact on CPOs, corresponding to a conceptual model developed by Snell & Lau (2022). These are: a) achieving project goals to further the CPO’s mission; b) augmenting resources of the CPO; and c) acquiring knowledge, insights, ideas, and techniques.There are also items on impacts for end-beneficiaries, overall impact evaluations, and future engagement. The CIFQ was validated with the Delphi method by inviting 16 practitioner panelists, mainly from CPOs, with prior involvement in service-learning. Three Delphi survey rounds helped refine the CIFQ as a tool for capturing the community impacts on CPOs and end beneficiaries arising from service-learning. Possible reasons for controversy and non-retention are discussed.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43198266","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}
The COVID-19 pandemic necessitated an abrupt shift to virtual community-university partnerships for many community partners, instructors teaching community-engaged learning courses, and students. This shift exacerbated challenges to fostering mutually beneficial, equitable community-university partnerships, potentially affecting access to and participation in programs benefiting K-12 and college students alike. This paper discusses the Writing Partners letter exchange program, highlighting how challenges were considered and addressed, as well as ways we could improve in future semesters of community-engaged learning. Assessment data using surveys suggested challenges related to exchanging letters virtually and use of videos in lieu of an in-person university campus tour. Solutions included partnership meetings and early planning for future virtual events. We then discuss lessons learned and future directions for mutually beneficial and equitable community-university partnerships that could involve virtual work for various reasons. This paper adds to emerging literature which shares experiences related to virtual community-engaged learning. Sharing our experiences and lessons learned through the Writing Partners program will inform educators and administrators interested in implementing similar letter exchange programs, as well as those interested in learning more about community-university partnerships in the virtual space.
{"title":"Developing Equitable and Mutually Beneficial Virtual Community-Engaged Learning Opportunities","authors":"Casey A. Knifsend, C. Choe-Smith","doi":"10.18060/26369","DOIUrl":"https://doi.org/10.18060/26369","url":null,"abstract":"The COVID-19 pandemic necessitated an abrupt shift to virtual community-university partnerships for many community partners, instructors teaching community-engaged learning courses, and students. This shift exacerbated challenges to fostering mutually beneficial, equitable community-university partnerships, potentially affecting access to and participation in programs benefiting K-12 and college students alike. This paper discusses the Writing Partners letter exchange program, highlighting how challenges were considered and addressed, as well as ways we could improve in future semesters of community-engaged learning. Assessment data using surveys suggested challenges related to exchanging letters virtually and use of videos in lieu of an in-person university campus tour. Solutions included partnership meetings and early planning for future virtual events. We then discuss lessons learned and future directions for mutually beneficial and equitable community-university partnerships that could involve virtual work for various reasons. This paper adds to emerging literature which shares experiences related to virtual community-engaged learning. Sharing our experiences and lessons learned through the Writing Partners program will inform educators and administrators interested in implementing similar letter exchange programs, as well as those interested in learning more about community-university partnerships in the virtual space.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48779688","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}
This study explores how higher education professionals develop and demonstrate cultural competence in their professional roles. Through a mixed methods case-study approach, the study investigates how perceived levels of cultural competence in higher education professionals is shaped by participation in an extended diversity training program. Additionally, this study explores implications for individual career trajectories as a result of program completion and implementation of new learning. Study findings indicate that participants anticipate lasting effects from the training experience. The training introduced and ignited a reconfiguration of what it means to engage and work in spaces where institutional and organizational commitments are aligned with personal commitments. Following training, all participants expressed deep commitment to intentionally and actively cultivating a sense of belonging and inclusion in the workplace through shared language, shifts in policy, and more thoughtful interpersonal interactions with colleagues and peers.
{"title":"Exploring the impact of diversity training on the development and application of cultural competence skills in higher education professionals","authors":"Kendra Cabler","doi":"10.18060/25334","DOIUrl":"https://doi.org/10.18060/25334","url":null,"abstract":"This study explores how higher education professionals develop and demonstrate cultural competence in their professional roles. Through a mixed methods case-study approach, the study investigates how perceived levels of cultural competence in higher education professionals is shaped by participation in an extended diversity training program. Additionally, this study explores implications for individual career trajectories as a result of program completion and implementation of new learning. Study findings indicate that participants anticipate lasting effects from the training experience. The training introduced and ignited a reconfiguration of what it means to engage and work in spaces where institutional and organizational commitments are aligned with personal commitments. Following training, all participants expressed deep commitment to intentionally and actively cultivating a sense of belonging and inclusion in the workplace through shared language, shifts in policy, and more thoughtful interpersonal interactions with colleagues and peers.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48319952","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}
{"title":"Anti-Racism, Equity, and Inclusion at Urban Institutions: An Introduction to the Special Topic Issue","authors":"Jeffrey Wilson, Tiffany Towsend, Rosalyn Hobson Hargraves, Sylvia Butler, K. Allison","doi":"10.18060/26508","DOIUrl":"https://doi.org/10.18060/26508","url":null,"abstract":"","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-09-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48917663","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}
In 2020, Americans witnessed the COVID-19 pandemic disproportionately impact the most minoritized groups. Concurrently, the innumerable police killings of Black Americans re-ignited racial justice protests across the world. As a result, students, faculty, and staff observed a rapid push by administrations to enact diversity, equity, and inclusion (DEI) initiatives and commit to creating more equitable and inclusive climates. Since higher education's inception, urban anchor institutions have played an integral role in the political, social, and economic well-being of their surrounding communities. After 2020, as the distance between universities and their surrounding communities continues to expand, it’s as critical as ever for urban and metropolitan universities to dismantle the pervasive inequities that torment their students and surrounding communities. Although numerous anchor institutions have expressed their commitment to DEI initiatives in recent years, minoritized students, faculty, and staff continue to face systemic barriers to academic and professional achievement and overall well-being. Given this discrepancy, we, four graduate students from an urban anchor institution, were invited to provide recommendations for universities to dismantle inequities and provide a more inclusive, anti-racist environment for its students. As such, we address three concerns: increasing the diversity of faculty and staff, correcting housing and medical injustices of the past, and remodeling campus safety and policing. Our commentary also provides actionable steps for urban anchor universities to address these challenges, particularly for minoritized students and communities.
{"title":"Anchored or Detached? A Student Commentary on Equity, Diversity, and Inclusion at Urban Institutions","authors":"A. Parks, Gerron Scott, Chariz Seijo, Troy Keys","doi":"10.18060/26300","DOIUrl":"https://doi.org/10.18060/26300","url":null,"abstract":"In 2020, Americans witnessed the COVID-19 pandemic disproportionately impact the most minoritized groups. Concurrently, the innumerable police killings of Black Americans re-ignited racial justice protests across the world. As a result, students, faculty, and staff observed a rapid push by administrations to enact diversity, equity, and inclusion (DEI) initiatives and commit to creating more equitable and inclusive climates. Since higher education's inception, urban anchor institutions have played an integral role in the political, social, and economic well-being of their surrounding communities. After 2020, as the distance between universities and their surrounding communities continues to expand, it’s as critical as ever for urban and metropolitan universities to dismantle the pervasive inequities that torment their students and surrounding communities. Although numerous anchor institutions have expressed their commitment to DEI initiatives in recent years, minoritized students, faculty, and staff continue to face systemic barriers to academic and professional achievement and overall well-being. Given this discrepancy, we, four graduate students from an urban anchor institution, were invited to provide recommendations for universities to dismantle inequities and provide a more inclusive, anti-racist environment for its students. As such, we address three concerns: increasing the diversity of faculty and staff, correcting housing and medical injustices of the past, and remodeling campus safety and policing. Our commentary also provides actionable steps for urban anchor universities to address these challenges, particularly for minoritized students and communities.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41436704","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}
Higher education must move beyond statements of solidarity towards action to support antiracist work at institutions. Although these statements of support are laudable, it can be challenging to successfully operationalize antiracism across all levels of an institution (individuals, activities/programs, courses, units, and entire institutions) and with all stakeholders (faculty, staff, students, and community partners). We suggest that community engagement is a key overlooked strategy and method for advancing antiracist agendas within institutions. Examples of how antiracist work actually manifests through community-university partnerships can help identify successful outcomes of antiracist practices and policies. This article will share findings from a series of dialogues engaging over 250 participants about the intersection of engagement and antiracism, and share a call to develop a set of metrics to assess and measure antiracism in higher education community engagement.
{"title":"Operationalizing Antiracism in Higher Education Community Engagement","authors":"Stella Smith, Kristin Medlin, L. Wendling","doi":"10.18060/25333","DOIUrl":"https://doi.org/10.18060/25333","url":null,"abstract":"Higher education must move beyond statements of solidarity towards action to support antiracist work at institutions. Although these statements of support are laudable, it can be challenging to successfully operationalize antiracism across all levels of an institution (individuals, activities/programs, courses, units, and entire institutions) and with all stakeholders (faculty, staff, students, and community partners). We suggest that community engagement is a key overlooked strategy and method for advancing antiracist agendas within institutions. Examples of how antiracist work actually manifests through community-university partnerships can help identify successful outcomes of antiracist practices and policies. This article will share findings from a series of dialogues engaging over 250 participants about the intersection of engagement and antiracism, and share a call to develop a set of metrics to assess and measure antiracism in higher education community engagement.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46070749","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}
Gale E Garmong, B. Calhoun, A. Colbert, Victor Grigsby, J. Mann, Annie Nagy, Brittani Namey, M. Parish, Jennifer Elliott
The COVID-19 pandemic has disproportionately impacted people of color, underscoring the importance of equity in the public health response. The Duquesne University Center for Integrative Health (DUCIH) is a university-wide center focused on training future practitioners and improving health equity in the Pittsburgh region. DUCIH’s initial pandemic response included a virtual adaptation of community health programs and supporting partners’ testing and vaccination efforts. In March 2021, the Allegheny County Health Department (ACHD) asked DUCIH to establish a vaccine Point of Dispensing (POD) at Central Baptist Church in Pittsburgh’s Hill District, to reach underrepresented populations. DUCIH engaged the Schools of Health Sciences, Nursing, and Pharmacy and multiple university offices to recruit an interprofessional team of 263 volunteers. From March to June 2021, the POD administered 5,652 vaccines in an underserved neighborhood, with a majority of doses administered to people of color, meeting the POD’s aim. This university-church partnership has continued with vaccine clinics and health screenings. This case study shares lessons for rapid response to public health emergencies through university-wide collaboration with community partners. Universities with health science schools should cultivate relationships with local health departments to promote awareness of these capabilities.
{"title":"Academic Center Partnership with Health Department and Church to Rapidly Deploy COVID-19 Vaccine POD Reaching Underserved Populations","authors":"Gale E Garmong, B. Calhoun, A. Colbert, Victor Grigsby, J. Mann, Annie Nagy, Brittani Namey, M. Parish, Jennifer Elliott","doi":"10.18060/25692","DOIUrl":"https://doi.org/10.18060/25692","url":null,"abstract":"The COVID-19 pandemic has disproportionately impacted people of color, underscoring the importance of equity in the public health response. The Duquesne University Center for Integrative Health (DUCIH) is a university-wide center focused on training future practitioners and improving health equity in the Pittsburgh region. DUCIH’s initial pandemic response included a virtual adaptation of community health programs and supporting partners’ testing and vaccination efforts. In March 2021, the Allegheny County Health Department (ACHD) asked DUCIH to establish a vaccine Point of Dispensing (POD) at Central Baptist Church in Pittsburgh’s Hill District, to reach underrepresented populations. DUCIH engaged the Schools of Health Sciences, Nursing, and Pharmacy and multiple university offices to recruit an interprofessional team of 263 volunteers. From March to June 2021, the POD administered 5,652 vaccines in an underserved neighborhood, with a majority of doses administered to people of color, meeting the POD’s aim. This university-church partnership has continued with vaccine clinics and health screenings. This case study shares lessons for rapid response to public health emergencies through university-wide collaboration with community partners. Universities with health science schools should cultivate relationships with local health departments to promote awareness of these capabilities.","PeriodicalId":34289,"journal":{"name":"Metropolitan Universities","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-06-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42647675","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：