The Mel and Enid Zuckerman College of Public Health is dedicated to promoting the health of individuals and communities in the southwest and globally with an emphasis on achieving health equity through excellence in education, research & service. The knowledge and products produced by MEZCOPH through its teaching, research and service will have a local impact, national influence, and a global reach to decrease health disparities, increase health equity and to improve the health and wellbeing of people and communities.
The Global Health Institute (GHI) offers many opportunities for faculty members to explore key areas of teaching and learning and expand their teaching skills and practices. The GHI Faculty Development Program is competency-based and provides a variety of opportunities, from face-to-face workshops and seminars to online and hybrid courses. The main goal is to engage faculty, scholars and practitioners in continuous development activities and practices that result in developing innovative strategies and improved student learning.
Several specific programs have been designed to support faculty, teachers, scholars and practitioners. These include the following below. Click on an accordions title to expand for more information.
Becoming an effective teacher in higher education combines an instructor’s subject matter knowledge with pedagogical and interpersonal skills that are initially learned by observation and then improved and mastered by additional training and practice. The Global Health Institute’s training for effective teaching in public health focuses on foundational issues that arise in higher education and targets the multiple settings where instruction on health care occurs. Finally, the training integrates how to take new skills and have them become good habits that benefit instruction and learning. There are 4 modules to this training.
Module 1: Class preparation: Topics covered during this 3-day module include:
a) Developing a syllabus
b) Developing course objectives and competencies to be addressed
c) Developing class objectives
d) Identifying the right resources and reference materials
e) Reversing the classroom
Module 2: Academic Integrity: Topics covered during this 1-day module include:
a) Why is academic integrity important
b) What is plagiarism
c) Methods to prevent academic dishonesty
d) Methods to detect academic dishonesty
e) Appropriate consequences for academic dishonesty
Module 3: Interacting with Students: Topics covered during this 3-day module include:
a) Working with large classes
b) Working with small classes
c) Getting the most out of your discussion groups
d) Using technology in the classroom
e) Using technology outside the classroom
Module 4: Learning Assessments: Topics covered during this 2 day module include:
a) Class activities
b) Using written assignments and papers
c) Multiple choice questions
d) Outside class activities
Community engagement is the heart of public health and is essential for improving the quality of life in communities. It is usually defined as” the application of institutional resources to address and solve challenges facing communities through collaboration with these communities.” [i] In today’s world it is essential that faculty have the tools to engage communities throughout the world and it requires a set of skills and knowledge for faculty who are building the public health leaders for the future.
The Mel and Enid Zuckerman College of Public Health at the University of Arizona has built a strong 2-weeks program with four major components to assist faculty in providing guidance through teaching, research and service to ensure a strong commitment to engaging communities. These components include”
1. Developing and implementing community based interventions at the local level: This component focuses on the development, implementation and testing of community based interventions focusing on chronic disease with example of curricula for patients, families, and community residents utilizing community health workers. Faculty participants learn the “how to” of developing community interventions. (Scott, Nicky, Jill, Samantha, Maia)
2. Strengthening leadership at the community level: This component focuses on building the skills for systems change at the level of social determinants of health, including training modules that can be utilized at the community level. Faculty participants will learn about a series of tools that are essential to building leadership skills in the community and meet community partners who have collaborated on leadership training at the community level. . (Maia, Jill, Samantha, Cecilia)
3. Building strong service learning programs: This component focuses on developing a teaching and learning strategy that integrates community service with instruction and reflection to teach civic responsibility and strengthen the public health infrastructure in the community. Faculty participants learn how to integrate service learning into their existing course curriculum and expand to new models for service learning courses and visit community partners who have participated in service learning courses of the College. (Samantha, Jill, Cecilia, Nicky, Lynda ).
4. Developing and implementing community based participatory research: This component focuses on the underlying principles of community based participatory research (CBPR) and explores specific examples of successful and unsuccessful partnerships for CBPR. Faculty participants have the opportunity to interact with our faculty, researchers, and community partners who have participated in the development of courses focusing on CBPR. (Nicky, Scott, Samantha, Cecilia, Maia, and Jill)
[i] Commision of Community-Engaged Scholarship in the Health Professions, Linking Scholarship and Communities, Seattle WA: Community Campus Partnerships for Health, 2005
The Global Public Health Leadership Training Program is a 2 weeks service learning program in public health that includes the following educational goals and objectives:
The Program will provide each participant with an increased understanding of the public health system in the U.S. and Arizona, in particular, through practical hands-on experiences. The College has extensive experience in short term research and education programs. Research mentorship will be provided by our faculty who will provide along with mentorship to participants in the service learning program, educational and experiential opportunities to learn in-depth the challenges, assets, and salient issues characteristic of the Arizona-Sonora region and public health research currently underway in the College of Public Health.
The Global Public Health Leadership Training Program will:
Increase participants’ understanding of the health care and public health systems characteristic of the U.S. and state-based programs.
- Enhance the participants’ understanding of the diversity and culture of the state by providing opportunities for exposure during the week end.
The program will provide the participant with an experience in which to:
- Learn and understand the public health and healthcare delivery system in the US.
- Learn and understand the public health and healthcare delivery system in Arizona.
- Develop understanding of the intricacies of facilitating public health delivery to urban and rural population groups through on location experiences.
- Gain appreciation of the rewards and challenges of providing public health to under-served populations in both urban and rural communities.
The program will utilize an approach that will rely on a combination of hands-on activities, opportunities for future collaboration, and networking, while providing a supportive environment that maximizes the likelihood of success. Our goal is to provide a foundation and understanding of public health system and research currently underway in Arizona.
The program starts with 1-week in Phoenix and includes one day of orientation activities. The week will be comprised of field trips to various agencies and programs in the Phoenix area to provide the participants a broad context and a set of lectures by MEZCOPH and adjunct faculty on specific public health topics. In the second week, participants will travel to Tucson for similar activities including a field trip to the Arizona-Mexico border to learn about immigration and health issues.
The included activities are designed to enhance the participants’ overall experience and provide a scope of professional opportunities. Spending time in the environments where public health and medicine is most heavily impacted is a top priority. Opportunities for social participation and interaction will be suggested to participants during their off time. Some weekends will be organized to maximize participants’ cultural experiences.
Normal education hours are Monday through Friday, 8 a.m.-5 p.m. The schedule may be adjusted to accommodate specific activities or events, including visits to specific agencies or hospitals. A weekend calendar will be provided with suggestions for trips to national monuments and other cultural and sports events held during the month of February.
Participants might be required to participate in various institution-sponsored activities and they will have the opportunity to network with researchers, managers, and practitioners.
Responsible faculty will be monitoring the daily activities. Participants will reflect individually and on a daily basis, about their experience and also prepare a team reflection that will then be shared with the broader group. At the end of the two weeks participants will give final reflections as a team and individually
Participants will maintain a weekly journal of their reflections. Each entry should be a maximum of 500 words.
The Closing Session will take place during end of Week 2. Participants will share their experience in an informal format with MEZCOPH faculty and leadership.
Some of the activities Scheduled for the weekend Social trips are
The Musical Museum in Scottsdale
The Phoenix Museum of Art & The Heard Museum
Botanical Gardens and Phoenix Zoo
Sedona and the Grand Canyon
Sabino Canyon & the Desert Museum in Tucson
EVALUATION Participants and faculty mentors will be required to complete an evaluation survey. We also will offer our collaborators the opportunity to provide input via a separate instrument. Results will be incorporated into our reporting requirements.