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Shaping Teaching and Learning to Address a
Global Health Crisis: COVID-19 and Global Health
FREE WEBINAR SERIES
MAY 1, 2020
FACULTY FRIDAY WEBINARS
WELCOMEModerator
Dawn Michele Whitehead, PhD
Vice President, Office of Global Citizenship
for Campus, Community, and Careers, AAC&U
Email: [email protected]
Thank you to our sponsor!
Use Q&A for:Panel discussion
Use Chat for:Technology support
Slides and webinar recording will be posted online:
www.aacu.org/webinars/globalhealthcrisis
#AACUfaculty
Panelists
Barbara Astle, PhDDirector MSN Program &
Associate Professor, School of Nursing; Director, Centre
of Equity & Global Engagement (CEGE), Trinity
Western University
Caryl Waggett, PhDAssociate Professor of
Global Health Studies, Allegheny
College
Shaping Teaching and Learning to Address a
Global Health Crisis: COVID-19 and Global Health
Jessica Evert, MDExecutive Director, Child Family Health
International;Clinical Professor,
UCSF Department of Family and
Community Medicine
Charles Chineme
Nwobu, MDMedical Director,
Ghana, Child Family Health International
Caryl Waggett, PhD
ASSOCIATE PROFESSOR OF GLOBAL HEALTH STUDIES,
ALLEGHENY COLLEGE
Email: [email protected]
Past semester “pivot”
Brought students back from programs; sent our international and domestic students home.
Dealt with interrupted global health ELOs on the fly…
Grade in place
Reflect on efficacy of agency’s existing preparedness response for this unique situation
Develop materials and resources for clients remotely
Interview organizations to assess capacity for handling pandemic response
Looking forward –
short term guidance
for GH ELOs
Onsite ELOs with high community partner engagement (top right corner) has traditionally been the “gold standard,” with some challenges
• Institutionally expensive
• Privileged certain students
Decision criteria regarding alternate approaches:
• Travel guidance
• Student safety
• Community partner capacity or “bandwidth”
• Faculty workload
Site visits, observations,
brief key informant interviews with staff
Students onsite for internship,
active engagement
Research on topics
adjacent to defined needs
Engage in projects with
and for community
partners
Onsite
Remote
Intensive
community
partner
engagement
Low
community
partner
engagement
Looking forward –
long-term
guidance for GH
ELOs
HYBRID
Synchronous asynchronous
Virtual / Online
SCALE
Course-based Project-based
Varying duration
Individual / Cohort
GOALS
Expand or separate learning
outcomes
Professional / Socio-cultural
With assumption that ELOs are still essential, we need to:
Modify elements of remote ELO experience to accommodate partner needs.
➢ How much of the interaction takes place in real-time vs independently
➢ Mechanisms to reduce burden on community partners such as increasing group / cohort / course-based engagement
➢ Reflect on which key learning outcomes can be met through ELO, and which through other pathways
Looking forward –
long-term guidance
for GH ELOs
With assumption that ELOs are still essential, we need to:
Ø Ensure close communication with community
partners
Ø Modify elements of “ideal” or “traditional” ELOs to create remote experiences that
accommodate partner needs and safety
considerations
Ø Recognize and compensate community
partners for modified mentorship
Ø Complement modified ELOs with additional
resources or alternative pathways
Synchronous Asynchronous
Individual Cohort-based
Long-term Short-term
Professional Social / cultural
Type of contact / hybridization
Personalized vs group-oriented
Duration
Primary goals
Reminder – we have done this before!
Some aspects of COVID-19 are unprecedented!
But – as educators, we have endured many instances of similar pauses in experiential education in past 20 years…
September 11, 2001
Tsunami… Indonesia
Earthquakes… Japan, Nepal, Albania
Hurricanes & Cyclones… Katrina, Sandy,
Maria
Civil unrest… Kenyan elections, Arab
Spring Hurricane Maria, Puerto Rico, 2017. Students could
not head home to help family or evacuate them.
It has never been more important to connect our students
to communities around the globe to reduce sense of
isolation and “safer apart”
Refugees and new Americans, Erie, PA
Jessica Evert, MDEXECUTIVE DIRECTOR, CHILD FAMILY
HEALTH INTERNATIONAL
CLINICAL PROFESSOR, UCSF DEPARTMENT
OF FAMILY AND COMMUNITY MEDICINE
Email: [email protected]
Charles Chineme
Nwobu, MD
MEDICAL DIRECTOR, GHANA, CHILD
FAMILY HEALTH INTERNATIONAL
Email: [email protected]
Student Engagement
Partnership Maintenance &
Solidarity
Organizational Endurance/Sustainability
(weathering storm and evolving for a new reality)
Processing loss, distance, and fear
Example: CFHI Virtual Global Health Internship
GlobeSmart Cross-Cultural Effectiveness Training
CFHI Online Synchronous and Asynchronous Global Health Education
Individual Student/Small Group Project-Based Work
with CFHI In-Country Mentors and US-based
support
For more info please contact: [email protected]
Appropriately scoped and supervised
service/project contribution
360 assessment & evaluation
Self-Assessment
with validated
instruments
including IES
Critical Reflection with
learning objects and
virtual interactions
360 assessment
& evaluation
Evidence/
Consensus-based
competency goals
and learning
objectives
Virtual
cultural &
social
components
What is lost?
“For the 1st time, I worked with doctors and nurses and chefs and social workers that looked like me. Being a young black female in a predominantly white area, it is hard to feel welcome and a part of things at times. But in those moments [in Kabale], I was welcomed and a part of the conversation. KIHEFO taught me to see everyone as welcome and wanted.”
- Juliette G
“The internship provided me with a very enriching opportunity to explore the complexity of HIV management in the South African context. With a variety of healthcare environments such as hospices, hospitals and clinics, I got to experience first-hand the operation of the three-tier healthcare system of South Africa in a very populous and predominantly Zulu province. The culture of the Kwa-Zulu Natal was fascinating from their marital parches to their language via
their colorful fashion, I absolutely loved being immersed in this dynamic environment…Overall, the internship was the most defining experience in my public health career thus far.”
- Marie H
“ CFHI offers the most intense and rewarding Palliative Care programs one can experience in the medical profession. In the colorful and densely populated Delhi you work side by side with the best Palliative Care teams bringing medical and emotional assistance to a variety of patients in need. Never have I learned so much on so many levels as I did during this particular program. “
- Dr. Sara H
What is gained?
Potential Benefits to Local Health Systems
• Locally-centric health systems
• By definition “sustainable” interventions are
focus
• Avoidance of unethical/safe/illegal hands on
technical activities by not fully
trained/proficient visitors
Increased Relevancy of Global Health and
Access
• Less cost = more access (hopefully)
• Easier to connect (??!!! Potentially)
• Global Health content across the academic
spectrum
Barbara Astle, PhDDIRECTOR MSN PROGRAM & ASSOCIATE PROFESSOR, SCHOOL OF NURSING;
DIRECTOR, CENTRE OF EQUITY & GLOBAL ENGAGEMENT (CEGE);
TRINITY WESTERN UNIVERSITY
Email: [email protected]
Re-envisioning Student (Learner)
Research Experiences
ACKNOWLEDGMENT: “Dynamic” COVID-19 Pandemic
Addressing “familiar” to “unfamiliar” Challenges:
Students & Faculty “learning” together
Humanizing the experience for the students
Mission: Meeting students learning objectives, competencies and outcomes
Variations between undergraduate versus graduate students
Domestic (local) versus international field research experiences
Student Research II
“How do we implement data collection in field research with our students remaining local (when in international field research)?”
Developing realistic timelines
Working with established local & community research partnerships
Relationships / Humility
Feasibility / Availability
Multi-access delivery
Adaptations / Adjustments / Shifts (students & faculty – additional work)
Merging (face-to-face and online)
Instituting other methods (virtual – remote platforms; participant / researcher roles)
Field research student / faculty examples (locally and internationally)
Photo Credit. E. Strobell
Student Research III
MOVING FORWARD …..
Lessons learned in re-envisioning field experiences for our students
Best practices - Track what is/ is not working
Sharing lessons learned & best practices
Ongoing consultation and connection with our students and research partners
Continued mentorship (students & faculty)
Developing a repository of resources available for continuing field research
Photo Credit. E. Strobell
Let’s Chat!
Use Q&A for:Panel discussion
Thank you to our sponsor!
Microsoft Resources for Remote Learning Microsoft Teams for Education
Office Tips for Remote Learning.
Microsoft Teams University
Education-specific Webinars including“Online classes and
Lectures with all your students”, and “Online meetings with student groups, or anyone with their email”
Snack Videos on YouTube with tips for using MS Office in remote learning scenarios.
Duration: 2 Mins each
Guides, Videos, and Resources for Educators Students, Researchers
Microsoft Teams for Education is free for all students and staff.
.
MicrosoftCOVID-19 Response
On-line course specific to Higher Ed.
Collaborate faster using Microsoft Teams for higher education staff
Free on-line course in Microsoft Educator Center Estimated duration: 1 hour
.
Thank You and Be Well!
Dawn Michele Whitehead, AAC&U [email protected]
Caryl Waggett, Allegheny College [email protected]
Barb Astle, Trinity Western University [email protected]
Jess Evert, CFHI [email protected]
Charles Chineme Nwobu, CFHI [email protected]
