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    Celigrantproposal RSPH Updated

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    Proposal to Support the Infrastructure Development for Increasing the Impact of Community-Engaged Learning Initiatives at the Rollins School of Public Health OVERVIEW ‘This narrative describes the proposed Office of Community Engaged Leaning 3 the Rollins School of Publi ealth (SPH), The procs ofthis propaced fie ict ineittioalie and strengthen capacity for scholarship ‘and service opportunities for degree-seeking MPH/MSPH students in concert with community needs Inthe ‘Atlanta area. By locating the proposed office internally at RSPH it wil be possible for faculty, students, and ‘community organizations to build and strengthen partnerships, develop collaborative plans that adress Important issues, create necessary tools, mobilize resources, enhance communication, and share best practices related to these functions. Director of Public Health Engaged Learning will serve as the liaison between community partners and RSPH faculty and students as wells the lager school-wide and university colleagues in community-engaged learning and service learing. Iti important to stress that this proposed office wil colaborate crectly wit the Office of Univesity-Community Partnerships (OUCP] and help made! Interdisciptinary exchange ‘The enclosed grant application provides the framework for incremental stages of planned implementation of community-engaged leaning at RSPH over vee yeas. Through these integrated strategies of appropriate planning, capacity strengthening and evaluation measures, RSPH antcpates increased impact and, sustainability for new and existing partnerships as well s providing the infrastructure fr enhanced ‘communication across allepartments within RSPH and the University PURPOSE ‘Students at RSPH are among the most-engaged and service-drven groups at Emory University participating in ‘a myriad of volunteer opportunities, service learning initives, and co-curricular actives. Curent offerings are often facitated by individual faculty or student groups and lack coordination and communication within SPH and across the university, Sometimes this creates duplication of efforts, burdens community partners, and inhibits sustainability. Furthermore, inalvidual faculty and student groups must overcome an extremely Gearon dunt onto orang pga prnetpy sree poy od Sri a ‘rer to Keappubichelth information regularly update nthe OUCP database 2 enttygoas of community partners and strtepe for engaging community thoughout program and course development >> Develop evaluation too for faculty, students and comunity partners to provide themes of lari, pedapDey ‘nd partnerships process evaluation to ates community benef and stodent experience > Develop guidelines For effective communtyengagerent through partpatory process in patnership with OUCP anawth community partners, acy and sadents Capacity Strengthening - Fall 2010 "Pot ese stusy of partnerships volved nfl communty engaged coures or est practices > Ourweach to new anéetuing students abou community engages erring opportunites > Share experiences ofcommuniyengagement trough monthly seiner sere and special events Work with communities, students, faculty to develop eave methodologies for sharing bet paces Implementation (estimated for Spring 2011 ofter planing and capaty strengthening are ore solide) D> Appi gudeines to current exrtngpartnershios Connect curent courses to community partners by matching goa, in > Hold regulary planned advisory mecings and spel yearend mectings sts and resources increase Impact ves asthe middle ground between what ts already happentng and beginning to scale up and ign structure to prepare the way forthe integrated approach forall tudents and faculty at Planning ~ Fall 2011 >> Seek new oppertunites fr involvement that alin with ont areas Connect with addtional fat to understand interest areas ad goal for cucu an research > evelopstrtene for aleningstident interests wit appropriate community partnerships Capacity Strengthening - Fall 2011 ">" Oevelop creative methodlogy to dssaminae bes prctics within RSP, throughout the university, community, and fel of servic erring and cmmmunity engagement trough Interactive tol and cmponent ft QUCP Barer databace olaboration wt te RS nuentony > Expand manthiy seminar series and autreach beyond RSPH programs and partnerships to nterdlsinary parbcpation > Offer atonal opportunites fr traning mare faculty in community engagement methodology, pedagosy, faaltaton andaawcement >> Frovde opportunites for comunity arta to ineeat capacity for working wth uriversty partners and for rmoblize resources Implementation - Spring 2012 "> Communty-> Develop new partnerships, supporting more student projects Incessing community practicum operant Phase III: Integrated Community-Engaged Learning "hs phase implements the Integrated approac forall students at RSPH to partner with communities for ‘engaged learning throughout the duration of cher program of study and engages al fculty inthe advisement ‘and/or the facilitation of community-engaged learaing activites Implementation - Fall 2012 3+ students are connected wih organizations rm inception int the program and remain involved thoveh the uration ofthe degree progam to incorporate beter community iteration > Faculty and staf willbe involved in the process of communtyengaged lang and how to negate engaged Teaming into student advisement, course cutcalum, andeo crear actos > Foster multidecptnary opportunites for conmunty engagement cross te Ema cormuniy Long-term Outcomes > communtyengaged leaning isttutionsied and fly integrated in the Rois Schoo of Public Health ‘arcu avaabe toa students and maetained by al faculty and shared across the University ‘Strenthene commniaton that facilitates community logue nt programs Bete se of esourees and beter serves to communities by signing gals and urtanable practices More meaningful and engaged oppetuntes or stugents to nterac im a carmunity over time ‘Amore dynamic learning environment that etter prepares public heath student or future profesional ‘ractice ane proviesanintrdsitnay approach te development, ‘The participatory methods for engaging al stakeholder inthe development and implementation of pans and Programs wl ao apply to the ongoing evaluation. A process evaluation wil be cared outta the duration of this ntiaive and incorporated into the guidelines and best practices for eammunity partnership. During the Phase planning process, evaluation tools wil be developed for assessing important themes for leaning nd incorporating perspectives relevant to all stakeholders including both short-term and long-term outcomes of these partnerships and tracking the student and professional experience overtime. The overall intended ‘outcome o this initiative is to offer effective and sustainable community-engageé learning opportunities that strengthen partnerships and engage al faculty and students. One aspect of measuring ths outcome ff stodents, faculty, and community members ae allinvalved and cantibuting to this effort, Another Key ‘measurable wl be the communication between stakeholders, documented reports, published articles and shared partnerships and experiences across the University. BEST PRACTICES OF ENGAGED LEARNING (One of the fundamental principles of service learning and community-engaged earning i that of @ participatory process in which al stakeholders have an equal voice and an active rolein the planing. ‘development and implementation of actives that connect tothe ways in which goals, ideas and resources Imersect forthe greater purpose of action and empowerment. This the principle in which the Office of| Public Health Engaged Learning will function at RSPH. Although tis may prevent the full details of actites to be described before the planning capacity strengthening or Implementation has begun, this will als allow for the objectives fr bet practice tobe facilitated throughout the duration ofthese activities. With this comerstone for effective development in place, appropriate steps canbe taken to develop effective course curriculum, sustainable programming and partnerships that account for the best interest of community ‘organizations and the student learning expertence Student are entering RSPH with a drive for service and community engagement. They are intanty connected with community organizations as part of new student orientation during Ralinsteer Day of Service. For many students, community engagement continues theough coursework and practical experiences but wil begin to be offered forall students overtime with added infrastructure and support. These experiences may alo be linked throughout the duration of a student's couse of study with proposed plan developments in Phase Il ‘An ongoing continuum of engagement is current only offered in one program at RSPH with approximately 30 ‘new students participating each year (Masters international program). Ths initiative seeks to increase both impact and sustainability by offering the same opportunity fr engagement toan entire incoming class of approximately 400:500 degree-seeking MPH students over 3 years. Furthermore, there are approximately 10 faculty members across RSPH that currently fecltate courses with 2 community component 253 core function ‘ofthe curriculum, With this added infrastructure of suppor, all faculty at RSPH wil have the resources to explore this option for ther course delivery and be involved in the advisement of stents in community engaged learning opportunites within the degree program. This demonstrates more than 600% increase in student engagement and an even larger increase in faculty engagement in just 3 years! ‘Sentinwum of sudan engagement ioughovt the Graton oTtme at Enanz Rolin ter Day during orientation > communty Intepraton > communty-engaged coursework > (ongoing sil evelopment and refining goal of student and community) > practicum expeiece/requrement > (OPTIONAL: may ead to thesscaptone opprtuity or addtional employment appertunty} > public heath professional with batter “understanding perspective of community and how to beter address needs/assts of community to enhanc earning, ‘resource locaton and ongoing development ‘connect to anging rear of unersy/proaram wth cant rgoneton goals and ie re plan for ‘mplnenton ot neoprene staat stant etter. (a gh ont coahorat with ter ant Emory Un) RESOURCES: PHASE I PLANNING AND CAPACITY-STRENGTHENING BUDGET NARRATIVE For such large-scale and ambitious inate it takes a carefully planned strategic approach to align the ‘muti phases and intricate design accounting far perspectives and engagement from al player throughout ‘the duration of the plan. With this in mind, the budget was carefully designed to incorporate the activites that ill not only provide mare opportunites fr eallahoratan and new partnerships, hut wil lea demnnetrate the interconnectedness ofthe planning and capacity-strengthening with the overall implementation aspect of his initiative. This proposal includes the carefully considered Planning and Capacity Strengthening phase to establish the infrastructure and primary functioning ofthe initiative through personnel, regular advisory ‘meetings and events that connect key stakeholders to the process and to examine current programs for piloting new developments. The implementation and successive phases are deliberately staggered to account forthe lessons learning during the Planing and Capacity process. ‘The infrastructure development fora Divector of Public Health Engaged Learning allows forthe passion, creativity and commitment of a prominent staff member cutenty flitting community-engaged earning at SPH, Kristin Unzickr, to focus energy and resources on thi initiate, The funds for ths pasion demonstrate the grade change from Sr. Program Assocate to Program Director with an annual 5% increase, ‘Aditionaly, Public Health Engaged Scholars and Summer interns wile selected through a competitive process fr carrying out this initiative. The Public Health Engaged Scholars wll document faculty courses, pedagogy, partnerships and delverabies; aise with community organizations; provide leadership to ather students; and help to moderate the Student Advsory Committee. The Summer laters wil explore new Partnerships; establish goals and needs of students, faulty and community partners; and hep to link the ‘activities for Phase and Capacity Strengthening incorporates all raining, education and outreach needed to ralse awareness and share best practices fortis community-engaged learning initiative. One ofthe primary strategies for sharing ‘experiences and best practices is through a monthly seminar series designed to provide a forum for community partners to share their programs and activities, for faculty to share how they are incorporating these programs into their curiculum and for students to share the'r learning process and experiences inthe community, This series willbe open to the entire school ar 2 unch and lear’ each month during the academic year. Additonal, a large-scale community event with an organizational fair and program featuring 2 special speaker willbe held each fala raise awareness around key issues (model after event featuring Valentino Achak Deng held November 2003), Finally and most importantly, the Planning portion ofthis inti accounts forthe carefully timed actities ‘needed to properly develop and implement the inventor, evaluation and guidelines inte practice. This portion of the initiative incorporates al aspects of development and facitation fr collecting information on all ‘community-engaged activites that RSP! has erred aut aris currently carying Out as part ofa course of program. al local transportation for community partners along with activity material, supplies and Iterature and needed to facilitate the process fr establishing and implementing best practices of engaged learning are included in the planning budget. ‘Additional, this Inventory and assessment wil be used as “Jumping of point for creating the evaluation tools and fr reviewing these experiences as well as fr establishing guidelines and best practices for ‘community engagement. Special planning and information gathering meetings are planned to better understand the perspectives of students, faculty and community members. Fach ofthese special meetings ‘targeted to one population ata time and wil be facilitated ae part focus-group and art workshop, ‘An additional student stipend is included inthe planning portion ofthe grant to support a part-time ‘administrative and project management positon for an existing student leader to help ink the planing activites to the arger implementation and capacity strengthening components and to asst the director in faclitating this very involved participatory process ‘Additional non-financial suppor from OUCP is integrated into each phase and component ofthis nitive in ‘order to better make best use of knowledge, experience and resources in communityngaged leacning, The ‘most important aspect ofthis support includes ongoing participation in advzory and stakeholder meetings to ‘assist inthe development and sharing of guidelines and best practices, to connect to adltional support and ‘raining on strategies, pedagogy and aszesement tals for fcitatng effective communty-engaged learning programs. For instance the inventory process will drectiy relate to the existing OUCP database and regular ‘communication an collaboration wil be necessary for sharing the information colected withthe existing structure and format used for CELiniatives across the Unversity. Adctionally, the lessons learned from RSPH ‘experiences may serve as key points of interest for athers. Ths collaboration wil serve an integral role in ‘connecting the community of colleagues across the University working on commanity-engaged learning intatves to share experiences, contacts and ideas for new colaborations. OUCP will serve as resource for ‘ongoing professional development opportunities related to service learning and community engaged scholarship, including, but not limited tothe Faculty Fellows Program. RSPH intends for 3-2 faculty to Participate inthis unique program each year in order fr a larger aumnber of faculty to develop the pedagogy and experience necessary to enhance their curriculum. Finaly a5 this inate unfolds at RSPH, It may serve ‘asa model fr other units across the University to better colaborate wth OUCP to institutionalize community ‘engaged learning at Emory ENDORSEMENT SPH Support ‘Volunteer Emory Support ‘Support from United States Peace Corps ‘Community Partners Support (Masters International and Rollins-teer ‘Organizations ‘Proposer 2-page CV for Kristin M. Unzicker, MPH, CHES ROLLINS | isha ¥.tevinon, mo EMORY ROLLINS | Enea awocite Bam for Academe Afay PUR TI G | Chnke lowand Contr Presser abe Hea HEALTH My, 2090 rector ammurity Engng tities Programs coucr Enory Uriverity camrus Dear Director: ‘This sto support the proposal, "Community Engaged Lean Intatives at the Rolin School of Pubic Health” We propose buiting center that provides expanded opportunities fer comity engagement and anticipate the volvement of our faculty, staff ane students Schools of public heath, by their mission collaborate with communities in tralnng research and Practice. The community sour laboratory. Students ae involved in community-eated work through ‘equred practicum, often through research fora thesis or capstone project and through exercises uit Into courses. In many instance, students lend thelr assistance to community-based orgenizations out of {8 desire to sere, the same drive that brings them to public health 3¢ a career. The Atlanta aea offers numerous pubic health challenges and attracts student volvement. Many choose to enrol at Emory because ofthe service opportunites avaiable to them inthe metropaktan area, “The Rolins School of Public Heath is seeking ways for student olen outside the classroom. This year with the fss of ederal work study funds normaly allocated tous by Emory University, our schoo! ‘mace a significant commitment to replace this with internal nds so that our students would continue {o derive the benefit of working ane learning within aea pubic health nstuions. We dd ths because it wasintegral to our educational program. Actives proposed in this document complement such an effort to bring students nt the cornmunity andthe community into ur elassrooms ‘The Schoo proposes to expand an exiting zat of stviies and personnel ung resources tu ieese {the invojverent of faculty and students though our programs of training and extra-curricular acts, Weantiipate that this ofc, akey part of our Student Services, will deni, promote and arrange ‘opportunites for linking course work to the community. With adtional resources, we willbe abe to identify and coorsnateopportuites forthe esting course such a Pragrm Evaluation and ‘Community Needs Assessment, further develop the training we are providing to Masters International ‘Stulents an expand the umber of courses that colaborate with the community n training students ‘lhe Coup ont seek sentry re \We expect this program to help faculty thinkin new ways about teaching beyond the boundaries ofthe eassroom, Ass evident from ongoing RSPH actities such as the Masters International Program and Rolins-eers, we have devoted considerable ene-ay and interest to community engagement and have identified staff and facuity who can lead &. — caineagey, UN Ue Richard M, Levinson, PRD Professor and Executive Associate Dean @ EMORY. | etm lta eta ROLLINS SCUOOL OF PUBLIC HEALTH rs hae leh Office of Universty-Community Partnerships £1256 Gircif Road,Sute 418 ‘Allanta, GA 30322 ‘Api 30, 2010 Dear Dr. eh, am writing to express my strong suppor forthe Communiy-Engages Learning natives grant submited by Ms Kristin Unzcker, on behalf ofthe Rolin Schoo of Public Health, 'am abi beieverin the vale of community-engaged learning. yet also understand the challenges such programs present ‘te facuty and community organizations as they atiept to develop and navigate relationships tat are attimes uncertain yet requ sgniiant suppor along the way. I belive strongly that establish centralized office fr Community Engagement within the Rolins School of Publi Health would support focuty efforts to incorporate communiy-engaged lenin in ther courses, as well as assuring that thos efforts might be sucessul in providing students with the typeof community based experiences that willhlp ther develop key iis, ook forward to serving onthe faculty advisory bos that will help to rect these efforts and working ith Ms, Uncickeras she further develops this native, Karon. Andes, Ph, Visting Assistant Professor Hubert Department of Global Hesih EMORY | oe" UNIVERSITY ‘oni 29,2010, ‘Michal leh, ho. Office of Unlveriy-CommunityParnershipe Emory University 1256 Briar Rood, ute 41807 ‘ant, GA 30822 ‘ear Dr. lh: "am wring with enthusiast support for Rolins School of Public Heath’ funding sppication While Rolin i aready a tmendou force for juste | am certaln tht exabihing a fulslme postion to suppor: comeunity-engaged learning there willow for even mere itenionl and une sci justice programming Currey, Rolin and Voluteer Emory porter on number ofsrvic-eated programs. We work ‘together fo inreduce and erent fst year Rolin tents to lant at annual liner Dayserdce ‘projects. Rolns students a staf lo asst wth sch Volunteer Emory programs at Emory Cares Dey {ef which OUcPs a co-sponsor and ou Publc Heat-ocused service rip to Drow Charter Scoal, ‘Wer year, Volunteer ry wil have our fistever graduate student staff members, one of whom ithe olins SGA Service Ca. ‘The staff et Rolins hove dane a great job a eshing ot the connections between academic earch within the Puic Hest eld and off-campus communty-buigng soil jasce work ve no doubt that this funding augmentation wl allow Rolin facuty, staf and students to bul on these curent forts Ina sustainable way Please donot hesitate to contact me for mor information, Thank you, Haroidplaron ‘Coornaor, Volunteer Emory 605 Asbury Cre, Site 3408 ‘tanta, 6A 30822 ey Us aes saly ‘po ary Coe Tecan ‘hr Gap oro, ona ‘el sporty efecto April 30, 2010 ‘TO WHOM IT MAY CONCERN: ‘The Emory University Rollins School of Public Health Masters International program has prov- ‘en to be one of the most innovative and practical MI curriculums in the United States. We are vvery impressed by the program’s community engagement component and feel that this approach will continue to graduate a cadre of Peace Corps Volunteers who are better prepared for over- seas service and committed to our core values. Most importantly, the Rollins MI program is enjoying sustained growth and represents a model for community service that we feel can and should be replicated. We strongly encourage any effort to expand the curriculum to impact the broader population of public health students, re- ‘gardless of their interest in Peace Corps. Sincerely, David Leavitt-D' Agostino Public Affairs Director Peace Corps Atlanta Regional Office Celebrating 50 Years of Service to the World ‘Atlanta Regional Office 60 Forsyth St RM3M40 Atlanta, GA USA 30303. 404.562.3452 April 30,2010 TO WHOM IT MAY CONCERN: ‘The Emory University Rollins School of Public Health Mesters Intemational program has prov- ‘nto be one ofthe most innovative and practical MI curriculums in the United States. We ere veny impressed by the program's community engagement component and fel that this approsch will continue to graduate & cadre of Peace Corps Volunteers who are better prepared for over- seas service and committed to our core values. Most important, the Rollins Mi program is enjoying sustained growth and represent a model for community service that we fel can and shouldbe replicated. We stongly encourage any effort expand the carculm to impact the broader population of public heskh stud, r- sales of their interest in Peace Comp. Dou cttOrpeso Sincerely, David Leavit-D' Agostino Public Affairs Direc Peace Corps Atlanta Regional Office Celebrating 50 Years of Service tothe World ‘Atlanta Regfonal Oftice 60 Forsyth St RMBMA0 Atlanta, GA USA 30303 404.562.3452 to ee cuzerer6 ¢ SIA) “OR “UY SRD ead EES TERA 1) (LT mei chit survivor ‘Apt'30,2010 Office of Univerety and Community Partnerships Emory Univeral 1256 Barf Road, Suite «18 ‘tant, GA 20822 ‘bear Ofc of University and Cormmurit Partnerships: “The Fugees Family small grast-roat nonproft eganzation serving low-income, atiskrefusee youthin the Carkston are Gust 10 miles eas of downtown Attanta). Our mission sto hep these chi survivors of war rebuild thelr ves one step at atime, We belive tht access to quality education i key for refugee youth to succeed herein the US, and we promote educational excellence through ree vestround academic enrcimient programs, We use the passion that our players rng tothe soccer field to help them achieve success both on ond ofthe fled. Our goal foal ofthe Fuges to graduate igh school on tine witha plan fo collage orb traning. ‘Our yearound academic programming consists of ater-school tutoring during the school year and literoey-fcused day camps during the summer, This year we have ha the privilege of working closely “th the Masters International program ofthe Roins Schoo of Public Heath Students in the Masters International program have been vlusle volunteer tutors any night of the wee, you can fad them working with our mile and high schoo! students on English math, or scence homework. The high {usiy ofthese volunteer tutors ha had a natieeble impact on the quality of tutoring sessions. ‘2éiton, several Master International students have boen working closely with us to develop @ ‘aturaly appropriate helt curiculum, addressing essential topes such as nutrition, gangs, drugs, 3nd Sopropiatesensel behavior. We ae excted or the opportunity to integrate these important topics in cour programing tl summer. www.fugeestamily.org (p)678.358.0547 (f)678.530.1192 PO Box 388, Scottdale, GA 30079 Wie are honored to rite in support of the Community-Engaged Learring Initiatives Grant submited by {he Rlins Schoo of Public Health. We hope to continue ou psrinership withthe Rolns Schoo of Public Health in future years. The dedication of resources othe develooment of necessary Infrastructure would enable our partnership not only to continue butt be strengthened and deepened. ‘We hope that through volunteer opportunities with he Fugoes Foi, Masters Interatinal students ‘ako benefit in becoming more prepared forte challenges that aalt them nthe Peace Corps. ‘We ate ected shout the poste ths funding may provide and writen strong support ofthis grant application. — Jos MAA, oe Fugees Fey Executive Dretor Dy ‘cooprave nery Po sees? Deca, GA 30910457 Tot o4ar7 385 Fac 4703483, Aprit 30,2010 Office of University and Community Partnerships Emory University 1256 Briarclif Road, Suite 418 Allanta, GA 30322 Dear Office of University and Community Partnerships: Please allow tis letter to show our strang suppor for the Community- Engaged Learning Initiatives Grant application being submitted by the Rollins ‘School of Public Fealth, Decatur Cooperative Ministry (DCM) has worked With students and staf from the school duvin the “Rollins-teer Day of Service” and several other volunteer projects. Additionally in the past, we have had two students as members of out Organizational and Program. Assessment Work Group, an advisory committe that conducts professional ‘evaluations of DCM programs under the volunteer leadership of evaluators from the CDC and a DCM board member. Regardless ofthe type of project. Ihave found the students, faculty, and staff to be well-informed, felenlly, and generous with tei time Founded in 1969, DCM alleviates and prevents homelesiness while affirming the dignity of each family. Students witha wealth of knowledge, as well asa ‘strong commitment to public service, are tremendous asses to our housing and ‘homelessness prevention programs. Therefore, we welcome the opportunity to work more closely with the talented students ofthe Rollins School of Public Health We at DCM are excited about the possibilities this funding may provide to strengthen our partnership withthe school, its students, faculty, and staff. To that end, we support this grant application and ask that you give it your thoughtful consideration. Flea provieany ational information, plas contac me at 3775, ext 8 or i Thank you. Sincerely, (00 Dir Beth Vann Executive Director ring pool apse see te conmty APPENDICES Appendix A~ Concept Map Appendix B - Detailed Timeline Appendix C - Logic Model Appendix D ~ Detatled Budget Worksheets Appendix Appendix E ~ Student Testimonies ~ Phillip So, 1" Year GH student, Masters International Program Benefits ~ Yvonne Hong, 2» year EPI student, Independent Project as part of Masters International Program with Refugee Sewing Society microfinance program - linked to Goizueta Business School students and a collaborative agreement with Emory University Bookstore (Barnes & Noble Booksellers) Kristin Margaret Unzicker, MPH, CHES Phone: 404.095.6413 ~ E-mail: kunzick@emorvedu SUMMARY OF QUALIFICATIONS Creative and compassionate individual that relates well with others ‘Svong verbal and written communication skills ‘raining and facitaton sil utilizing adult earaing principles "Extensive experince serves, community development and participatory empowerment strategies Detartented management and coordination in government non-proitand private sectors PublicHealth Competences: Capacity building, community needs/assets assessment curiculum development and delivery program planing, evaluation research, and quantitative and qualitative research and analysis, ‘CURRENT OB RESPONSIBILITIES ams Rolins Schoo of Public Heath Emory University ‘August 2006 present International Student Affairs Serve asllason with department and university offices for nterational sents anda, Oversee production of publications and communications 2s central contact fr al international stdenis and scholars Negotiate international felowship programs and serve as ky coordinator for Bory Unversity with national ‘and international sponsoring agencies. Manage English asa Second Language ESL) program for public heath Student assessment and coursewore Serve review team specially selected by the provost to evaluate Inuerational ser vies and programs a Emory University. Develop and implement school-wide program for International and domestic students. Help to calivatea diverse student community where both personal 3nd professional sucess cn thrive Service Learning Created and manage annual school-wide service learning day forall incoming public heath students Partner with 25-30 community organizations for service projec. Mobilize returning students current sta and faculty to provide leadership. Coordinate all raining and outreach for service opportunities throughout the yea, "Engage local businesses and unlverstyparters to suppor service iniatves, Recognized by Presidents Figher Education Community Service Honor Koll for Emory University ‘Peace Corps Masters International Program Restructure Masters International program withthe United States Peace Corpst Emory University to nclude ‘ongoing stdent-commuity partnerships serving refugees throughout the 2-year program, Designed and facitateweetly 2-hour seminar utilizing community empowerment methodology ineluding Partipatory ‘Analysis for Community Action, Training for Transformation and curriculum developed bythe Peace Corps ‘Through combination of elassroom instruction, group discussions activites and community projec stent practice community integration, participatory planning and implementation and sustainable ranston. Health Education Coordinate personal health course required forall undergraduate students at ory University. Supervise 10 ‘Teaching Asistans who teach 21 discussion based labs and coordinate 3 lectre sections each week for approximately 600 students per semester. Revised an enhanced couse curriculum. Conduct extensive valuations each semester to measure success and satfaction of te course among participating stidents, {caching assistants and university partners Lecturer and Leadership ‘Adwse students and student organizations. Mentor Publi Health Scholars and Peace Cops Fellows. Help facltate leadership opportunites in public heath, acose the university and inthe Atlanta comma Develop, mplement and facitate leadership training for pblicheath student leaders. Invited speaker at Assocation of Schels of Publi Health Student Leadership Institut. Cofactor for Community ‘Transformation couse offered as a 5-day workshop each year to eduate public health stents On Palo rcre’s principles fer commanty empowerment wising participatory strategie fo cresting change, PRIOR EXPERIENCE ERO for Chilaren, ne, 1/07 21/07 Designed interactive one-day curriculum and resource guide for training youth mentors of HEROes program {designed to provide meaningful experiences or youth infected or affected by HIV/AIDS. Faltated Training for {Snew mentors and HERO for Chlldren sta. PRIOR EXPERIENCE, continued Peace Corps Botswana, 3/04 5/06 ‘nressed capacty for dst lve HIV/AIDS programs and resource allocation for Charlesbil sub-district in Botswana in collaboration with sub-dlstit, district national and international agencies. Monitored and documented HIV/AIDS programming and impact Formed and facitated youth and other community groups ia leadership and empowerment Planned and implemented events to suppor education, awareness and healthy forms of enterzinment that encouraged earsmunty participation Served asa trainer, educator, menor, motivator, change agen and source of idea generation to local community members aswell 2 llow volunteers Setewana waste primary language sed during service. Society for Public Health Education (SOPHE), 7023/08 Coordinated national networks ftalnersspclalizing in social marketing and health communications forthe Intoraton raining in Bfynegy and Health Fastin Health Commmnnecation st CDE Corparate Uneersty ‘and throughout the United States through marketing, distribution and walning, Managed electronic ‘ommunsations through the website and ater comitiee wore Activin spctalty advoeay etfors, regular leadership communications, partnerships and office duties surounclng ational mestings and conferences. ‘valuation Consultat American Cancer Soctty National Office $02 ~ 4/03 Developed evaluation materials. Conducted evaluation research, Implemented 2 multi-phase evaluation assessment, Produced final writen reprt forthe evaluation af the Collaborative Traing stitute forthe Practical Use of Evaluation, o-sponsaredby the American Cancer Society and the Centers for Disease Contol and Prevention. ‘Graduate Assistant, Career Master of Publi Health Program a Bory University (CMPH), 1/01 7/02 Pailitated alt education workshops. Assisted faculty wit development, maintenance, nd evaluation of ‘courses Developed promotional program and course materials Corresonded with students and fact. Organized and maintained Specal Suds Projets. Developed Special tides Project manual and website, PROFESSIONAL AFFILIATIONS National Peace Corps Associaton (NPCA), June 2006 present National Society for Publi Health Education (SOPHE), 2002 ~ present ‘American Publi Health Assocation (APH), 2001 present Emory Global Health Organization (EGHO), 200% ~ present ‘Georgia Federation of Professional Health Educators, Ine (GFPHE),2001- present ‘EDUCATION Rollins Schoo of Public Health a Emory University AUant, GA ‘Master of Public Health, Health Eduation and Promotion, May 2002 ‘Gustavus Adaiphus College, St Peter, MN Bachelor of Arts Paycholgy, May 2000, (CERTIFICATIONS & TRAINING (Certiled Health Education Specialist (CHES), cerication #9810, 5/02 ITSO AIDS Training Program, Module I: AIDS Clnieal Cae Fundamentals for Physicians and Pharmacists, Botswana Harvard AIDS Institute Partnership for Reseach and Education, 8/08 ‘ealtnEdueaton Advocacy Summit Coalton of Natlonal Health Education Organizations, 3/03 and 3/09 "Emergency Rise Communication Trainer, Centers fr Disease Control and Prevention, 3/03, AppliséAtlence Segmentation, Society for Public Health Education (SOPHE), 9/02 {deyery Natal Neth Trane, Stety fr Pull Heals Bulacan (SOPH, 8/02 ‘Transformation fr Health Tralnng Global Heats Action, 1/01 VOLUNTEER SERVICE ‘hair, Domestic Service Hoard Member of Atlanta Area Returned Peace Corps Voluntzes, 6/09 ~ present ‘eaership Team Board Member, Dra ils United Methodist Chureh,1/09- present ‘Chae Outreach Comptes Druid His United Meshodist Church, 1/07 present ‘Mission Tip Team Canrgaiar. Organized Planned and Led 4 Anml MLK Servic Trips to Help Rebuild New Orleans, ‘ouisana Area United Methodist Committe on Rel 1/07 1/10 ‘olunteer HIV Interviewer Outreach, Inc, 10/01-12/01, ‘ealthand Wollness Volunteer /Intarn, Clarkston Senior Refugee Center, 2/01 11/01 ‘allie Health Voluntaer/Mlsianary, Maua Methodist Hospital, Ma, Kenya, 7/01 ‘Community Nseds/Aset. Assessment Facltator Fulton County REACH for Wellness Initiative, 2/01-5/01 Appendix A Concept Map EN oan] PRS ORa Lh: SUE y) cS Appendix B Detailed Timeline APPENDIX B - DETAILED TIMELINE Proposed Timeline for Phase I activities as example to begin planning strategies Fall 2010 - Phase I Planning and Capacity-Strengthening ‘August 2010 Create resources for educating all ASPH students on community-engaged learning opportunities at SPH tobe included in New Student Orientation events Educate returning students and faulty on community-engaged learning opportunities at RSPH to be include in New Student Orientation events Update materials to train Rolins-teer site Leaders on facilitating meaningful experiences and «connections to community organizations during Day of Service. ‘Connect with al faculty facitating community-engaged courses in Fall to understand and review process for partnerships, plans and project fcitalon~ attend first class meeting when appropriate Faalltate Rolinsteer Day of Service (Wednesday, August 25°) September 2010 Review evaluation of Rolins-ter Day of Service Follow up with Rolins-teer Sites for organization evaluation and thank-you Publicize Rolins Schoo! of Office of Engaged Learning and postion fr Director of Engaged Learning ‘widely cross ll departments and appropriate channels to share mission, objectives and plans ‘Connect to community partners and key communty organizations to engage key stakeholders to help develo a plan for ongoing communication and community involvement ‘© Obtain updated contact information and key stakeholder information (©. Share larger purpose of ongoing service trough ongoing partnership with ASPH/OUCP .© Use shot interview protocol for facitating participatory process and listening for themes that may be shared during intial converstions/follow up. © Plan fornext level of outreach and communication to include any adtional stakeholders, Formalze Faculty Advisory Committee Formalze Student Advisory Committee stalish inital plan for regular meetings and ongoing communication plan for community partners, faculty advisory committee and student advisory committe and set first meeting times for advisory committees Establish roles and responsibilities for advisory committees and other key players = Gallet history and data from faculty, students and community partners on past/eurrent partnerships an projects to include the in OUCP database for CEL programs and coursework Follow up with felt facitating community engaged courses. Connect with students and community partners when appropriate or requested Plan community stakeholder meetings for follow up and feedback (once @ month) Draft guidelines fr effective community engaged learning (discuss review of published information) October 2010 = Hal initial meetings for advisory committees [Faculty Advisory Meeting, Student Advisory Meeting and Community Stakeholder Meeting} and begin to reflect and brainstorm on Strengths, Weaknesses, Opportunities and Threats (SWOT) of current community-engaged learning courses/projects with RSPH = Develop evaluation tools for community engaged learning initiatives = _ Review current published guidelines for community-engaged learning and service learning = Evaluation of draft gudelins wit current courses and community partners Update OUCP database with courses and programs collected from faculty = Distribute communication widely across all departments at SPH and with known community partners on exsting programs and partnerships ‘November 2010 ‘Communit stakeholder meetings for follow up and feedback ‘Advisory Committee Mectings| Recruit faculty for participation in Faculty Fellows program Intl review of assessment with additonal follow up for completing missing tems Explore options for electronic sharing of files and information on community project findings First seminar series lunch and learn Recrut groups to share experiences during spring seminar series Submit implementation proposal fr Spring 2011 based on preliminary plans an findings December 2010 = Community stakeholder meetings for follow up and feedback ‘Advisory Commitee Meetings Final project presentations Reflection and review of Fall semester Plans for next steps with commun projects Collect inal projects, reports and findings for review by all students, faulty and community partners Assess and revise as necessary plan for Spring Community project cours presentations Spring 2011 - Planning/Capacity Strengthening/Implementation Phase | January 2084 ‘Community stakeholder meetings for flow up and feedback ‘Advisory Committee Meetings Finalize guidelines for effective community engaged learning opportunities Spring semester community-engeged learning courses begin Follow up with faculty facilitating community engaged courses. Connect with students and community partners when appropriate or requested Seminar series lunch and learn Seaure resources, equipment and expertise for developing outreach materials Februory 2011 Conant steheles sets fa oll ap aid feedback ‘Advisory Committee Meetings Develop Summer Internship program activities and application process Create outreach materals~ brochures, website, videos, ee Explore professional develop opportunities fr facut, students and community partners Analyze evaluation data from fist semester coursework and programs utlizng guidelines Seminar series lunch and learn March 2011 ‘Community stakeholder meetings for follow up and feedback ‘Advisory Committee Meetings ‘Seminar series lunch and learn ‘Advertise application pocess Summer internship program Develop proposals for cammunity projets and partnerships Finalize Fall Evaluation Community Engaged Learning Report Update evaluation toos and guidelines as appropriate ‘Apri 2011 ‘Community stakeholder meetings for folow up and feedback Advisory Committee Meetings ‘Community project course presentations Finalize delverables for community partners May 2011 ‘Community stakeholder meetings for folow up and feedback ‘Advisory Committee Meetings ‘Connect with community organizations on next steps from community projects Summer 2011 - Planning/Capacity Strengthening/Implementation Phase | June 2011 Fist Community Engaged Summer Internship program begins Utilize guidelines for recruiting and matching community partnerships for upcoming academic year July 2011 Finalize rgsnizaton sites for community engaged learning courses and programs Secure project sites for 2010 Rolns-teer Day of Service (20-25 sites) Finalize support, sponsors and external fundng/resources for Rollns-teer Day Update training resources for incoming students and returning student leaders August 2011 Fducate returning students and faculty on communty-engaged leaning opportunities at RSPH to be Included in New Student Orientation events ‘Connect with al faculty facitating community-engaged courses in Fal to understand and review process for partnerships, plans and project facilitation ~ attend ist clas meeting when appropriate Facltate Rollins teor Day of Service Appendix C Logic Model Appendix D Detailed Budget Worksheets aia a Ppa TRS Fea sen hes es (seo Tara TS [eater capac Svengening Grant Budget Propose regamrjeNere fh Oi logs amie Year Seat ard iT S00 [egal ig sean ane ie exon oe aa ae |store een a Siam ssa, 3 zsins0 5 v.00 Sissias0|§ 61.3000 Sen Spor Toa Suet pO Save = Hpooms [| wR Sipps na sta fis Spo am Tm ltrs mie eon Tt Supp ae at Saas fe TH Feuer Tales urd ep Pal contravene ihr poy fo para Fo Tava To oo Fe ere 7 Tense Coma oon Tl Cnslons/ConractaT 32000 Ta ein Hk -aisaaas | pein |S —iseamaso| Appendix E Student Testimonies Phillip So, 1* Year GH student: Masters International Program Benefits Yvonne Hong, 2™ year EPI student: Independent Project as part of Masters International Program with Refugee Sewing Society, microfinance program - linked to Goizueta Business School students and a collaborative agreement with Emory University Bookstore (Barnes & Noble Booksellers) Masters International Program Benefits Delivered April 16,2010 at School-wide Masters International Presentation ‘Closing Remarks by Philip So, Ist Year GH student (ul presentation available at: itp://vw.sph.emory.eduimediyML_ Peace. Corps wv) Friends, colleagues and esteemed members ofthe faculty and staf, thank you for coming today to let us share wth you litle about his unique clas and the influence thas had onus and moe importantly, the ‘community. Althe stents you see here came to the Masters International Program not really knowin ‘hat to expect. On day one it became clear thatthe purpose ofthe class was to prepare us for Pesce Corps. But Peace Corps isn't one of thse things you can easily prepare for, Many returned volunteers say itis unlike anything else they've ever experienced, life changing ? years of service, Nevertheless I ‘can assure you that everyone of us feels empowered by this class. The Master International serinat is but onthe same principles as those advocated by the Peace Corps. Dedizating and commiting the community, establishing local trust and confidence, ad engaging the others in the sir of cooperation, ‘mutual lamin and respect. Under these principles, we have fused on building skills and developing strategies that would be applicable inthe field. The comunity map isan example of the types of sctivtes we've learned about as tols for service, Our clas teaches practical skis ha willbe important tw a succesful experience with Peace Corps, but what makes this class unique from any others is the service leaming component, This clas has no ease studies, no simulations or datasets. We ae fortunate ‘enough to have the opportunity and privilege to apply what we've been taught immediately in the ‘community. ‘The projects you have heard about have been designed by stents who have gone into the community and asked community memibers what they needed the most. And while we have seen greet succese and Progress, it has not been without its difcutes, Our experience has taught us just how hard it can be to ‘ain access to a community and deliver results. Fall semester was speat planning and trying to work out logistical factors. And even when we launched ou projects in the spring, we've learned First hand hov unresponsive some healthcare facilities are and how dificult designing acuriculum canbe. But working ‘together and withthe community, we have pushed through all hese barriers. I sid before that this ‘seminar Was unique and it uly is. Our project planning hasbeen given fice, dozens of faces, eal people whose lives willbe improved from our work. Their strugeles have become our srugsles and our ‘secesses will become their successes. Therefore, for us there can be no excuses, We can make nO assumptions or write off difficulties as limitations toa proposed project. We have both the privilege and ‘the burden of learning and working a the sume time. The process has been fasting ates, but it has ‘een ineseibly emaling. I Llieye dat dis wnigue experi fs plied us ely into the reales of public health practice. may not have known what to expec rom this class, bu as I elect on everything \we have done this pas year, the projects we've erred out and the differences we've made in people's lives, [know it as provided an experience that is above and beyond anything I ould ave imagined. ‘The masters international program, through it service learning component, has not only provided limpse into peace corps, but has given us the experience to leave Rolin moe effective public health professionals ‘Testimony frm Yvonne Hong. 2" Year EPI student Project with Refugee Sewing Society, Microfinance Program ‘his semester worked with The Refugee Sewing Society (RS), 2 soon-to-be non-profit organization based in Clarkston, Georgi. The sim ofthe program sto frst, provide a safe and healing environment for women refugees; and second, to provide them with economic opportunity by sling thelr lth, bead ar yar prvdtein Hh community ‘became involved with RSS when | branched out from the normal structure of the Ml lass so that | ould be more in control of my experience and contact withthe community, and not be dependent ona ‘oup effort. At the request of SS, I came aboard to help them with inventory issues. However, my ‘ole has evolved and expanded to include marketing/branding, product advisement, and oftentimes just 4ay-to-day logistics, Ifyou asked me lst year if would be volunteering witha group ike RSSin the capacity that | am now, | ‘would have laughed because isthe kind of wore! would have typically eschewed, {thank myself everyday for having ha the foresight to allow myself to say "Yes." ‘During my time working with RSS, have been able to become a leader and wel a selt-identy as 3 leader. was contacted by an undergraduate business student who was interested in becoming involved wth a miroenterprise organization based in the lca community, and was able to acta: 2 guide of his experience at RSS. Iwas excited atthe prospect of collaborating with a business student because I know {stil have alot about busines to learn, In ths partnership, l actualy learned more about myself and ‘what my education has taught me; | ao think that | was able to pass on a public health point-of-view ‘that business students do not normaly conduct themselves in, While fe! ike was able to accomplish alt at RSS, the major tangible accomplishment am proud of ‘and would ike to point outis my outreach tothe Bares and Nable bookstore soon to be open on Emory’ campus, After much persistence and many emails tothe bookstore aison, 1 was able to ‘convince him that carrying RSS products was a unique opportunity, and something ideologically thet Emory should support. From that contact, |was able to secure a meeting withthe Barnes and Noble

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